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When students are writing to persuade someone, they can learn to write a letter using tools to convince someone of their thinking or opinion. In Lilly’s Purple Plastic Purse, the author shows how the character Lilly convinces her teacher to forgive her for a mistake she made. She writes an emotional letter and apologizes with words, punctuation, and actions.

Model/Teach:

Craft Move: Persuasive Language, action, and punctuation.

Writers sometimes write to convince others of their opinion or point of view. Authors can use strategies to motivate readers to agree with them in a letter and personalize their writing to fit the recipient. They can also show persuasion through actions.

Connections:

See Pictures Below

Write:

Students can consider what would motivate the person they are writing a letter to and convince them of their position or ideas. They find places in their writing where they can add strong emotion. They can add punctuation to emphasize their wording. They can reread their writing and see if they can improve it by being kind to the recipient.

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When students learn about the variety of interesting leads, they can observe how an introduction to a story through getting to know the character draws them into the story. At the beginning of the novel From the Mixed-up Files of Mrs. Basil E. Frankweiler, we meet Claudia, who plans to run away from home. Through her perspective, we learn she likes to be comfortable and will run away to the MET in NYC. She will need money, so she invites her brother Jamie, who is good at saving. We also discover that she is running away because she is bored and feels injustice.

Teaching -

Craft Move - Interesting Lead – Character snapshot.

A story needs to hook the reader from the beginning. A way that writers can get readers’ attention is by giving a quick tidbit about the main character(s) to bring the reader into the world of the book.

Connections – See Pictures Below

Writing - Students can practice writing leads from the perspective of a character or giving a snapshot of a main character and their motivation in the story. They can tell interesting details about their characters to hook their readers. They can also tell about what their characters like and dislike, what makes them happy or sad, or what they are thinking.

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In Eyes that Kiss the Corners, the author describes a girl and her family’s unique and wonderful eyes to build the girl’s self-esteem. The author uses descriptive language, similes, and metaphors to help put a picture in their readers’ minds and help them experience the story's emotions.

Craft Moves – Descriptive Detail through comparisons/figurative language

Teach

Writers can create a picture in the reader's mind using descriptive language and comparison to help readers visualize what the author describes. This description can help the reader understand and experience the story's emotions.

Connections – See Pictures Below

Writing -

Students can locate a place in their writing where they want to make it more powerful or have the reader experience the story's emotion. They can add descriptive words to tell the reader more about what is happening and use comparisons to help them visualize what is in the story.

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When students recognize how authors utilize different types of print in nonfiction, they can learn how to prioritize and emphasize important words in their writing. In Curiosity, The Story of a Mars Rover, the author uses bold print to break up information, catch the reader's attention, and make exclamations.

Model/Teach:

Craft Move –Print size/Bold Print

Writers need to plan how they show information to readers over the pages. Readers can understand and enjoy the information when writers carefully use different print types. Print can be bold, with different colors, fonts, and sizes.

Bold print is print that is darker or brighter than the rest of the words on the page. Writers use bold and larger print to signal important information or new words.

Connections:

See Pictures Below

Write:

Students can look in their writing for parts of heavy information they want to bold, break it up, and make it more digestible. They can look for questions they want to bold to make the reader think about before answering or information they want to enlarge and bold to signify its importance.

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Pg 2 – How does the author use bold print to hook the reader into the rover’s story?

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Pg 1 - What are some character traits of Claudia that draw you into the story?

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Pg 2 – How does finding out Claudia's likes/dislikes, reactions to things, and what she is thinking, help you identify with her?

Pg 2 – What does Claudia’s description of Jamie tell you about Claudia and their story?

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Pg 18 – What does Lilly add to her picture of Mr. Slinger to support her letter?

Pg 18 – How does Lilly use words and punctuation to get Mr. Slinger’s attention?

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Pg 19 – How do Lilly and her family use actions to convince Mr. Slinger?

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Pg 18, 20 – How does Lilly show strong emotion to convince Mr. Slinger?

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Pg 4 – Why do you think the author made this sentence large and bold on pg 4?

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Pg 6 – How does the bolded sentence help the reader understand the information on the page?

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Pg 8 – How does enlarging the number over two pages help the reader understand the story's significant fact?

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Pg 10 – What emotion do you feel when hearing “flecks of dancing gold tell me…”

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Pg 14 – What do you picture when you visualize the wording on this page?

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Pg  21 – How does “like I am her best present” help you understand the girl’s relationship?