Persuasive Writing Unit for Grade 5: A Step-by-Step 4-Lesson Series

Empower your Class 5 students with this comprehensive 4-part persuasive writing unit. This lesson series guides learners through identifying persuasive features, mind mapping arguments, the OREO drafting method, and final polishing. Includes differentiation strategies and practical assessments for elementary educators.

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Mastering the Art of Persuasion: A 4-Part Writing Series

Series Overview

This series guides learners through the complete process of persuasive writing, from deconstructing professional examples to publishing a polished, convincing argument. Designed for Class 5 students, it emphasizes logical reasoning, emotional appeal, and clear structure.

Lesson 1: The Anatomy of Persuasion

Time: 40 Minutes

Materials: Highlighters (3 colors), a sample persuasive text (e.g., "Why Every School Should Have a Garden"), "Features of Persuasion" checklist.

Learning Objectives

  • Identify the purpose of persuasive writing.
  • Recognize key features: Hook, Opinion Statement, Supporting Reasons, and Call to Action.

1. Introduction: The Hook (5 Mins)

Ask: "If you wanted to stay up 30 minutes later tonight, how would you convince your parents?" Listen to the arguments used. Explain that persuasion isn't just "asking"—it's building a bridge between your idea and someone else’s mind.

2. I Do: Modeling Feature Identification (10 Mins)

Read the first paragraph of the sample text aloud. Use a highlighter to mark the Hook (an interesting question or fact) and the Opinion Statement (the main point). Explain why these are necessary to grab and hold attention.

3. We Do: Guided Practice (10 Mins)

Read the body paragraphs together. Search for "Transition Words" (First, Additionally, However). Ask the student to find one Fact and one Opinion used to support the author’s claim. Highlight these in a second color.

4. You Do: Independent Scavenger Hunt (10 Mins)

The student looks at the final paragraph. They must find and highlight the Call to Action (what the author wants the reader to do). Fill out a "Features Checklist" confirming they found all parts of the text.

5. Conclusion & Assessment (5 Mins)

Recap: What are the four main parts of a persuasive letter?
Success Criteria: Student can correctly label the four main parts of the sample text.

Lesson 2: The Idea Factory & Mind Mapping

Time: 40 Minutes

Materials: Large blank paper, markers, "Persuasive Topic" prompt list.

Learning Objectives

  • Select a debatable topic with a clear stance.
  • Organize arguments and evidence using a visual mind map.

1. Introduction: The Power of 'Why' (5 Mins)

Play a quick game of "Convince Me." Give a silly topic (e.g., "Dogs are better than cats"). The student has 30 seconds to give three "whys." Explain that great writing starts with a strong "why."

2. I Do: Selecting a Topic (5 Mins)

Show how to pick a topic that is "just right"—not too broad (e.g., "Nature") and not too narrow (e.g., "I want a blue pen").
Example Topic: "Should students be allowed to choose their own seats?"

3. We Do: Brainstorming (10 Mins)

Brainstorm three reasons for the chosen topic.

  • Reason 1: Comfort leads to better focus.
  • Reason 2: Encourages social responsibility.
  • Reason 3: Increases happiness at school.

4. You Do: The Mind Map (15 Mins)

The student chooses their own topic (e.g., "Homework should be banned" or "We should go on a field trip to the zoo").

  • Center Circle: The main opinion.
  • Branches: 3-4 main reasons.
  • Sub-branches: Supporting details, facts, or "Imagine if..." scenarios for each reason.

5. Conclusion & Assessment (5 Mins)

Review the map. Are the reasons different from each other, or do they repeat?
Success Criteria: A completed mind map with a clear central claim and at least three distinct supporting reasons.

Lesson 3: Drafting & The Word Surgeon

Time: 40 Minutes

Materials: Mind map from Lesson 2, "Strong Verbs" cheat sheet, notebook/laptop.

Learning Objectives

  • Draft a multi-paragraph persuasive piece using the mind map.
  • Use persuasive "Power Words" to strengthen the argument.

1. Introduction: From Map to Sentences (5 Mins)

Explain that a draft is like a skeleton; today we are adding the "muscle." Show how a branch on the mind map becomes a full paragraph.

2. I Do: The O.R.E.O. Method (10 Mins)

Model how to write one body paragraph:

  • O: Opinion Statement ("I believe seating choice is vital...")
  • R: Reason ("...because it helps students feel trusted.")
  • E: Example/Evidence ("When I feel trusted, I work harder.")
  • O: Opinion Restated ("Therefore, choosing seats improves work habits.")

3. We Do/You Do: The First Draft (20 Mins)

Student begins writing their draft. Scaffolding: For the first 10 minutes, the teacher/parent helps bridge transitions. For the next 10, the student writes independently. The Word Surgeon Task: During the last 5 minutes of writing, the student must find three "weak" words (like 'good' or 'bad') and replace them with "Power Words" (like 'exceptional' or 'detrimental').

4. Conclusion & Assessment (5 Mins)

Read the strongest sentence aloud.
Success Criteria: A completed rough draft consisting of an introduction, at least two body paragraphs, and a conclusion.

Lesson 4: The Final Polish & Presentation

Time: 40 Minutes

Materials: Rough draft, colored pens for editing, final "publishing" paper or digital document template.

Learning Objectives

  • Edit for "CUPS" (Capitalization, Usage, Punctuation, Spelling).
  • Produce a final, polished version of the persuasive text.
  • Practice "delivering" the argument with conviction.

1. Introduction: Presentation Matters (5 Mins)

Ask: "Would you be more convinced by a letter covered in scribbles, or one neatly typed or written?" Explain that clarity in appearance matches clarity in thinking.

2. I Do/We Do: The CUPS Check (10 Mins)

Provide a short "messy" sentence. Together, fix the CUPS errors.
Example: "i think kids should get more mony because they work hard" -> "I believe children should receive a higher allowance because they contribute significantly to household chores."

3. You Do: Final Polish (15 Mins)

The student performs a final edit on their draft and then transcribes it into its final "Published" format. This can be a formal letter, a blog post format, or a script for a speech.

4. Presentation: The Pitch (7 Mins)

The student reads their work aloud. Goal: Use eye contact and emphasis on "Power Words." Feedback: Use the "Two Stars and a Wish" method (Two things that were very convincing, one thing to strengthen for next time).

5. Conclusion (3 Mins)

Reflect: "How did your writing change from the mind map to the final draft?"
Success Criteria: A clean, error-free final draft that includes all persuasive elements studied in Lesson 1.

Differentiation Strategies

  • For Struggling Learners: Provide sentence starters (e.g., "One reason I believe this is...") and limit the requirement to two body paragraphs instead of three.
  • For Advanced Learners: Encourage the use of a "Counter-Argument" (addressing what the other side might say) and a "Rebuttal" (explaining why they are still wrong).
  • Digital Option: Sarah can create a slide deck or a short video "commercial" instead of a written letter for her final draft.

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