grade persuasive letters draft mini-lessons at a...

Mentor Persuasive Letters Collection: Our School Can Save Trees/ Stop Junk Food Ads for Kids/Please Let Me Have a Dog!

Persuasive Letters Mini-Lessons at a Glance

2Grade

Mini-Lesson Menu PaGe BLM

introduce the Genre 1. Thinking about a time you persuaded someone 2

2. Read aloud a mentor persuasive letter 4

3. Read aloud a mentor persuasive letter 6

4. Analyze the features of a persuasive letter 8 1

5. Recognize and use the problem-and-solution text structure in a persuasive letter

10

Model the Writing Process 1. Using wants to brainstorm persuasive letters ideas

2. Use an idea evaluation chart to narrow the focus

3. Organize your ideas

4. Think and talk about it to write

5. Revise for sentence fluency

6. Edit for commas

7. Mail your letter

author’s Craft 1. Start sentences with “I”

2. Start sentences with different words

3. Start sentences with “But”

4. Choose words to deepen meaning

5. Writing to your audience

Grammar and Conventions 1. Noun/verb agreement 12 2

2. Noun/verb agreement 14 3

3. Future tense verbs 16 4

4. Identify and write sentences in the future tense 18 5

5. Commas in a letter greeting and closing 20 6

6. Using “too” 22 7

ManaGeMent & assessMent tooLs PaGe

Management Home Connection Letter

Persuasive Letters Unit Class Status Sheet

assessment Assessment Persuasive Letters Checklist

Persuasive Letters Evaluation Rubric

Persuasive Letters Student Self-Reflection Sheet

* Advanced preparation for this mini-lesson may include gathering visual props or writing model and/or practice text on chart paper (if you are not using the interactive whiteboard resources).

DRAFT

Grade 2 Persuasive Letters ©2012 Benchmark Education Company, LLC2

THINKING ABOUT A TIME YOU PERSUADED SOMEONE introduce Persuasive Writing

Talk with students about a childhood memory of a time you persuaded someone to think or do something. You may wish to share more than one idea so that students have more opportunities to personally identify with one of your examples.

sample think-aloud. say: I remember a day when I was in the second or third grade. It was a really beautiful spring day—sunny and warm. My class had been working hard all day and we were looking forward to recess. In fact, we wanted our teacher to give us an extra five minutes of recess. She said, “Okay, persuade me. Why do you think you deserve five extra minutes?” We thought about it and we came up with an argument. We told our teacher that we had behaved really well that day. We had done very well on our test. We had paid attention during all of our lessons. And because we had needed extra math time, we had missed our story time, which was a big disappointment. The teacher thought about our arguments, and she agreed with them. She allowed us to have five extra minutes of recess that day. We were so happy!

say: The memory I just shared illustrates what persuasive text is all about. When you persuade, you try to get someone else to agree with your ideas or do what you want them to do. My class used strong reasons to persuade our teacher. We gave her many examples of how our class had earned a reward. Whenever you want to persuade someone to think or do something, you need to give reasons. Today we’re going to practice trying to persuade each other. We’re going to see how easy or hard it is to be persuasive.

introduce the Purpose and audience for Persuasive Writing

ask: Can you tell when someone is trying to persuade you? If you know someone is trying to persuade you, you can stop and think, “Hmmm. Do I agree with this person, or do I disagree?” People try to persuade you all the time. Have you ever watched a commercial on TV? Well, you are listening to persuasive words. Have you ever read an ad on a billboard? That is persuasive writing. Have you ever tried to convince your parents to let you stay up later than your bedtime? You were speaking persuasively. Knowing how to be persuasive is an important skill you will use in school and in the real world.

intRoDuCe tHe GenRe MINI-LESSON 1

Mini-Lesson objectives

in this mini-lesson, teachers will:

• Launch the persuasive writing unit of study.

• Establish themselves as persuasive writing mentors by sharing childhood experiences involving persuasion.

• Model how to talk about persuasive texts.

students will:

• Talk about something they feel strongly about.

• Share ideas about persuasive text with a partner and discuss the process with the whole class.

Mini-Lesson Preparation

Materials needed

• Interactive whiteboard resources

advanced Preparation

If necessary, write the sentence frames from “Strategies to Support ELs” on chart paper.

©2012 Benchmark Education Company, LLC Grade 2 Persuasive Letters 3

Mini-Lesson One

Make Cultural ConnectionsAs you introduce this unit, you may wish to point out that students from different cultures may have different topics that they feel strongly about. Encourage students to be respectful about the beliefs and opinions of others in the class.

strategies to support eLsBeginning

Meet with beginning ELs one-on-one to build the concept of what it means to persuade. Display a book. say: Books are important. Write the sentence “Books are important” on chart paper. Use the sentence frame “Books are important because ______” to model giving reasons (they help us learn, they have information, they teach us, etc).

explain: I give reasons. I give reasons to persuade.

intermediate

Pair ELs with fluent English speakers during the partner practice. Encourage them to use this simple sentence frame to communicate their reasons for why vegetables are/are not important to eat.

You should/should not eat vegetables because ______.

advanced

Pair ELs with fluent English speakers during partner practice.

all Levels

If you have students whose first language is Spanish, share these English/Spanish cognates to help them understand the lesson focus: opinion/la opinión; persuade/persuadir; reason/la razón.

Practice speaking Persuasively

Display the sentences “Eating vegetables is important” and “Eating vegetables in NOT important” on chart paper or the whiteboard. Read them aloud to students. Invite students to work with a partner. One partner should persuade his or her partner that eating vegetables is important. The other partner should then try to persuade his or her partner that eating vegetables is not important. Remind students that they need to give reasons to support their position. It’s not enough to say that vegetables are good for you or that vegetables taste bad. Students should be as specific as possible.

If your class includes English learners or other students who need support, use “Strategies to Support ELs.”

share Persuasive Conversations

Invite pairs of students to reenact their persuasive conversations with the class. Ask students who are listening to identify the reasons students used to support their position. Record their ideas on a chart like the one below. Discuss the importance of using facts to persuade. Begin a discussion with questions such as:

Which position has more facts to support it?•Which position was more difficult to support? Why do you think that is?•

eating vegetables is important. eating vegetables is not important.

Vegetables contain vitamins and minerals.Vegetables help you grow.Vegetables keep your body healthy.Doctors tell you to eat vegetables.

