Interactive Persuasive Writing


Subject / Grade Level: Writing / Kindergarten
Materials: Chart paper, markers, whiteboards, erasers, snap word wall, persuasive writing passage with blanks, visual aids or images, dry-erase markers

Standards Addressed:

  • W.K.7: Participate in shared research and writing projects

  • NJSLSA.W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Lesson Objective(s):

  • SWBAT participate in a shared writing project by writing words on chart paper or whiteboards.

  • SWBAT co-author a persuasive writing piece that is clear and considers task and audience by brainstorming and writing a reason to support the class topic.

Differentiation Strategies / UDL Supports:

  • Use of images and modeling of behavior and strategies

  • Chopping/tapping out words for spelling support

  • Interactive writing allows all learners to participate regardless of writing proficiency

  • Visual, kinesthetic, and collaborative learning modes included

  • Directions chunked; reminders and repetition provided in small group or 1:1

  • Praise and reinforcing language throughout

ENGAGEMENT

How will the teacher capture students’ interest?

  • Teacher invites one student to model rug expectations. Class names what they noticed.

  • Class recalls prior work: "What problems have we noticed around our school?"

  • The class reviews and agrees to focus on a shared issue: litter around the school.

  • Students are asked: “Why is litter a problem?” “How can we convince others?”

Questions students might ask:

  • “Why are we writing this together?”

  • “What do I do when I don’t know how to spell a word?”

  • “What do we want our readers to do after reading our writing?”

EXPLORATION

Hands-on activities:

  • Students co-write a persuasive class message using whiteboards and teacher modeling

  • Practice identifying snap words and phonetic patterns

  • Use of arms and fingers to tap out words and check spelling

  • Whiteboard writing, rhyming challenges, and word analysis

Big idea questions:

  • “What makes our message convincing?”

  • “What kind of words or sentences make people want to act?”

  • “How can we use writing to solve a problem at school?”

EXPLANATION

How students explain and connect concepts:

  • Through shared writing and discussion, students connect persuasive writing to real-life actions

  • Teacher questions guide student thinking:

    • “What do I need to remember about the first word of a sentence?”

    • “What do we know about this snap word?”

    • “What sound do you hear in the middle of this word?”

    • “Why is this a strong reason to support our idea?”

Higher-order thinking prompts:

  • “Is this reason strong enough to convince someone?”

  • “What can we add to make our writing even better?”

ELABORATION

Deepening understanding:

  • Students reflect on how this persuasive piece can change their school

  • Vocabulary introduced: persuasive writing, audience, convince

  • Knowledge applied by signing the class writing and committing to independent application during future writing workshop

  • Teacher explicitly names strategies practiced: tapping, stretching, moving on from mistakes

EVALUATION

How will students demonstrate learning?

  • Participation in writing on whiteboards and chart

  • Verbal and written contributions during pair/share

  • Writing an independent persuasive reason that litter is bad

  • Observation of peer collaboration and spelling strategies

  • Signing the completed writing piece shows collective authorship and comprehension