5th Grade Writing Unit

Common Core State Standards

1. Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to
support the writers purpose.
b. Provide logically ordered reasons that are supported by facts and
details.
c. Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
2. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. (Editing for conventions
should demonstrate command of Language standards 13 up to
and including grade 5.) (W.5.5.)
3. Provide a concluding statement or section related to the opinion
presented. (W.5.1.)
CCL Goals
4. Add information to a narrative text to inform readers; sometimes
create hybrid texts.
5. Include argument and persuasion when appropriate
6. Provide details and interesting examples to develop the topic.
Day One
Topic: Introduction Persuasive Writing
Materials:
But Excuse Me Thats My Book by: Lauren Child
Chart paper
Writing utensils
Where the Wild Things Are
Teacher Actions
Read aloud the story But, Excuse Me, That is my Book to the whole
class.
Lead the Generative Writing Activity
Look over exit slip for understanding
Talk over the points from the mentor text

Student Actions
Listen to the story But, Excuse Me, That is my Book
Participate in the Writing Activity
Respond thoughtfully to teacher and peer asked questions
Turn in their exit slip
Writing Activity
After listening to the story But, Excuse Me, That is my Book students
will be given time to think about what Charlie was doing to try and
persuade Lola into picking a new book. Students will be sitting in a
large group on the carpet after being read the story.
Students will do a think pair share to come up with ideas and will
then take turn writing the ideas we come up with on chart paper.
Once all of the students ideas are written on the chart paper we will
have a large group discussion about the ideas on the board.
As a class we are going to try and persuade Lola into checking out
the book Where the Wild Things Are using one of the techniques
previously talked about in our large group discussion.
After we complete this as a whole group the students will return to
their seats. They will then pick their favorite picture book and one of
the techniques previously talked about to try and persuade Lola into
checking out a different book.
Lola you should check out the book
_______________________________________________.
This book has _________________________________ and
__________________________________.
There is also a lot of ___________________________________.
My favorite part about this book
is_________________________________________________.
I think you would like __________________________________ because
___________________________________.

Assessment
After we complete this as a whole group the students will return to
their seats. They will then pick their favorite picture book and one of
the techniques previously talked about to try and persuade Lola into
checking out a different book. The teacher will use a checklist to
score the writing.

Students will be graded on participation for the day.

Student Name: ___________________________________

What persuasive idea did they use ________________________________
Did they use details or facts from the story ____
Did they give reasons for why Lola would like this book ____
Did they listen to the story _____
Did they participate in large group discussion ____
Differentiation:
All of the students will be read the story out loud. When it comes to the
large group discussions, different students will be asked different
questions based on each students level.
Struggling Learners:
o Will receive a copy of the text to follow along with as the
teacher is reading. This will allow them to get a better look at
the pictures in the story to help visually support what they are
hearing.
o Students will be asked more specific questions with answers
that can be found relatively easily in the text.
o In small groups students will pick a book and talk about what
they would say to Lola to persuade her to pick that book.
Gifted Learners:
o Students will be asked more open-ended questions that
requires them to process the information and make
connections, inferences, come up with questions, etc.
o Students will be asked to pick a book and write a letter
independently to Lola to persuade her to check out that book.
Mentor Text
This one tells you all about history on the Romans. Like how
Romans built very long straight roads and rode chariots and had
fights with swords.
Too many big words Charlie. My book has got pictures that I really
like.
Hmm how about this Encyclopedia. Its got millions of drawing and
millions of facts. You can learn about everything.
What is Charlie doing to try and help Lola find a book?