You can take vitamins.

Connect and transfer to independent Writing

say: Today we learned what it means to persuade someone. We learned that when you persuade someone, you try to get them to think the way you do about something, or you get them to actually do something. When you persuade someone, you give reasons why you think they should think or do something. You try to make your reasons strong so that they will agree with you.


READ ALOUD A MENTOR PERSUASIVE LETTERintroduce the Mentor Persuasive Letter

say: In order to become a good persuasive letter writer, it helps to read examples of other people’s persuasive letters. Today I’m going to read you a letter written by a student to a school principal. As we read the letter, we will look for some features of a persuasive letter. You will be using many of these features in your own persuasive writing.

say: The title of this persuasive letter is “Our School Can Save Trees.” What do you think might be some reasons the writer has for wanting to save trees? (Allow responses)

If your class includes English learners or other students who would benefit from vocabulary or oral language development to comprehend the text, use “Make the Mentor Text Comprehensible for ELs.”

Read aloud the Mentor Persuasive Letter

Read aloud the text, stopping at some or all of the places indicated (or at other points you choose) to highlight three key features of a persuasive text: 1. Persuasive texts are written to a specific audience. 2. Persuasive texts take a strong position about a topic. 3. Persuasive texts use powerful words and phrases to influence the reader.

a specific audienceGreeting, page 7. say: I can tell right away who the audience for this letter is. The audience is who the letter is written to. The greeting tells me that this letter addresses the principal of a school. Writers of persuasive letters have a specific audience in mind.

a strong Position about a topicafter paragraph 1, page 7. say: I don’t have to read very far into the letter to know that the writer has a strong position. She says, “We are determined to help the planet.” The word determined is a strong word. I think she’s using this word to show the principal that she is very serious about the issue of saving trees. She also says, “We want our school to stop wasting paper. We want to save trees.” I really understand what her position is. I know exactly what she wants.


Our SchoolCan Save TreesStop Junk FoodAds for KidsPlease LetMe Have a Dog!

by Cynthia Swain

Enjoy all of these NonfictionReaders’ & Writers’ GenreWorkshop titles.

Biography Book Reviews

Persuasive Letters Personal Narratives

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Genre: Persuasive Letters Level: K/20

Three PersuasiveLetters

Do you have a causeworth fighting for?Then make youropinions known bywriting letters to thepeople who can dosomething to help.How? Read thisbook to find out.

Cynthia Swainlives in New York Citywith her family. Hertwins attend middleschool and love toread and write.

B E N C H M A R K E D U C A T I O N C O M P A N Y

PERSUASIVE LETTERS

B R I D G E S E D I T I O N

Mentor text


in this mini-lesson, students will:

• Listen to a read-aloud to learn that persuasive letters have a specific audience, a strong position, and powerful words and phrases to influence the reader.

• Share personal responses to the persuasive letter.


Materials needed

• Mentor text: “Our School Can Save Trees” from Our School Can Save Trees/Stop Junk Food Ads for Kids/Please Let Me Have a Dog!



Powerful Words and Phrasesafter paragraph 3, page 7. say: The writer is trying to convince the principal about wasting paper and saving trees. She describes why trees are so important—they make clean air and make it easier for people to breathe. These statements are powerful because they affect the emotions of the person reading the letter. The words are intended to make the principal feel good about saving trees.

Powerful Words and Phrasesend of page 8. say: The author says “I was shocked” and “I was disappointed” and “We are wasting so much paper.” These strong words and phrases help to strengthen her point of view and get the principal to understand the problem and to sympathize with her point of view.

Respond orally to the Mentor Persuasive text

After reading, invite students to share their own ideas about and reactions to the text by asking questions such as:

How did this letter make you feel? Did it change your ideas about how •our school handles garbage and recycling? Why or why not? What did you visualize as you listened to this letter?•Which words or phrases did you think were the most powerful? •

If necessary, model the following sentence frames to support ELs and struggling students:

The letter made me feel ______. •I visualized ______.•The strongest words were ______. •

Connect and transfer independent Writing

say: Today we heard a persuasive letter, and we paid attention to some important features of a persuasive letter. We learned, for example, that when you write a persuasive letter, you have a specific audience in mind. It can be one person, or it can be many people. We also learned that you state your position very clearly, and you use powerful language to help your audience understand your position and feel the way you do about it.

Make the Mentor text Comprehensible for eLsBeginning

Point to the pictures on pages 6, 8, and 10 or use the interactive whiteboard resources to introduce vocabulary and concepts related to the text; for example, cut down trees, waste, paper, recycle.

intermediate and advanced

Involve students in a background-building discussion about recycling and saving paper. Show students a recycling bin in your school or classroom and discuss the purpose of recycling. Point out that paper is made from trees. ask: How can we save trees?

all Levels

If you have students whose first language is Spanish, share these English/Spanish cognates to help them understand the lesson focus: determined/determinado(a); recycle/reciclar; save/salvar.

Mini-Lesson Two


READ ALOUD A MENTOR PERSUASIVE LETTERintroduce the Mentor Persuasive Letter

say: Today I’m going to read to you an example of a good persuasive letter. The topic is stopping junk food ads for kids. What do you think of when you hear the words junk food? Why do you think someone might want to stop advertisements for junk food?

If your class includes English learners or other students who would benefit from vocabulary or oral language development to comprehend the persuasive text, use “Make the Mentor Text Comprehensible for ELs.”

Read aloud the Mentor Persuasive Letter

Read aloud the text, stopping at some or all of the places indicated (or at other points you choose) to highlight two key features of a persuasive letter: 1. Persuasive letters use facts and evidence to make a case. 2. Persuasive letters suggest solutions or actions to a problem.

Facts and evidence to Make a Caseafter reading page 13. say: The writer of this letter wants readers to be concerned about children eating the wrong foods. He wants to make readers believe that there are too many junk food ads. To support his argument, he gives facts from a study about ads on TV. He says that 34 percent of the food ads that kids see on TV are for candy and snacks, that 28 percent are for sugary cereals, and 10 percent are for fast food. Wow! I had no idea that was true. These facts are very effective. It really gets me to think.

