We Remember the Holocaust
Katie O'Malley

Persuasive Writing

Teacher of the Lesson: Katie O'Malley
Lesson Topic: Persuasive Writing
Grade Level: Fifth
Approximate Time: 45 to 60 minutes

Objectives:

1. Students will write a persuasive letter to President Franklin Delano Roosevelt asking for aid for the Jews.
2. Students will develop their letter using the guided worksheet to identify the three main points in their writing.

Materials:

• guided worksheet
• student pencil and paper for multiple drafts

Procedures:
Introduction --

1. Begin the lesson by asking the students where the rest of the world was while the Holocaust was occurring? Who was there to help?
2. Talk briefly about the resistance and their little attacks on the Nazis, but also the limitations they suffered due to their size and lack of power.

Sequence of Instruction --

1. Explain to the students that we, as a class, for today, are going to jump back in time, as Hannah did in The Devil's Arithmetic, and be high members of government.
2. It is our job to report the truth and convince the United States President at that time [FDR] to help the Jews in Europe. However, as anyone knows, we need to create a polished version of our letter weighing all of the important arguments because anything coming from such a prestigious individual must look good.
3. In order to do this we will talk a little bit about developing a persuasive piece of writing and the process.
   First we need to begin with our problem or conflict, the thing that needs to be resolved. What is it? Why is it a conflict? Who are the individuals who are against it and those for it?
   Second we need to find the three main points or arguments that we are going to make. [In this situation, these can be taken from the list created upon finishing the video of Robert Leroy (a survivor).]
4. Pass out the guided worksheet and explain how this is going to help us to write our persuasive piece of writing. The top box is for the problem or conflict that we need resolved. The three ovals are for our three main points or arguments that will support our claim. And the lines underneath them are for providing evidence of this argument.
5. In order to do this as a class together first, we will use another example that is common to all of us: the cafeteria food. [Therefore the guided worksheet will need to be in duplicates, one copy on front and back.]
6. Explain to the students that the food in the cafeteria is very very bad, enough to warrant a full fledge complaint. Our goal is to write to Mr. Freeman (the principal) and get him to get rid of the cafeteria food. Ask the students: So what is our problem or conflict? At the top in the box write "Cafeteria food is banished."
7. If this is our conflict, what are our three main arguments to see this succeed.
   [See the guided worksheet for the remainder of the model.]
   Continue on, using similar questioning tactics. When the sheet is completed, talk to the students about writing the letter itself. Review some basic elements of an "important" letter: name, date, dear blank, address,etc. Write an opening paragraph explaining what the purpose of the letter is and then tackle your arguments in the second. For the "meat" of the sandwich, give the evidence of your main points and then finish up with a plea for support of your claim/cause.
8. Once the model has been completed and thoroughly understood by most, let the students begin their own guided worksheets for FDR. Walk around the room to assist those who have questions or are having trouble getting started.
9. Tell the students that once they are finished, they need to first look over the draft themselves, then have a peer editor do it, and then bring it up to the teacher for revisions. At each process all suggested corrections should be made.

Closure --

1. Many students will need to bring this home to finish as a homework assignment. For those that are finished and have at least two drafts, have them hold onto their letter until the next day.
2. Once it is collected and edited and then returned the final time, have the students place it into their "We Remember" booklets.

Evidence of Students Achieving Objectives:

Students will develop a well thought and practiced letter, through using the guided worksheet. The guided worksheet has each section filled out to a satisfactory level. This includes being able to draw from the information they have gained throughout the unit to create three main points.

Adaptations or Reteaching Ideas:

For the slower learner, narrow the topic down for them slightly so that finding three main arguments becomes less abstract and more concrete. It may be necessary to ask the special education teacher for extra assistance in helping this student write their letter. For the higher achieving student, require them to make more than one letter about a similar issue such as "everyone should read The Devil's Arithmetic." The problem is that not everyone does.

Reflection:

In the past I have asked for many writing samples from my students, but rarely do I instruct them on the correct way to write a letter or paragraph. I have been able to "teach" writing instruction on a one to one basis for right now by responding to journals and written work, however, it is my goal to try and "teach" more writing instruction. If this is a successful lesson, I will know where to go from here with teaching styles, etc. But if it does not succeed, then I will be back to rethink my teaching strategies.