Day Two
Topic: Introduction Persuasive Writing Continued
Materials
The Day the Crayons Quit By Drew Daywaly and Pictures by: Oliver
Jeffers
Chart paper
Writing Utensil
Copies of text for all students
Teacher Actions
Read aloud the Day the Crayons Quit to the class
Teacher walk around the room:
o Answering student questions
o Posing questions to further students thinking
o Take mental note on who seems to be understanding and who
still needs help
o Pass out copies of texts
The teacher will point out the following points in the mentor text
sections below. They will share the sample letter they have created
with the class.
Student Actions
Listen to The Day the Crayons Quit
Work effectively in groups
Pick the REAL color of the sun and provide support for their thinking
Rewrite a letter to Duncan as a group
Students will listen to the teachers sample letter
Writing Activity
As a large group students will listen to the teacher read two letters
from The Day the Crayons Quit. Students will hear from the yellow
crayon and the orange crayon.
Students will then travel back to their desks and as a table decide if
the color of the sun in yellow or orange. As a group (3-4 students)
they will come up with a list of reasons why that color is the REAL
color of the sun. They will receive a copy of that crayons colors letter.
Once they have come up with 3 solid points the table will re-write a
letter from Duncan from the point of view of the crayons. They will
need to try and convince him that they are the REAL color of the sun.
We will read the letters out loud as a class.

Mentor text: The Day the Crayons Quit

I am SHINING down BRIGHTLY on the field of yellow corn! (Page
17). This is showing me that the color yellow is described as both
shinny and bright. I know the sun is both of those things as well. This
makes me think that yellow is the REAL color of the sun.
We both know I am clearly the color of the sun because, on
Thursday you used me to color the sun on BOTH the monkey island
and the Meet the Zoo Keeper pages in your Day at the Zoo coloring
book. (Page 19). When I read this and see that Duncan has used
orange TWO different times to color the sun it makes me second
guess what I thought about yellow being the sun, Duncan used the
orange twice as much to color the sun than he did the yellow. Maybe
orange is the REAL color of the sun.
**Example for the Class
Dear Duncan,
Its me, Yellow Crayon here. Will you PLEASE tell Orange Crayon that I
am the one true color of the sun? My color shines SO bright that people
have to shade their eyes when I am on the page. People dont need to
shield their eyes from plain old orange though. The Sun is so vivid and
shinny that I can light up the whole sky, but what color does the Sun
look in the sky? Orange? Think again pal if the Sun was orange we
would have a dark sky all the time. My light color makes it easy for the
Suns rays to fill up the sky with just enough light for everyone
(including YOU) to see.
Your DAZZILING friend,
Yellow Crayon
Assessment
Students will complete the following self assessment
Exit Slip
Student Name: ______________________________

What color did we pick ___________________

Did I actively participate in my group? ________
Did we respond to the prompt? _________
What have you learned about persuasive writing?
_______________________________________________________________________
__________________________
Differentiation
The teacher will walk around asking guiding questions to the students
and answering any questions students might have.
Struggling Learners:
o Will receive a graphic organizer to help them organize their
thoughts and compile their three points of persuasion.
o Students can speak their letter into Text to Speech apps like:
Speak It!, Speak Selection, Voice Dream Readers, and
ClaroSpeak UK.
o Students can record their voice using iTakeNotes and play the
recording instead of reading their letter in front of the class.
o Students can listen to the book being read to them as they are
creating their letter (audio book).
Gifted Learners:
o Students will debate what the real color of the sun is with
another student. Each student will have to provide his or her
three facts in trying to persuade us on the real color of the sun.
o Students will use a letter-formatting app like Writing Wizard to
create another letter to persuade Duncan to use a color more
often or less often.
Day Three
Topic: Comparing Persuasive Writing
Materials
Venn diagram
Elmo
Colored pens of all colors
But Excuse Me Thats My Book by: Lauren Child
The Day the Crayons Quit By Drew Daywaly and Pictures by: Oliver
Jeffers

