Persuasive Text Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Working on persuasive writing with your students? This lesson plan uses a video lesson to introduce, define and explain the concept, then guides students through identification of persuasion in text, a game, and quiz.

Learning Objectives

After this lesson, students will be able to:

  • define 'persuasive writing'
  • list and explain characteristics of persuasive writing
  • describe the purpose of persuasive writing
  • write persuasively


1 - 1.5 hours

Curriculum Standards

  • CCSS.ELA-Literacy.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

  • CCSS.ELA-Literacy.W.7.1.a

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

  • CCSS.ELA-Literacy.W.7.1.b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • CCSS.ELA-Literacy.W.7.1.c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


Key Vocabulary

  • Persuasive writing

Warm-Up and Preparation

  • Start the lesson by writing 'Writing is the BEST subject' on the board and creating a t-chart labeled 'Yes' and 'No.'
  • Give each student a sticky note and have them write their name on it.
  • Now have students post their notes in the 'yes' or 'no' column. What is everyone's opinion?
  • Have students get their sticky notes and break them into groups of four or five.
  • Give each a space on the board and marker (or chalk).
  • Instruct each group to write their own statement, such as 'Pizza is the BEST food.'
  • Groups should also make a yes/no t-chart.
  • Distribute more sticky notes and allow students to place a note on each t-chart.
  • Review the t-charts with groups and notice the variety of opinions. Ask:
    • What does it mean to have an opinions?
    • How did your group agree on a statement?
    • Did any groups have to persuade members to agree on a statement? If so, how did you do it?
  • Look at each of the statements on the board one at a time and have students record a vote for each. For example, in the 'Pizza is BEST' statement, students can either agree by writing 'Yes' or disagree by writing 'No.'
  • Tally votes for each and record next to the statement.
  • Tell students they will be learning about persuasive writing.

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