Facts and evidence to Make a CaseGraph on page 13. say: I notice that this writer has included a graph with his letter. When I look at the graph I see that it summarizes what he’s said in words. The graph shows that the biggest number of ads were for candy or snacks. It’s hard to overlook the facts when you see them right in front of you like this. I think including this graph was a very effective way to present evidence.

suggests solutions or actionssecond to last paragraph, page 14. say: This writer has laid out the facts, and now he’s going even farther. He is suggesting a solution. He is telling me how we can help solve the problem of junk food ads aimed at children. He says that we need a new law. The law would limit the ads aimed at children. This makes his letter even more effective. Remember, a good persuasive letter doesn’t just tell about a problem. It also suggests a way to fix the problem.

Mentor text




• Listen to a read-aloud to learn that a persuasive letter uses facts and evidence to make a case and suggests solutions or actions.

• Share personal responses to a persuasive letter.


Materials needed

• Mentor text: “Stop Junk Food Ads for Kids” from Our School Can Save Trees/Stop Junk Food Ads for Kids/Please Let Me Have a Dog!



You may want to show students photographs of junk food and healthy food or bring in examples of each type of food to support ELs’ understanding of the text. If necessary, write the sentence frames from “Strategies to Support ELs” on chart paper.


by Cynthia Swain




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PERSUASIVE LETTERS



suggests solutions or actionsLast paragraph, page 14. say: Here the author tells what the senator must do for children. He says that the senator needs to protect children by making the new law. The writer appeals directly to the senator to become part of the solution to the problem. If I were the senator and I received this letter from one of my voters, I would definitely pay attention.

Respond orally to the Mentor Persuasive Letter

After reading, invite students to share their own ideas about and reactions to the text by asking questions such as:

Did this letter change your feelings about junk food at all? How?•What did you visualize as you listened to the letter?•Did this letter make you think of any issues you feel strongly about? •What are they?

If necessary, model the following sentence frames to support ELs and struggling students:

This letter made me think ______.•I visualized ______.•I feel strongly about _______. •


say: Today we learned some features of persuasive letters. We learned that persuasive letters need to include facts that help you make a strong case. We also learned that persuasive letters should suggest some solutions or actions that the reader can take to solve the problem. Remember to include these things when you write your own persuasive letter.

Mini-Lesson Three

Make the Mentor text Comprehensible for eLsBeginning

Help students understand the concept of junk food. Show pictures of healthy and junk food (available using the interactive whiteboard resources). You can also bring in actual examples of junk food and healthy food. Point to the junk food. say: This is junk food. Junk food is not good for you. Point to the healthy food. say: This is healthy food. Healthy food is good for you.

intermediate

Involve students in a discussion of what kind of food is good for them and what kind of food is bad for them. Use the following sentence frames to help them talk about the food.

This food is ______. Junk food is ______. Healthy food is ______.

advanced

Prompt students to discuss junk food and healthy food. ask: What is junk food? What is an example of junk food? What is healthy food?


ANALYZE THE FEATURES OF A PERSUASIVE LETTERexplain Genre Features

ask: When you read a text, how can you tell what genre it is? You can listen for different features. For example, if you read a text that has characters and a plot, you know you are probably reading a fiction text. If you read about steps in a process, you know you are probably reading a procedural text. Persuasive texts have special features, too. Today we are going to think about what these special features are.

Build a Class Genre Features anchor Chart

say: I want you to think about the persuasive letters we have read together. Think about what those persuasive letters had in common. We’re going to build an anchor chart to summarize what these features are.

Display a blank chart like the one shown here on chart paper or using the interactive whiteboard resources. Also distribute copies of BLM 1 to students. In the left column of the chart, record features of persuasive letters as students discuss them. If necessary, use the following questions to help students identify the features.

Who do writers write their letters to?•How can you tell what the writer thinks and feels about a topic? •What kinds of words or phrases help the writer make his or her case? •How can a writer help to get the reader to agree with him or her?•What can an author do once he or she states a case?•

Persuasive text Features examples from the text

Has a specific audience page 16: Dear Mom and Dad

Has a strong position page 16: “I have always wanted a dog. I am desperate to have a dog. I love animals more than anything.”

Uses powerful words and phrases to influence the reader

page 16: desperate, frustratedpage 20: grateful

Uses facts and evidence to make a case

page 17: “But I am twelve years old now. I get myself up every morning. I make my own breakfast. I walk to school and back alone. I do my homework every night. I get good grades. I clean my room on Saturdays!”

Suggests solutions and actions page 20: “Mom and Dad, please let me have a dog! I would be so grateful. I would be so happy. And I would be the best master a dog ever had. I promise.”

Features of Persuasive text anchor Chart (BLM 1)

Mentor text




• I dentify persuasive letter genre features to create a class anchor chart.

• Listen to a persuasive letter and find the features of the genre in the text.


Materials needed

• Mentor text: “Let Me Have a Dog” from Our School Can Save Trees/Stop Junk Food Ads for Kids/Please Let Me Have a Dog!

• Chart paper and markers

• Features of Persuasive Text (BLM 1)


Preparation tip

This lesson builds on Introduce the Genre Mini-Lessons 2 and 3, during which students have listened to mentor persuasive letters. You may wish to teach one or both of those mini-lessons prior to this one.


by Cynthia Swain




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PERSUASIVE LETTERS



Mini-Lesson Four

teacher tipMany of the writing mini-lessons include partner and small-group activities. Throughout the unit, ensure that all students work with a variety of partners and groups. This will expose students to many points of view and give them opportunities to make connections among their classmates.


Pair beginning ELs with fluent English speakers during the small-group activity. Keep in mind that they will not be able to contribute many ideas orally. Work with ELs individually to reinforce concepts while other students write independently.

intermediate

Pair ELs with fluent English speakers during the small-group activity. Display the following simple sentence frames on chart paper and model how students can use them to contribute ideas in the group. For example:

Persuasive letters have ______. An example of this feature is ______.

advanced

Pair ELs with fluent English speakers during the small-group activity.

