Writing Persuasive Letters: Advocating for Change

Grade Level: Middle School
Subject: English Language Arts
Duration: 60 Minutes

Objective: By the end of this lesson, students will understand the structure and purpose of persuasive letters. They will analyze how persuasive techniques can influence an audience. They will write their own persuasive letters advocating for a change in their school or community.

Materials Needed

• A sample persuasive letter (can be read aloud or displayed on a whiteboard/smartboard).

• Chart paper or whiteboard for brainstorming.

• Markers.

Lesson Plan Outline

1. Engagement Activity: The Power of Persuasion (10 Minutes)

Do: Hook students by discussing how persuasive writing is used in real life to create change. Begin the lesson by posing a relatable scenario:

• "Imagine that you really want your school to get a longer recess or a new club. How would you convince your principal to make it happen?"

Do: Write their answers on the board, e.g., "Tell them why it’s important," "Explain how it will help students," etc.

Say: "These are great ideas! What you’re describing are the building blocks of persuasive writing: explaining your point of view, giving reasons, and showing how your idea can help others."

Discuss: Share a brief example of how persuasive letters have brought about real-world changes like students advocating for healthier school lunches or starting a recycling program.

2. Instruction and Demonstration: The Anatomy of a Persuasive Letter (15 Minutes)

Say: "Persuasive letters follow a specific structure. They have an introduction, body paragraphs with reasons and evidence, and a conclusion with a strong call to action."

Do: Display or read aloud a sample persuasive letter. Highlight its key parts:

1. Greeting: Address the person you’re writing to (e.g., "Dear Principal Smith").

2. Introduction: Clearly state the issue and your position. (e.g., "I am writing to ask for healthier school lunch options.")

3. Body Paragraphs: Provide at least 2–3 strong reasons supported by evidence or examples. (e.g., "Eating healthier can help students focus better in class.")

4. Conclusion: End with a clear call to action (e.g., "I urge you to consider adding more fruits and vegetables to our lunch menu.")

Ask: "What makes this letter convincing? Why might someone take this writer seriously?" Write their answers on the board (e.g., "It gives good reasons," "It sounds polite but serious," etc.).

Say: Introduce persuasive techniques like:

• Using facts or evidence to support your points.

• Appealing to emotions.

• Using strong, confident language.

3. Guided Practice: Brainstorming for Change (15 Minutes)

Do: Lead a brainstorming session on issues students care about in their school or community. Write their ideas on the board. Examples:

• Longer lunch breaks.

• More books in the library.

• Recycling bins on campus.

• Starting a new club or program.

Ask: "What would you like to change, and why is it important?"

Discuss: Once ideas are on the board, ask students to think of reasons and evidence to support one issue they care about.

Say: Encourage students to think about their audience (e.g., the principal, school board, or local government). "What do they care about? How can you show them that your idea will help everyone?"

4. Independent Practice: Writing Persuasive Letters (20 Minutes)

Do: Ask each student to choose one issue from the brainstorming session or their own idea. Have them write a draft of a persuasive letter using the structure and techniques discussed earlier.

Provide this framework on the board to guide them:

1. Greeting.

2. Introduction: Clearly state the issue and your position.

3. Body Paragraphs: Provide 2–3 reasons with evidence.

4. Conclusion: End with a strong call to action.

Say: "Remember to think about who you’re writing to and how you can persuade them. Use polite, respectful language, but don’t be afraid to show your passion for the issue."

5. Reflection and Wrap-Up: Sharing and Feedback (5 Minutes)

Do: Ask a few volunteers to share their letters or parts of their letters with the class.

Discuss: What made these letters persuasive? Which reasons or techniques stood out?

Ask: "How can writing a persuasive letter help us make a difference in the real world?"

Say: Conclude by encouraging students to revise and polish their letters if they wish to submit them to the intended audience. "Writing is a powerful way to make your voice heard and advocate for the changes you want to see."

Assessment

• Observe participation during the brainstorming activity.

• Assess students’ drafts for evidence of persuasive techniques, clear structure, and logical arguments.

• Listen for critical thinking and engagement during the reflection and discussion.

Written by Rachel Jones
Education World Contributor
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