Teacher Actions
The teacher will summarize the past two days of class and talk about
persuasion.
The teacher will lead a large group discussion about persuasive
writing.
Student Actions
Students will contribute to the conversation by talking about what
they have noticed about persuasive writing.
Students will talk about how Yellow/Orange crayon tried to convince
Duncan they were the REAL color of the sun. We will then talk about
how Charlie tried to convince Lola to pick another book. Students will
compare and contrast the three stories writing styles on a Venn
diagram.
Students will help come up with a template for writing their
persuasive essay.
Students will submit a topic that they want to write about to the
teacher.
Writing Activity
Start with a whole class discussion about what you have learned so
far about persuasive writing. Students will call out what they have
noticed or learned and the teacher will write all of these things on the
board.
Students will talk about how Yellow/Orange crayon tried to convince
Duncan they were the REAL color of the sun. We will then talk about
how Charlie tried to convince Lola to pick another book. Students will
compare and contrast the three stories writing styles on a Venn
diagram.
From there we will use what learned about these writing styles and
come up with a class template about how to write our persuasive
essays.
Students will submit a topic that they want to write about to the
teacher.
Assessment
Students will turn in the exit slip about the topic they want to write
about and will have to persuade the teacher to let them write about
that topic.
Exit Slip
Student Name: _________________________

I would like to write about

__________________________________________________________.
This is why I should be able to write about
_____________________________:
-

Differentiation
Struggling Learners:
o Will work on filling out a graphic organizer in a roundtable.
Each student will take turns adding information to the Venn
diagram.
o Students will complete a four corners activity. The teacher will
ask them questions about persuasive writing and the students
will have to go to a corner based on how they feel about that
statement.
o Students will pick a topic to write about. The topic should
challenge the student somewhat.
Gifted Learners:
o Students will create their Venn diagram on a mind mapping
system like poplet or Inspiration. They will share this with the
class.
o Students will complete a fishbowl discussion about what goes
into persuasive writing.
o Students will write letter to the teacher about the topic they
want to write about and why they should be able to write about
that topic. The topic should challenge the students thinking
and writing.

Day Four
Topic: Formatting Persuasive Writing
Materials
Adopting a Pet From the Pound story (text)
Highlighters
Elmo
Teacher Actions
Teacher will place a copy of Adopting a Pet From the Pound story on
the Elmo and read it orally to the class.
The teacher will look at the first paragraph and highlight the different
phrases in the paragraph that the author is using to try and persuade
the reader into buying a pet.
The teacher will go through the first paragraph on the Elmo with the
students (see mentor text).
The teacher will listen to the students share responses on paragraphs
2 and 3, while writing the student ideas on the board.
The teacher will start conferencing with students who quickly finish
their first paragraph.
Student Actions
The students will listen to the teacher read aloud Adopting a Pet From
the Pound story.
Students will follow along with the teacher as they highlight and
summarize the main points in the first paragraph.
As a table students will go through, highlight, and summarize the
main points in the second paragraph. They will share out what they
find.
Students will do the third paragraph by themselves. Again the
students will share out once everyone is done.
Assessment
Students will complete an assignment independently like they did in
class today. This will allow the teacher to see if the students can
identify different persuasion techniques in writing. This will also let
the teacher see what students need more attention when they
complete conferences:

Differentiation
Struggling Learners:
o Students will highlight the key ideas of the mentor text.
Gifted Learners:
o Students will summarize the key ideas from the mentor text.
o Students will identify the audience of the mentor text.
Mentor Text

Owning a pet from the pound or Animal Rescue League has many
advantages. First of all, a child feels good about rescuing an
abandoned or abused animal and giving it a whole new life. Besides, if
the animals from the pound arent adopted right away, they might be
put to sleep. Having a pet also means lots of responsibilities. A child
has to feed, clean up after, brush, and exercise the pet.
o So looking at the phrases I have highlighted I know the author
brought up two good points in the first paragraph.

A child can help save an animals life by adopting them

and it makes the child feel like they have a purpose.

Day Five
Topic: Do it yourself Persuasive Writing
Materials
Student journals
Different colored writing utensil
Teacher Actions
The teacher will give each student a copy of the rubric and let him or
her all know the topic they will be writing about (which they have
previously requested).

They will answer any questions or address any concerns that the
students will have.
They will instruct the students to write their introduction, first and
second paragraph.
About half way through the allotted writing time the teacher will start
conferencing with students to see how they are doing. The teacher
will provide them with feedback for the start and the rest of the
paper.

