Writing a Persuasive Letter

Active learning helps second class students grasp persuasive writing because it turns abstract concepts into hands-on practice. When students swap letters or brainstorm reasons together, they see firsthand how structure and evidence shape opinions.

• 2nd Class
• The Power of Words: Literacy and Expression
• 4 activities
• 20 min–35 min

Learning Objectives

1. Design a persuasive letter that clearly states a position and provides at least two supporting reasons.
2. Identify specific evidence, such as a fact or example, that strengthens a stated reason within a persuasive letter.
3. Evaluate how word choices, like positive or negative adjectives, might influence a recipient's agreement with the letter's position.
4. Create a call to action that clearly tells the recipient what the writer wants them to do.

RAFT Writing

⏱ 30 min·Pairs

Pairs: Letter Swap and Respond

Pairs draft persuasive letters on a shared topic like more playground time. They swap letters, read as the recipient, and write a short response noting what convinced them. Discuss changes based on feedback.

Prepare & details

Design a persuasive letter that clearly states a position and provides supporting reasons.

Facilitation Tip: During the Letter Swap and Respond activity, circulate with a clipboard to listen for students identifying the position statement and supporting reasons in each other's letters.

Setup: Standard classroom seating, individual or paired desks

Materials: RAFT assignment card, Historical background brief, Writing paper or notebook, Sharing protocol instructions

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

RAFT Writing

⏱ 25 min·Small Groups

Small Groups: Reason Brainstorm Relay

In small groups, students pick a position like 'ban homework.' One student writes the position, passes to next for a reason, then evidence, building a group letter. Groups share strongest letters with class.

Prepare & details

Justify the inclusion of specific evidence to strengthen an argument in a formal letter.

Facilitation Tip: In the Reason Brainstorm Relay, model how to turn vague ideas into specific examples by asking guiding questions like, 'What could you show your reader to prove this point?'

Setup: Standard classroom seating, individual or paired desks

Materials: RAFT assignment card, Historical background brief, Writing paper or notebook, Sharing protocol instructions

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

RAFT Writing

⏱ 35 min·Whole Class

Whole Class: Model Letter Build

Project a blank letter template. Class votes on position, then contributes reasons and words via think-pair-share. Teacher scribes, then students copy and personalize for homework.

Prepare & details

Predict how different word choices in a letter might influence the recipient's response.

Facilitation Tip: While building the Model Letter, think aloud to reveal your decision-making process, such as choosing vivid verbs or deciding where the call to action best fits the flow.

Setup: Standard classroom seating, individual or paired desks

Materials: RAFT assignment card, Historical background brief, Writing paper or notebook, Sharing protocol instructions

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

RAFT Writing

⏱ 20 min·Individual

Individual: Word Choice Experiment

Students write two versions of the same letter opening, using strong vs weak words. They predict recipient reactions, then share predictions in a class gallery walk.

Prepare & details

Design a persuasive letter that clearly states a position and provides supporting reasons.

Setup: Standard classroom seating, individual or paired desks

Materials: RAFT assignment card, Historical background brief, Writing paper or notebook, Sharing protocol instructions

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Teaching This Topic

Teach persuasive writing by making the purpose clear: students write to change someone's mind, not just to fill a page. Avoid overemphasizing length or flowery language at the expense of logical structure. Research shows young writers learn best when they see their audience’s reactions in real time, so pair activities with immediate peer responses.

What to Expect

Successful learning looks like students confidently stating their position, backing it with clear reasons, and revising drafts based on peer feedback. They should use precise language and end with a strong call to action.

Watch Out for These Misconceptions

Common Misconception

During the Letter Swap and Respond activity, students may believe that repeating the same demand louder makes their letter more persuasive.

What to Teach Instead

Use the Letter Swap and Respond activity to pause and ask partners, 'Does repeating the demand change your mind? What reasons or evidence would make a difference?' Have them revise their drafts to include stronger support.

Common Misconception

During the Reason Brainstorm Relay, students might think a letter can skip structure if the idea is clear to them.

What to Teach Instead

In the Reason Brainstorm Relay, provide sticky notes in three colors so students physically sort ideas into position, reasons, and evidence. If groups skip a step, ask them to place their notes under the correct color before moving on.

Common Misconception

During the Word Choice Experiment, students may assume any polite words will work as long as they sound nice.

What to Teach Instead

In the Word Choice Experiment, have pairs swap adjectives in a sentence and read them aloud. Ask, 'Which word makes you want to agree more? Why?' Students will see how specific language changes impact.

Assessment Ideas

Exit Ticket

After the Model Letter Build activity, give students a half-completed persuasive letter. Ask them to write one sentence for the missing position statement, one sentence for a supporting reason, and one sentence to add a piece of evidence that strengthens that reason.

Quick Check

During the Reason Brainstorm Relay, circulate and ask each group to point to their strongest reason on their chart paper. Then ask, 'How does this reason help convince someone?' Listen for explanations that connect the reason to the position.

Peer Assessment

After the Letter Swap and Respond activity, students swap drafts and use a checklist to mark 'yes' or 'no' for a position statement, at least two reasons, and a call to action. Then they write one sentence suggesting how their partner could make the letter more convincing.

Extensions & Scaffolding

• Challenge early finishers to write a second letter to a different audience, adjusting their reasons and word choices for that reader.
• Scaffolding for struggling students: Provide sentence starters for the position statement, reasons, and call to action to build confidence.
• Deeper exploration: Have students research a local issue and draft a letter to the editor, citing facts from approved sources.

Key Vocabulary

Persuade	To convince someone to believe something or to do something.
Position	The main opinion or point of view you are trying to argue for in your letter.
Reason	A statement that explains why you hold a particular position or opinion.
Evidence	A fact, example, or detail that supports your reason and makes your argument stronger.
Call to Action	A sentence that tells the reader what you want them to do after reading your letter.