Four Good Ways to Persuade  Objective: Learn the strategies for persuasion and “think like your audience.”  Let’s look at the Note taker sheet titled “Four Good Ways to Persuade”  What do you know about each strategy to persuade?  I will explain each of these strategies in depth; giving specific examples.  Also I will inform you: what the audience should think & what the writer needs to do.

*** The Audience’s Arguments can be called “honest concerns” or “relevant issues” rather than “shouting to win.”

What do you notice about Emily’s sheet? Did she use all the strategies she listed here? Why do you think she chose some ideas for the piece but not others? (Were some stronger?)

Prewriting – Guided Practice  Objective: WE will be composing a “class” persuasive letter.  We will review some persuasive writing skills you’ve learned in the past as well as learn new ones.  The purpose of this is to prepare YOU for when you write your own persuasive letter!  This will be a CHALLENGE & a CONTEST between your class and the other 5 th grade classes!!!

Prewriting – Guided Practice  Whatever class that writes the BEST persuasive letter and wins the contest, will win a homework break!  So which class is going to be the best???

Prewriting – Guided Practice  Step 1: Practice completing a Purpose Statement. This form is important because it shows the authentic audience and purpose of the intended piece of writing.  YOU will complete this same form when you write your own persuasive piece.  You will need to make sure your request is a realistic topic and an authentic audience.

Prewriting – Guided Practice  Step 2: Practice doing the “Four Good Ways to Persuade” chart.  You will work as a table and think of at least TWO reasons, benefits, arguments, and problems.  Write them down on your chart.  Be ready to report back to me and tell me your ideas and we will vote on who has the best one to use in our Class Letter.

Prewriting – Guided Practice  Step 3: Practice completing a “Write to the Point” planner.  You will work with a partner and think of at least TWO reasons, benefits, arguments, and problems.  Write them down on your chart.  Be ready to report back to me and tell me your ideas and we will vote on who has the best one to use in our Class Letter.

Drafting an Introductory Paragraph– Guided Practice  Objective: Apply your understanding of writing an introductory paragraph with a lead, necessary background information, and a clear purpose.  Remember we are writing a real letter to persuade the 5 th grade teachers to give your class a homework break.  You must work as a team to successfully complete this letter.

Drafting an Introductory Paragraph– Guided Practice  In a persuasive letter, the introductory paragraph needs: To catch the readers attention with an interesting lead To provide background information to meet the reader’s needs To state the purpose of the piece  The first sentence in the intro paragraph is the first impression the writer makes on the reader. First impressions count!!!

Drafting an Introductory Paragraph– Guided Practice  What are the different ways to grab the reader’s attention? Ex: question, quote, surprising statement, description that paints a picture, brief personal story, etc.  Look at the first sentence of the intro paragraph in Emily’s letter.  What type of lead did she use?

Drafting an Introductory Paragraph– Guided Practice  Let’s practice writing different leads for Emily’s letter. You will work with a partner and share what you came up with as an engaging lead.  Question – what could Emily ask to grab Mr. K__’s attention?  Description – what could Emily describe that paints a picture for Mr. K__?  Quote – who could Emily have gotten a quote from? Teacher? Parent?

Drafting an Introductory Paragraph– Guided Practice  Look at the last sentence in Emily’s introductory paragraph. What does she do in the last sentence?  How are the sentences between the first and last sentences important for the reader?  The sentences give the audience (principal) important background information so that he understands the situation.

Drafting an Introductory Paragraph– Guided Practice  You will work together to write an introductory paragraph for your class persuasive letter!  Step 1: Create a catchy lead. You will work with your table.  Select one way to grab the reader’s attention and write the lead on the card. DO NOT write your names on the cards!

Drafting an Introductory Paragraph– Guided Practice  I will read the cards. We will vote on ONE lead that we will use for the class persuasive letter.  Step 2: Compose a couple of sentences that provide background information or further explain the situation. We will do this together.  Could you describe the current homework situation? Would an example of a typical night of homework give a helpful picture of the situation?  Could you tell how you feel about homework?

Drafting an Introductory Paragraph– Guided Practice  Help me write the next few sentences and we will all be in agreement on how it will sound.  Step 3: Compose a sentence telling the purpose of the letter to the reader.  Last, but not least – we will reread the paragraph several times to make sure it makes sense and sounds the way you want it.