Lessons & Units :: Author's Purpose 2nd Grade Unit

Lesson 3: To Persuade

Lesson Plan

Learning Goal
Identify text evidence that shows that the author’s purpose is to persuade.
Draw a conclusion about what the author is trying to persuade the reader to do or think.
Duration
Approximately 50 minutes
Necessary Materials
Provided: “Becoming Expert Readers” Letter; “Banning Junk Food” Letter; Direct Teaching Example Chart, Independent Practice Letter and Worksheet
Not Provided: chart paper, markers

  • Teacher Modeling

    will explain that some authors write to persuade the reader to think a certain way or to do something. I will give examples of persuasive texts such as commercials, magazine ads, and persuasive letters. I will present the characteristics of persuasive writing. (Direct Teaching Example Chart is provided below in Teacher and Student Materials.) I will read aloud a persuasive letter as an example of persuasive writing ("Becoming Expert Readers" is provided). I will identify text evidence of persuasive writing in the letter by identifying facts and opinions, expert testimony, the author’s feelings, and examples of something the author wants the reader to do. Then, I will use the text evidence to draw a conclusion about what the letter is trying to persuade the reader to think or do. For example, in the first sentence of the letter, the author states his/her opinion that “it is important to continually practice our reading skills.” “I think the author wants the audience to read more.”

  • Think Check

    Ask: How did I identify the characteristics of the text that show the author's purpose was to persuade? Students should respond that you read the text and identified facts and opinions, expert testimony, the author’s feelings, and examples of something the author wanted the reader to do. Then, you used the text evidence to draw a conclusion about what the letter is trying to persuade the reader to think or do.

  • Guided Practice

    will read the “Banning Junk Food” letter aloud (provided in Books and Passages). We will identify text evidence from the letter that shows the author’s purpose is to persuade. For example, the sentence, “Doctors explain that . . .” is expert information used to persuade the reader. Finally, we will use the text evidence to draw a conclusion about what the author is trying to persuade the reader to think or do.

  • Independent Practice

    will read a letter to the teacher about recess. (Student Independent Practice is provided below.) You will identify text evidence in the letter that shows the author’s purpose is to persuade. You will use the text evidence to draw a conclusion about what the author is trying to persuade the reader to think or do.

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

Build Student Vocabulary extremely

Tier 2 Word: extremely
Contextualize the word as it is used in the story "Doctors explain that extremely overweight children are more likely to get sick with diabetes or heart disease later in life."
Explain the meaning student-friendly definition) Extremely means “very”. In the text, when the author says that extremely overweight children are more likely to get sick, the author means that very overweight children are more likely to get sick.
Students repeat the word Say the word with me: extremely.
Teacher gives examples of the word in other contexts My food was extremely hot. It was so hot, I burnt my tongue. I was extremely tired. I wanted to fall asleep standing up.
Students provide examples Tell us about a time when you were extremely happy, angry or sad. Tell me about it by saying, “Once I was extremely ___________.”
Students repeat the word again. What word are we talking about? extremely
Additional Vocabulary Words diabetes, banning

Build Student Background Knowledge

Before reading the persuasive essay, "Banning Junk Food," explain to students that the issue being debated in the article is whether or not schools should allow junk food. A debate is an organized argument about a topic. There are usually two sides in a debate, and each person or group of people in a debate explains their feelings on an issue. For example, one person might be for allowing junk in schools, but the opposing or opposite side will be against allowing junk food in schools. The winner of a debate is the most convincing person. They use evidence and logic to help convince anyone listening that they are correct.

Teacher and Student Materials Get All

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