Samantha Pallitto The Perfect Pet Lesson Plan Subject/Topic: Persuasive Read Aloud: 1st Grade Rationale: I want

to teach this lesson since the students have been learning how to write persuasive letters. I think a read aloud that can connect to persuasion will inspire and motivate the students to write great persuasive letters. I also believe since we are coming to an end with persuasive letters it is a good way to wrap up the unit by connecting their writing with a story. Standards: RI. 1.2: Identify the main topic and retell key details of a text. SL. 1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Objectives: Given writing paper, SWBAT produce persuasive letters using connections they hear from the read aloud, along with writing at least 80% of the steps to persuasive letters. . Materials: The Perfect Pet Letters Procedures: Engagement/Anticipatory Set: 1. Introduce the Read Aloud: The Perfect Pet. 2. Have students turn and talk to each other for one minute to make predictions and talk about what he or she thinks is the perfect pet. 3. While students listen to read aloud, tell them to think about ways the story connects to persuasive letters. Mentor teach and model: 4. Begin read aloud. Stop before page two and ask what the thing is Elizabeth wants to change and who she has to convince to change it. 5. Stop at page 6 and ask the students what Elizabeth is doing to convince her parents (giving reasons). 6. Stop at page 19 choose one or two students to give opinion if they think a bug is the perfect pet and why. Guided Practice: 7. At the end of the book have students turn and talk again for one minute to talk about if they think their parents would let them have a bug for a pet. 8. Ask students if they believe Elizabeth did a good job persuading her parents to let her keep Doug and why.

Independent Application: 9. Remind students of the steps of a persuasive letter (compliment, what you want to change, reasons for change, personal story, closing). 10. Have students return to desks with papers to write their own persuasive letters. Closure: 11. Have students group with their writing partners to read their letters and get feedback.

Assessment: While students are in their writing pairs have each pair explain the parts of a persuasive letter by sharing their own letter and pointing out each different part. Differentiation: I can have students work in small groups with different levels of writing abilities to get feedback from one another. Students can read persuasive books in their reading pairs then with their partner write persuasive letters.