Read aloud a Persuasive Letter

Before reading “Please Let Me Have a Dog!,” point out the right-hand column on your chart and on students’ BLMs. Explain that you are going to read aloud a persuasive letter and that students should listen carefully to the text to identify examples of the genre features in the text. Explain that after the reading, students will work in small groups to complete the chart by recording examples of each genre feature. Read aloud “Please Let Me Have a Dog!” Note: You may wish to project the text using the interactive whiteboard resources so that students can follow along.

analyze the Mentor Persuasive Letter

Form small groups of students to complete column 2 of BLM 1. If you are using the interactive whiteboard resources, invite students to revisit parts of the text at the whiteboard, as they look for the examples in the text.


share ideas

Bring students together and invite volunteers to share examples they found in the text as you read it aloud. Record students’ findings on the anchor chart. Post the anchor chart for students to refer to throughout the unit as they think about the persuasive letter features they will include in their own writing.


say: As you write your own persuasive letter, remember that persuasive letters have certain features that readers expect to see. You can use our chart to make sure your letter has all of the features that a persuasive letter should have.


RECOGNIZE AND USE THE PROBLEM-AND-SOLUTION TEXT STRUCTURE IN A PERSUASIVE LETTERexplain Problem-and-solution text structure

say: Persuasive letter writers have a position on a topic. That position is usually a problem. The writer uses examples to convince you that there is a problem, and then the writer suggests a solution to the problem.

Model identifying the Problem-and-solution text structure

Ask students to listen as you reread sections of “Our School Can Save Trees.”

identify the Problem (page 8, paragraphs 2 and 3). say: These paragraphs tell me exactly what the writer thinks the problem is at her school. People waste too much paper, and on top of that, they don’t recycle. She uses very clear examples to help me see the problem.

Provide a solution (page 9). say: Wow, this letter writer has really thought about the problem and a possible solution. She explains it in great detail. She has done research and knows how much money it will cost to buy recycling bins for the classrooms, and she proposes a bake sale to raise the money. She says, “If everyone recycles...then we wouldn’t need to cut down so many trees.” That’s an interesting sentence: If...then. You will see that sentence structure often in a problem-and-solution text.

Create a Class Problem-and-solution signal Words anchor Chart

On chart paper, work with students to brainstorm a list of words writers use when they talk about problems and solutions. Begin by writing the words If...then.

Problem-and-solution signal Language

If...then

When...

We need...

We should

Because

As a result

sample Problem-and-solution signal Words anchor Chart

Mentor text




• Listen to a persuasive letter excerpt and analyze the problem-and-solution text structure.

• Recognize the problem-and-solution in a persuasive letter.


Materials needed

• Mentor text: “Our School Can Save Trees” from Our School Can Save Trees/Stop Junk Food Ads for Kids/Please Let Me Have a Dog!




If you have English learners, support the oral language turn-and-talk activities by preparing an idea bank and the sample sentence frames on chart paper.


by Cynthia Swain




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PERSUASIVE LETTERS




Invite beginning ELs to draw a picture of a problem. Help them discuss their pictures using a simple sentence frame: The problem is ______. Encourage them to tell you using words and gestures how they think the problem might be solved.


Provide the idea bank and sentence frames below on chart paper to support ELs and struggling writers as they talk about problems and solutions.

idea Bank Sharing things Taking turns Taking things from other students Not listening to others

sentence Frames The problem is ______. The solution is ______.

all Levels

If you have students whose first language is Spanish, share the following English/Spanish cognates: problem/el problema; solution/la solución.

Mini-Lesson Five

Practice using the Problem-and-solution text structure in oral Conversation

turn and talk. Ask students to use problem-and-solution signal words as they talk about a problem and solution with a partner. Each student should orally explain a problem that relates to their school or classroom. Then have them suggest a specific solution to the problem. (Note: You may wish to provide an idea bank for students. See “Strategies to Support ELs.”)


share ideas

Bring students together. Invite volunteers to share their problems and solutions with the class using signal words. Record any new signal words students use on your class anchor chart.


say: When you plan your own persuasive letter, think carefully about what the problem is, and what solution you will give. Remember to look at our anchor chart for words to help you talk about problems and solutions.


NOUN/VERB AGREEMENTexplain noun/Verb agreement

say: Every sentence has a noun and a verb. The noun and the verb have to agree in number. When a noun is singular, or is talking about just one person, place, or thing, then the verb needs to also be singular and refer to just one thing. In the sentence “The bird eats seeds,” the noun bird is singular meaning “one bird.” The verb eats is also singular. Many singular action verbs often have an -s at the end of the word to make it singular. If the noun is plural it requires a plural verb. In the sentence “The birds eat seeds,” the noun birds is plural and means “more than one bird.” The verb eat is then plural and agrees with the noun. Nouns add the letter -s to make them plural. Action verbs remove the s to make them plural. I’ll add these nouns and verbs to the Noun/Verb Agreement anchor chart.

Display the following chart on chart paper or use the interactive whiteboard resources.

noun/Verb agreement

singular Plural

noun Verb noun Verb

bird eats birds eat

sample noun/Verb agreement anchor Chart

Model Correct noun/Verb agreement

Display the modeling text on chart paper or using the interactive whiteboard resources and read each sentence aloud to students one at a time to model thinking about noun/subject agreement.

1. Earth Day is one week away.

2. Birds, squirrels, and mice use trees for their nests.

3. My mom, dad, and I pick the apples in the fall.

Read sentence 1. say: I’m going to be watching for nouns and verbs that agree as I read each sentence. The first sentence has the noun Day and is talking about just one day. So I know that the noun Day is singular and needs a singular verb. The verb is is a singular verb. Another way I can tell that the nouns agree is to read the sentence both ways. “Earth Day is one week away. Earth Day are one week away.” “Earth Day is” sounds right but “Earth Day are” does not sound right.

Read sentence 2. say: The second sentence has several nouns: birds, squirrels, and mice. These are all plural nouns, so the verb use is the correct plural verb for this sentence.

GRaMMaR anD ConVentions MINI-LESSON 1


in this mini-lesson students will:

• Identify singular nouns and verbs.

• Identify plural nouns and verbs.

• Understand that nouns and verbs need to agree in number.

• Write using correct noun/verb agreement


Materials needed


• Noun/Verb Agreement (BLM 2)



If you will not be using the interactive whiteboard resources, copy the Noun/Verb Agreement anchor chart, modeling text, and the practice text onto chart paper prior to the mini-lesson.


Read sentence 3. say: The last sentence is talking about three people—mom, dad, and i—which makes the nouns take a plural form. The verb pick is plural and agrees with the plural nouns.

Add the nouns and verbs to the Noun/Verb Agreement anchor chart.