Student Actions
Students will look over the rubric and ask the teacher any questions
that they have. This is also when they should address any concerns
they have about the going forward with the paper.
Students will start their introductions to the persuasive essay they
are writing based on the topic they have requested and the teacher
had approved.
Students will also write the first and second parts of their persuasive
essays.
The students will conference with the teacher and inform them on
how their writing process is going. They will also ask the teacher any
questions they have at this point in time.
Students will complete a self-assessment.
Assessment
The assessment will be done when the teacher does mini
conferences with as many students as possible for today (allowing
time to finfish the conferences the next day). The students will also
be filling out an exit slip allowing the teacher to know how the writing
process went that day.
The assessment rubric is attached below. The students will receive a
copy of this rubric before starting their writing process. This will allow
the teacher to grade/look at specific elements of the students
writing.
Student Name: _____________________________________
Todays writing went:

I think my conference went:

I feel confident about completing my work tomorrow:

What questions do I still have:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________

Completeness

Voice

0-1 points

2-3 points

4-5 Points

The student
ignores the
prompt or
talks about a
completely
unrelated
topic.
The student
does not use
what they
have learned
about

For the most

part the
prompt is
answered and
somewhat
makes sense.

The student
fully answers
the prompt
and makes
sense.

The student
somewhat
uses what
they have
learned about

The student
uses what
they have
learned about
persuasion

Conventions

Formatting

Content

persuasion
persuasion
techniques
techniques
techniques
and
and does not
and tries to
incorporates
try to
incorporates
it in their
incorporate it
it in their
writing piece.
in their
writing piece.
writing piece.
The grammar
The student
The student
and
makes a few
uses correct
conventions
grammar and
grammar and
distract the
conventions
conventions
reader from
errors through
through out
the content
out the piece.
the piece.
because they
were not
followed.
The students The students The students
piece is all
piece
piece logically
over the place
somewhat
flows from
with nothing
flows from
one point to
to connect the
one point to
the next.
facts being
the next.
conveyed.
There is little
The students
The student
to no content
piece is
uses logic and
written. The
mostly logical
reasoning
student does and somewhat when trying to
not include
backs up the
persuade the
key details.
topic the
reader. They
student is
argument
writing about.
makes sense
The student
for the topic
somewhat
at hand. The
includes key
student
details.
includes key
details.

Differentiation
Students will be at different levels with the teacher will be able to
scaffold and ask questions in the mini conferences. The teacher can
ask the different students different levels of questions (general,
specific, leading, and open ended questions).
Struggling Learners:

o Students will be able to let the teacher know how they are
doing by circling pictures and expressing their feelings through
visuals rather than words.
o Students can use Sentence Maker to help them write their
persuasive paper.
Gifted Learners:
o Students can get with another student in the class and revise
their paper. They will follow the TAG model for giving feed back.
Tell them something you like
Ask them a question
Give a suggestion

Day Six
Topic: Do it yourself Persuasive Writing continued
Materials
Student journals
Different colored writing utensil
Teacher Actions
They will answer any questions or address any concerns that the
students will have while scaffolding.
They will instruct the students to write their final paragraph and a
conclusion. They will also instruct the students to go back and edit
what they have already written and remind them to look at the
rubric.
The teacher will start conferencing with students that they did not
get to mini conference with yesterday. They will provide them with
feedback for the start and the rest of the paper.
The teacher will listen to the students share their papers will the
class.
The teacher will grade the essays and then (with student permission)
post them on the bulletin board in the classroom designated for
student work.
Student Actions
Students will edit what they have already completed from writing the
day before. They will continue to write the final paragraph of the
essay and the conclusion.
Students will revise their essays and use the rubric that was handed
out the day before to help guide them.

The students will conference with the teacher and inform them on
how their writing process is going. They will also ask the teacher any
questions they have at this point in time.
Students will complete a self-assessment.
Students will share out their persuasive essays for the entire class to
hear. Once they have shared their story they will turn it in to the
teacher to be graded.

