Lesson

Opinion/Persuasive Writing Date Nov. 28-30th 2023

Title/Focus
Subject/Grade Time
Writing (Grade 3) 30 minutes
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Organizing Idea: Ideas and information can be articulated accurately and imaginatively through the use of
Learning writing processes and an understanding of the author’s craft.
Outcomes:
GLO: Students will investigate writing and research processes that support informed written expression.
Specific SLO: Students will examine how relationships between audience, purpose, and text form can influence
Learning creative expression.
Outcomes: - create written texts that draw upon a variety of sources of inspiration
- edit writing for spelling, punctuation, and grammar
- sequence sections of writing in a logical order
- create drafts of writing that maintain audience interest by focusing the number of ideas in sentences
and limiting repetitions.

LEARNING OBJECTIVES

Students will:
1. Use writing processes to organize and share messages including:
a. drafting
b. editing
2. Avoid repetitions and run-on sentences
a. writing will be observed and edited by teacher to ensure learning objective is reached
3. Consider audience and purpose
4. Express background knowledge of global citizenship
5. Print a paragraph consisting of five sentences
6. Persevere through challenges that may arise in the creative expression of ideas
7. learn the difference between casual writing as opposed to persuasive/opinion writing
ASSESSMENTS (How I will know students have achieved the objective(s))

● Students will learn the power of an opinion by choosing options which they must vouch for while being respectful to their
classmates. Students will be making a writing piece which vouches for santa or elves being a harder worker during the
Christmas season. Later on, students will have completed the objective when they have successfully completed a final, good
draft of their writing. This writing will be free of punctuation errors, grammatical errors, and spelling errors. This writing
will clearly communicate their personalized expressions and incorporate their understanding of persuasion in their writing.
Prior to the Lesson MATERIALS AND EQUIPMENT

- Pencil / Eraser
● Understand basic grammar
● SmartBoard & Pen
● Understand proper spelling and punctuation
● Whiteboard & Marker
● Have a basic understanding of communicating
Handouts - This or That
personal thoughts clearly Handouts - Persuasive Writing
● How to use capitalization Handouts - Persuasive Writing with Picture Box

● Create proper sentences

PROCEDURE

1
Adapted from a template created by Dr. K. Roscoe
 Introduction Differentiation Time
Students will be reminded of the previous lesson where they played this or that. I will
ask students if they remember the different options that were given. I will be looking for
the example of Santa vs. elves. Once I have this option, I will tell students that they will
be doing persuasive writing on whether Santa or the Elves are a harder worker during 2
the Christmas season. Once they have their choice, I will hand out a planning page called min
This or That which has students begin to think about their persuasive writing piece.
Before students begin, I will ask students about words they think might help them in
their writing that will be written on the white board.
Body Differentiation Time
Students will begin writing their planning page. Examples of the arguments will be For behavioral students
provided to students who may struggle with formulating sentences. They are as such as B.N., circulation is
followed: the most effective means
- I think that ______ is a harder worker than _______ because _______. of keeping them on task.
- _______ is a harder worker because they ___________. Any behavior that is
- ___________ does _________ during Christmas time which makes them a unnecessary will follow a
harder worker than ________. 1, 2, 3 rule that
It will be explained to students that the planning page is a guide for students writing, communicates the
and they are able to write as much as they would like to convince their audience that expectation of myself and
their choice is better than others while being respectful to other students. the consequence if 3 is
reached.
Opinion Writing Steps:
- write this or that writing template Students who sometimes 27
- opinion writing rough draft - students must skip lines need more min
- checked by a teacher encouragement,
- good copy and picture motivation, or a “push in
the right direction” such
Students may move on to the next step in their writing with the approval of a teacher. as C.v.E. or W.P. will be
For early finishers, it will be encouraged to write more and become as convincing as watched over for over
possible to their audience. If students complete their opinion writing, they may work on stimulation or lack of
their Letters to Santa, color a coloring page, or read silently at their desk. interest in an activity.
Expectations will be made
to the class ahead of time
in order to ensure the
classroom is a calm and
peaceful environment.
Closure/ Cleanup/Recess Transition Differentiation Time
Students will be asked to line up for gym class and clean up any materials they may have
on their desks.
1
min

Sponge Differentiation:
Letters to Santa, Coloring, Reading
Activity/Activities
Assessment Formative/Summative: formative
Assessment: (How will my students demonstrate their learning?
How willI collect evidence of learning?)
● Students will be individually writing a persuasive piece
● expressing personal opinions
Using Assessment Data: (How does this assessment data inform
my next steps?)
● By giving an underlying basis as to what they are writing

2
Adapted from a template created by Dr. K. Roscoe
 and why it is important, students become engaged and
excited in their writing and following classes.

Lesson Reflections

This went well:

This could have been better:

Next time:

3
Adapted from a template created by Dr. K. Roscoe
 Additional Notes:

4
Adapted from a template created by Dr. K. Roscoe