Practice using Proper noun/Verb agreement

Display the practice text on chart paper or use the interactive whiteboard resources. Ask students to work with a partner and read each sentence paying attention to the underlined nouns and verbs. Ask them to decide if the noun and verb in each sentence are singular or plural.


The children were wrong to waste paper.

Birds and squirrels use trees for their nests.

People cut down trees.

The leaves take in dirty air from cars and trucks.

Practice text

share sentences with noun/Verb agreement

Invite students to share the noun and verb they found in each sentence and tell if they are singular or plural. Discuss their responses by asking the following questions:

What is the noun(s) in the sentence? •What is the verb? •Is the noun(s) singular or plural? •

Ask students to add the nouns and verbs to the Noun/Verb Agreement anchor chart.


say: Today we learned that the noun and verb in a sentence need to agree. If the noun is singular, then the verb must be singular. If the noun is plural, the verb must be plural, too. When we write a persuasive letter, we want people to focus on our message. We don’t want them to focus on our grammar. That is why it is very important to focus on your noun/verb agreement when you revise and edit your persuasive letters.

If you would like to give students additional practice recognizing and using proper noun/verb agreement, have them complete BLM 2.

Mini-Lesson One


Understanding noun/verb agreement may be challenging for many beginning EL students. Ask one student to write something or pantomime writing. Point to the student and say: He/She writes. Record the sentence on chart paper. Circle the s at the end of the word writes.

Then ask three students to each write or mime writing. say: Students write. Record the sentence beneath the first sentence on the chart paper and circle the s at the end of students. Have students repeat with you: He/She writes; Students write.


Pair students with fluent English speakers. Ask them to work together to read the singular and plural nouns and verbs on the Noun/Verb Agreement anchor chart. Encourage them to use each pair of nouns and verbs to create oral sentences.

all Levels

If you have ELs whose first language is Spanish, share the following English/Spanish cognate: verb/el verbo.

Name Date

Grade 2 Persuasive Letters ©2012 Benchmark Education Company, LLC

Persuasive Letters BLM 2

Noun/Verb AgreementA. Directions: Read each sentence and then circle the correct verb to complete each sentence.

1. My class ______ to read books about our planet.

like likes

2. Birds and squirrels ______ trees for their nests.

use uses

3. Some people ______ down trees to make paper.

cut cuts

4. Trees ______ important for many reasons.

is are

B. Directions: Read each sentence and then circle the correct noun to complete each sentence.

5. ______ puts the paper with the rest of the garbage.

He They

6. Many ______ eat seeds.

animals animal

7. Our _____ wants to hold a bake sale.

teacher teachers

8. The ______ sell the used paper to companies.

worker workers

BLM 2


NOUN/VERB AGREEMENT explain Correct noun/Verb agreement

say: Sentences have both a noun and a verb. When we are talking about just one person, place, or thing, we use a singular noun and a singular verb. The sentence “My dad picks apples” has the singular noun dad and the singular verb picks. Singular action verbs often end with an -s to make it match the singular noun. In the sentence “The dads pick apples,” the noun dads refers to more than one dad, so it’s plural. The verb pick is plural and agrees with the plural noun. Plural nouns often end with the plural -s, but the plural verb does not end in -s. In the sentence “He is picking apples,” the singular verb is picking agrees with the singular noun he. In the sentence “We are picking apples,” the plural verb are picking agrees with the plural noun we. I’ll add these noun/verb agreement sentences to the anchor chart to help me remember how nouns and verbs need to agree.


singular noun/Verb agreement Plural noun/Verb agreement

My dad picks apples.

He is picking apples.

The dads pick apples.

We are picking apples.

Model Correct noun/Verb agreement

Display the modeling text on chart paper or use the interactive whiteboard resources and read each sentence aloud to students one at a time to model thinking about noun/verb agreement.

1. Many people use paper.

2. A person uses a lot of paper.

3. They are using an important natural resource.

4. He is using an important natural resource.

Modeling text

Read sentence 1. say: I see the noun people in the first sentence. I know that people means more than one person, so it’s a plural noun. That means the verb use must also be plural.

Read sentence 2. say: In this sentence, the word person is singular and the verb uses is also singular. I remember that singular verbs often have an -s at the end.




• Identify singular and plural nouns and verbs.

• Understand that singular nouns require singular verbs and plural nouns require plural verbs.

• Recognize when correct noun/verb agreement is used in sentences.

• Write using correct noun/verb agreement.


Materials needed


• Noun/Verb Agreement (BLM 3)



If you will not be using the interactive whiteboard resources, copy the modeling text, Noun/Verb Agreement anchor chart, and practice text onto chart paper prior to the mini-lesson.


Read sentences 3 and 4. say: The noun in the third sentence is they, which is plural. The verb are using is also plural. And in the fourth sentence, the pronoun he is singular. The singular noun agrees with the singular verb is using.

Practice using Proper noun/Verb agreement

Display the practice text on chart paper or use the interactive whiteboard resources.

Ask students to work with a partner and read each pair of sentences. Ask them to decide which sentence has the correct noun/verb agreement.


The papers had her corrections. The papers has her corrections.

They throws the paper in the garbage. They throw the paper in the garbage.

Recycling is the right thing to do. Recycling are the right thing to do.

Practice text

share sentences with noun/Verb agreement

Invite students to share which practice sentences have the correct noun/verb agreement. Discuss their responses by asking the following questions:

What is the noun in the sentence? Is it singular or plural?•What is the verb in the sentence? Is it singular or plural?•

Add the correct noun/verb agreement sentences to the anchor chart.

Connect and transfer

say: It’s important in our writing to use nouns and verbs that agree with each other. When a noun is singular or refers to just one thing, we need to use a singular verb. When a noun is plural or refers to more than one thing, then our verb must also be plural.

If you would like to give students additional practice recognizing and using noun/verb agreement have them complete BLM 3.


Beginning ELs will need additional support to understand noun/verb agreement. Provide practice with commonly recognized nouns and regular verbs. Put several pens on the table. Take one of the pens. say: I take a pen. Invite a student to take a pen. say: [Student’s name] takes a pen. Write the sentences on chart paper and read them aloud drawing attention to the s at the end of takes. Invite a student to take a pen at the same time as you. say: We take pens. Write the sentence on chart paper. Make the following chart to show students correct noun/verb agreement.

singular Plural

I take We take[Student’s name] and I take

You take You all take

[Student’s name] takesHe takesShe takes

[Student’s name] and [Another student’s name] takeThey take


Pair students with fluent English speakers to choose the sentences with the correct noun/verb agreement. Make sure students understand the meaning of each sentence.

all Levels

If you have ELs whose first language is Spanish, share the following English/Spanish cognate: verb/el verbo.