Assessment
The assessment will be done when the teacher does mini
conferences with as many students as possible for today (allowing
time to finfish the conferences the next day). The students will also
be filling out an exit slip allowing the teacher to know how the writing
process went that day.
The assessment rubric is attached below. The students will receive a
copy of this rubric before starting their writing process. This will allow
the teacher to grade/look at specific elements of the students
writing.
Student Name: _____________________________________
Todays writing went:

I think my conference went:

I feel confident about completing my work tomorrow:

One thing that went well about this assignment was:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______
One thing that I would change about this assignment is:
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________

Completeness

Voice

Conventions

0-1 points

2-3 points

4-5 Points

The student
ignores the
prompt or
talks about a
completely
unrelated
topic.
The student
does not use
what they
have learned
about
persuasion
techniques
and does not
try to
incorporate it
in their
writing piece.
The grammar
and
conventions

For the most

part the
prompt is
answered and
somewhat
makes sense.

The student
fully answers
the prompt
and makes
sense.

The student
somewhat
uses what
they have
learned about
persuasion
techniques
and tries to
incorporates
it in their
writing piece.

The student
uses what
they have
learned about
persuasion
techniques
and
incorporates
it in their
writing piece.

The student
makes a few
grammar and

The student
uses correct
grammar and

Formatting

Content

distract the
conventions
conventions
reader from
errors through
through out
the content
out the piece.
the piece.
because they
were not
followed.
The students The students The students
piece is all
piece
piece logically
over the place
somewhat
flows from
with nothing
flows from
one point to
to connect the
one point to
the next.
facts being
the next.
conveyed.
There is little
The students
The student
to no content
piece is
uses logic and
written. The
mostly logical
reasoning
student does and somewhat when trying to
not include
backs up the
persuade the
key details.
topic the
reader. They
student is
argument
writing about.
makes sense
The student
for the topic
somewhat
at hand. The
includes key
student
details.
includes key
details.

Differentiation
Students will be at different levels with the teacher will be able to
scaffold and ask questions in the mini conferences. The teacher can
ask the different students different levels of questions (general,
specific, leading, and open ended questions).
Struggling Learners:
o Students will be able to let the teacher know how they are
doing by circling pictures and expressing their feelings through
visuals rather than words.
o Students will also be allowed extra time to take their essays
home with them. They can work on adding and revising their
writing.
o Students will talk with the teacher about what they have
learned about persuasive writing from this unit.
o Students can answer the questions and record their answers on
AudioNote.
Gifted Learners:
o Students will grade themselves on the rubric given to them.

o Students will write a reflection talking about what they have

learned about persuasive writing from this unit.
***Persuasive Essay
For as long as I can remember students have been getting in trouble at
school for the way they dress. Either something is too short, doesnt
cover what is intended to, or has a negative message. If we were to
get school uniforms students would not get in as much trouble for what
they wear, it will be easier to get ready for everyone, and everyone
would be on the same level.
If we are required to wear school uniforms the number of students who
get in trouble for not following dress code should drop. The school
uniforms that the school provides for the students to purchase will be
up to dress code because the school is designing them. They will make
sure that skirts and long enough and that the shirts students wear do
not have anything bad on them. This will also help students get ready
in the mornings.
If students know what they have to wear to school in the morning they
can get ready much faster because their clothes are already picked out
for them. They do not need to run around looking for something to
wear because they are wearing the same thing they wore the day
before and the day before that. This also means that students dont
have to buy new school clothes every year because they already have
the clothes they need to wear to school. In a way this makes everyone
equal.
Not everyone has a lot of money to spend on things like super nice
clothes. Sometimes this makes students feel bad because they want to
dress like everyone else, but they cant always do that. School uniforms
make it so those students do not feel left out or excluded. Everyone in
the school will be wearing the same outfit or uniform, which means
that everyone will be equal. Students will not be able to judge the
student or make assumptions about them by what they are wearing.
In conclusion, I think that getting school uniforms is the best situation
for everyone. School uniforms make it easy for students to get dressed
in the morning, will help students stay out of trouble when it comes to
dress code, and puts everyone on the same page.