Mini-Lesson Two


Name Date


Noun/Verb AgreementDirections: Read the beginning of each sentence and think of a way to complete the sentence. Make sure to use a singular verb with a singular noun and a plural verb with a plural noun.

1. Our school _______________________________________________________ .

2. Many people ____________________________________________________ .

3. My sister _________________________________________________________ .

4. The two families __________________________________________________ .

5. People ___________________________________________________________ .

BLM 3


FUTURE TENSE VERBS explain Future tense Verbs (will)

say: We use present tense verbs to show that something is happening right now. For example, we can say “The dog is running.” When we want to talk about something that already happened, we use past tense verbs—for example, “The dog ran.” When we want to talk about something that has not happened yet, we use future tense verbs. For example, we could say, “The dog will run.”


Future tense Verbs (will)

The dog will run.

Will the dog run?

Future tense Verbs anchor Chart

Model using Future tense Verbs

Display the modeling text on chart paper or use the interactive whiteboard resources and read them aloud to students one at a time to model thinking about verb tense.

I will take out my dog after school.

Will you help me?

Read sentence 1. say: When I see the words “I will take out my dog after school,” I know that the writer is talking about something that has not yet happened. If this were the present tense, I would say “I take out my dog” or “I am taking out my dog.” In English, we use the word will to indicate the future tense. We use the future tense often when we write letters. We use the future tense when we tell people what is going to happen or what we intend to do.

Read sentence 2. say: We ask many questions using the word will. In this sentence the writer asks someone to help. The writer doesn’t know if the person will help. The help will happen in the future.




• Identify future tense verbs in sentences.

• Understand that future tense verbs tell or show something that will happen or hasn’t happened yet.

• Write using future tense verbs.


Materials needed


• Identify and Form Sentences in the Future Tense (BLM 4)



If you will not be using the interactive whiteboard resources, copy the Future Tense Verbs anchor chart and the modeling text onto chart paper prior to the mini-lesson.


Practice orally using the Future tense

Ask students to work with a partner to use future tense verbs to ask and tell each other what they will do tonight when they get home. Students should be prepared to share some of their future tense questions and statements with the class.


share sentences with Future tense Verbs

Invite students to share the questions and statements they used with their partners. Record students’ sentences on chart paper and read them aloud with students. Challenge students to transform some of the sentences back into the present or past tense.


say: Today we learned how to form the future tense using the verb form will. When you write a persuasive letter, sometimes you need to use the future tense to tell what will happen or what you will do in the future.

If you would like to give students additional practice recognizing and forming sentences in the future tense, have them complete BLM 4.

Mini-Lesson Three


Help beginning ELs recognize the future tense by dramatizing actions that demonstrate present action and future action. For example, write these sentences on the board: I am standing. I will sit. Stand up. Point to yourself and say: I am standing. Then say: I will sit. Pause, and then sit down. Repeat the actions and the sentences (I am sitting; I will stand). Then ask students to repeat the actions as they say the sentences.


Pair students with fluent English speakers during the practice activity and to develop sentences for the BLM.

all Levels

If you have ELs whose first language is Spanish, share the following English/Spanish cognates: future/el futuro; tense/el tenso; verb/el verbo.

Name Date



Identify and Form Sentences in the Future Tense

A. Directions: Read each sentence and circle the future tense verbs.

1. My mom will say yes once she knows I can take care of a dog.

2. I will write a letter to my mom and dad telling them that I want

a dog.

3. My friends will help me take care of the dog.

4. We will feel great about saving a dog from the shelter.

5. The dog will play with me and my friends.

B. Directions: Write 3 sentences about things you will do this week. Use future tense verbs in your sentences.

6. _______________________________________________________________________

7. _______________________________________________________________________

8. _______________________________________________________________________

BLM 4


IDENTIFY AND WRITE SENTENCES IN THE FUTURE TENSE explain sentences in the Future tense

say: Imagine that I am writing a persuasive letter. I want to convince my parents to let me have a cat. I know they’re not going to give me a dog because we live in a small apartment, but I really think that I can convince them to let me have a cat if I make a very strong case. To make my strong case, I need to tell them all the things they can count on me to do. So here is what I tell my parents: I will feed my cat and give her water. I will clean my cat’s litter box once a week. I am going to brush my cat. I am going to clean up any fur balls my cat makes. I am going to pet my cat every day. I am going to do all these things in the future, IF my parents let me get a cat. I use the future tense to tell what I will, or what I am going to, do in the future.

Model identifying sentences in the Future tense

Display the modeling text on chart paper or use the interactive whiteboard resources and read them aloud to students one at a time to model sentences in the future verb tense.

Marta will take out the garbage.

Our school is going to recycle trash.

Modeling text

Read sentence 1. say: When I see the words “Marta will take out the garbage,” I know that Marta has not taken out the garbage yet. She will do this in the future. I know because I see the word will, and I know that is the future tense.

Read sentence 2. say: Hmmm. I don’t see the word will in this sentence, but I think this is still the future tense. Our school is going to recycle. The school is planning to recycle. Sometimes we tell about the future by using the verb to be plus going; for example, I am going to do my homework. Juan is going to go to the game. The girls are going to wear coats.

GRAMMAR AND CONVENTIONS MINI-LESSON 4



• Identify and write sentences in the future tense (with and without the verb will).

• Discuss how you use the future tense in a persuasive letter.


Materials needed


• Identify and Form Sentences in the Future Tense (BLM 4)


advance Preparation

If you will not be using the interactive whiteboard resources, copy the modeling and practice texts (without identifying the tenses) onto chart paper prior to the mini-lesson. If necessary, copy the sentence frames from “Strategies to Support ELs” on chart paper.


Practice identifying sentences in the Future tense


Ask students to work with a partner to identify which sentences are in the future tense and which are not.


sentence tense

Will you help us save the trees? future

Tom and Rob will go to the park. future

Maria is taking out the trash. present

We are going to clean up the school. future

The boy rode his bike. past

Practice text

share sentences with Future tense Verbs

Invite volunteers to identify the tense of each practice sentence. Ask other students to confirm their findings. Record the tense on the chart. Ask each volunteer to explain how they know the sentence is in the future tense. Discuss their responses by asking the following questions:

What is the future tense verb in the sentence? •What is this sentence telling you?•


say: When we write a persuasive letter, we often talk about the future. We may tell people what will happen in the future if they don’t do something. We may promise to do certain things in the future if we get what we want. We need to use the future tense to tell our readers what will happen in the future.

If you would like to give students additional practice recognizing and forming sentences in the future tense, have them complete BLM 5.

Mini-Lesson Four


Continue supporting beginning ELs to understand simple future tense verbs. Work one on one with ELs while other students complete the partner practice activity. Model sentences in the future tense. For example:

Tomorrow I will ______. Tonight I will ______.


Pair students with fluent English speakers during the practice activity and to create sentences for the BLM.

all Levels

If you have ELs whose first language is Spanish, share the following English/Spanish cognates: future/el futuro; tense/el tenso; verb/el verbo.


Name Date


A. Directions: Read each sentence below. Put a checkmark in front of each sentence that uses the future tense, and circle the words that show future tense.

_____ My mom will say yes once she knows I can take care of a dog.

_____ I will write a letter to my mom and dad telling them that I want a dog.

_____ My friends help me take care of the dog.

_____ We are going to feel great about saving a dog from the shelter.

_____ The dog played with me and my friends.

_____ If you let me have a dog, I am going to be so happy!

B. Directions: Use the future tense. Write 3 sentences about things you will do when you grow up.

6. _______________________________________________________________________

7. _______________________________________________________________________

8. _______________________________________________________________________


BLM 5


COMMAS IN A LETTER GREETING AND CLOSINGexplain Commas in a Letter Greeting and Closing

say: When we write a persuasive letter, or any type of letter, we need to make sure that we begin the letter with a greeting that tells who we are writing to. We also include the word Dear. So, if we were writing to ask the principal for something for our class, we could write, Dear Principal. The words Dear and Principal in the greeting begin with capital letters. At the end of the greeting, we put a closing that tells the letter is finished. One closing we might use is sincerely. The first word of the closing is always capitalized and a comma always comes at the end of the closing. Right after the closing, we tell who is writing the letter. We could write: Ms. evan’s Class. The first word of the closing is always capitalized and a comma always comes at the end of the closing.


Commas in Letter Greetings and ClosingsLetter Greetings Letter Closings

Dear Principal,

Dear Senator,

Dear Analise,

Sincerely,

Your friend,

Commas in Letter Greetings and Closings anchor Chart

Model using Commas in Letter Greetings and Closings

Display the modeling text on chart paper or use the interactive whiteboard resources and read them aloud to students.

Dear Senator,

Sincerely, Tom Jones

Dear Analise,

Your friend, Leo

Modeling text

say: I see two examples of greetings and closings for letters. The first example is more formal. It is written to a senator. I see that the words Dear and senator are capitalized. I see there is a comma at the end of the greeting. The word sincerely is a word I can use in the closing of a formal or business letter. I know that I always need to put a comma at the end of the closing. The second example shows the greeting and closing of a friendly letter. The closing Your friend is appropriate for an informal letter, but not in a formal letter like a letter to a senator. There is a comma after the closing in a friendly letter, too.




• Recognize greetings and closings in letters.

• Understand that a comma always comes at the end of a greeting and at the end of a closing.

• Write using commas in letter greetings and closings.


Materials needed


• Commas in Letter Greetings and Closings (BLM 6)



If you will not be using the interactive whiteboard resources, copy the Commas in Letter Greetings and Closings anchor chart, practice text, and the modeling text onto chart paper prior to the mini-lesson. If necessary, copy the sentence frames and chart from “Strategies to Support ELs” on chart paper.


Practice using Commas in Letter Greetings and Closings

Display the practice text (without answers) on chart paper or use the interactive whiteboard resources.

Ask students to work with a partner and read the letter greetings and closings. Ask them to identify which are greetings, which are closings, and decide where the comma belongs in each greeting and each closing.


Letter Greetings and Closings Greeting or Closing?

Your friend Closing

Dear Principal Greeting

Dear Mrs. Gomez Greeting

Sincerely Closing

Hi Grandma Greeting

Your son Closing

Dear Mom and Dad Greeting

Love Closing

Practice text

share sentences with Commas in Letter Greetings and Closings

Invite students to tell you which words in the chart are greetings and which are closings. Add this information to the chart. Also have volunteers insert commas where they belong in each greeting and closing. Discuss the use of capital letters in each greeting and closing.


say: We learned that letters have a greeting and a closing. A formal greeting usually begins with Dear and the name and/or title of the person you are writing to. There is always a comma at the end of the greeting. The closing shows that we have finished our letter. We also need to use a comma after the closing of our letter. We can use one or more words as our closing and the comma comes right after the last word in the closing—just before our name.

If you would like to give students additional practice recognizing and using commas in letter greetings and closings have them complete BLM 6.


Display a simple letter on chart paper or use the interactive whiteboard resources. Support beginning ELs’ understanding that a letter has an opening and a closing. Point to the opening. say: This letter has an opening. Point to the closing. say: This letter has a closing. Circle the comma after the words Dear and sincerely. Read aloud the letter with students. Ask students to orally “tell” a letter. Write their letter for them, and read it together. Insert commas where they belong.

Dear [Student’s name],

How are you?

Sincerely, [Teacher’s name]


Pair students with fluent English speakers to complete the practice activity. Provide the following sentence frames to help students talk about the greetings and closings.

The greeting is ______. The closing is ______. The comma goes ______.

all Levels

If you have ELs whose first language is Spanish, share the following English/Spanish cognate: comma/la coma.

Mini-Lesson Five

Name Date



Commas in Letter Greetings and Closings

Directions: Add commas where they belong in the greetings and closings. Then cut them out and paste them where they belong on the chart.

Greetings Closings

Hi Sally Until thenDear Mrs. Clark

Dear Mom and Dad

Love Sincerely Hi Uncle Bill Your niece

All the best Dear Senator With love Dear Grandpa

BLM 6


USING “TOO”explain using “too”

say: The word too can have several different meanings. The word too is most often used in a sentence to mean “also.” The sentences “Can I go, too?” and “Can I go, also?” mean the same thing. We put a comma before the word too when it means “also.” The word too can also mean that there is a lot of something or too much of something. For example, “I ate way too much food.” The word too may also be used in place of the word very. For example, “I was too angry.” When using the adverb too it will help us to remember that it can mean “also,” “too much of something,” or “very.”


using “too”too = also too = too Much too = Very

Can I go, too?

We will need small bins in the library and computer lab, too.

I ate way too much food.

We waste too much paper at our school.

I was too angry.

He was too shocked to speak.

using “too” anchor Chart

Model using “too”

Display the modeling text on chart paper or use the interactive whiteboard resources and read them aloud to students.

We will need small bins in the library and computer lab, too.

We waste too much paper at our school.

He was too shocked to speak.

say: I see the word too at the end of the first sentence. I can tell from reading this sentence that the word too means “also.” The sentence means we will also need bins in the library and computer lab. The second sentence talks about using a lot of paper so the word too is used to say that there is too much paper wasted at the school. The third sentence tells that he was very shocked. As I read sentences with the word too, I will have to be sure that I understand what the word too means in the sentence.

Add these sentences using too to the anchor chart.




• Identify the word too in sentences.

• Understand that the word too can be used to mean “also,” “a lot,” or in place of the word very.

• Write using the word too.


Materials needed


• Practice sentences

• Word cards with too

• Using too (BLM 7)



If you will not be using the interactive whiteboard resources, copy the Using too anchor chart, the modeling text, and the practice text onto chart paper prior to the mini-lesson.


Practice using “too”


Ask students to work with a partner and read each sentence to determine what the word too means in each sentence.


We hope you think so, too.

Trees are important for another reason, too.

I was too surprised.

Too much junk food isn’t good for you.

Would you like to come, too?

Practice text

share sentences with “too”

Invite students to share the meaning of the word too in each practice sentence. Discuss their responses by asking the following questions:

Which use of the word • too means “also”?Which use of the word • too means “very” or “extremely”?Which use of the word • too means “a lot of something”?

Ask students to add the practice sentences using too to the anchor chart.


say: We may often use the word too in our writing. It’s important to remember that the word too can mean “also,” “a lot or too much of something,” and “very.”

If you would like to give students additional practice recognizing and using too have them complete BLM 7.


Beginning ELs may need additional support and practice to understand how the word too is used in sentences. Focus on the meaning of “also” for the word too. Ask two students to stand. say: [Students’ names] can stand. Then ask another student to stand. say: [Student’s name] can stand, too. Write the sentences on the board and circle the word too in the second sentence.


Pair students with fluent English speakers to complete the practice activity. Read the practice sentences with students and make sure they understand them. Also have students work with fluent English speakers to complete the BLM activity.

Mini-Lesson Six


Name Date


Using “Too”Directions: Read each direction and then finish the sentences using the word too and your own endings to the sentences.

1. Finish each sentence using the word too to mean “also.”

Juana and James _________________________________________________.

Did you __________________________________________________________ ?

2. Finish each sentence using the word too to mean “a lot of something.”

He had way ______________________________________________________.

The wastebasket was ______________________________________________.

3. Finish each sentence using the word too in place of the word very.

The concert was __________________________________________________.

I was ______________________________________________________________.

BLM 7


Name Date


Features of Persuasive Text

Persuasive Text Features Examples from the Text

Name Date



Noun/Verb AgreementA. Directions: Read each sentence and then circle the correct verb to complete each sentence.

1. My class ______ to read books about our planet.

like likes

2. Birds and squirrels ______ trees for their nests.

use uses

3. Some people ______ down trees to make paper.

cut cuts

4. Trees ______ important for many reasons.

is are

B. Directions: Read each sentence and then circle the correct noun to complete each sentence.

5. ______ puts the paper with the rest of the garbage.

He They

6. Many ______ eat seeds.

animals animal

7. Our _____ wants to hold a bake sale.

teacher teachers

8. The ______ sell the used paper to companies.

worker workers


Name Date


Noun/Verb AgreementDirections: Read the beginning of each sentence and think of a way to complete the sentence. Make sure to use a singular verb with a singular noun and a plural verb with a plural noun.

1. Our school _______________________________________________________ .

2. Many people ____________________________________________________ .

3. My sister _________________________________________________________ .

4. The two families __________________________________________________ .

5. People ___________________________________________________________ .

Name Date




A. Directions: Read each sentence and circle the future tense verbs.

1. My mom will say yes once she knows I can take care of a dog.

2. I will write a letter to my mom and dad telling them that I want

a dog.

3. My friends will help me take care of the dog.

4. We will feel great about saving a dog from the shelter.

5. The dog will play with me and my friends.

B. Directions: Write 3 sentences about things you will do this week. Use future tense verbs in your sentences.

6. _______________________________________________________________________

7. _______________________________________________________________________

8. _______________________________________________________________________


Name Date


A. Directions: Read each sentence below. Put a check mark in front of each sentence that uses the future tense, and circle the words that show future tense.

_____ My mom will say yes once she knows I can take care of a dog.

_____ I will write a letter to my mom and dad telling them that I want a dog.

_____ My friends help me take care of the dog.

_____ We are going to feel great about saving a dog from the shelter.

_____ The dog played with me and my friends.

_____ If you let me have a dog, I am going to be so happy!

B. Directions: Use the future tense. Write 3 sentences about things you will do when you grow up.

6. _______________________________________________________________________

7. _______________________________________________________________________

8. _______________________________________________________________________


Name Date



Commas in Letter Greetings and Closings

Directions: Add commas where they belong in the greetings and closings. Then cut them out and paste them where they belong on the chart.

Greetings Closings

Hi Sally Until thenDear Mrs. Clark

Dear Mom and Dad

Love Sincerely Hi Uncle Bill Your niece

All the best Dear Senator With love Dear Grandpa


Name Date


Using “Too”Directions: Read each direction and then finish the sentences using the word too and your own endings to the sentences.

1. Finish each sentence using the word too to mean “also.”

Juana and James _________________________________________________.

Did you __________________________________________________________ ?

2. Finish each sentence using the word too to mean “a lot of something.”

He had way ______________________________________________________.

The wastebasket was ______________________________________________.

3. Finish each sentence using the word too in place of the word very.

The concert was __________________________________________________.

I was ______________________________________________________________.

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