Lesson video

Hi, everybody.

It's Ms. Gardner.

Welcome to your next lesson from our unit "The Day the Crayons Quit": reading and writing persuasive letters.

You've all been doing so well in this unit, and thank you for joining in today's lesson where we're going to carry on writing.

So, you'll need to have access to the book "The Day the Crayons Quit" by Drew Daywalt.

So if you need to, you can pause the video now so you have it ahead of the lesson.

Okay, great, hopefully you've all got the book with you so we are ready to get on with today's lesson.

In today's lesson from our "Day the Crayons Quit" unit, we are going to continue writing our persuasive letter using our plan to help us.

So, your learning outcome is, I can write the second paragraph of a persuasive letter.

Let's start by looking at the keywords.

We'll do my turn, your turn.

First person, complex sentence, text flow, sign-off, persuasive technique.

Let's have a look at what these mean.

First person is the "I/we" perspective.

A complex sentence is a sentence formed of at least one main clause and a subordinate clause.

Text flow is how a text is written to keep the reader engaged.

A sign-off indicates who wrote the letter and that the letter is coming to an end.

And persuasive techniques are language structures or devices used in writing to try to change someone's mind or behaviour.

So, there are two sections of our lesson today.

In the first, we'll be preparing to write, and in the second, we'll be writing a persuasive letter.

So let's start with preparing to write.

So this persuasive letter can be structured like this.

A salutation and paragraph one, which we've written already.

Paragraph two and a sign-off.

And this is what we're going to be writing today, paragraph two and the sign-off.

So when we write, we always try to do these things.

Plan and say each sentence before we write it.

Use punctuation where we know the rules.

Showcase each sentence type that we know, simple, compound, complex.

Write letters neatly on the line in joined handwriting.

Use spelling strategies to spell words accurately.

And check and improve our writing when we think we have finished.

So we are going to continue writing our persuasive letter written from the first person perspective of a crayon in "The Day the Crayons Quit." First person perspective is the point of view where the writer is the "I" character.

You are going to be writing in character as the red character.

So you will use pronouns like I, me, we because you are writing in the first person.

You're almost pretending to be the red character.

So let's review the notes from the plan that we are going to conclude in this second paragraph.

So on our plan, we included a point about how the other characters are feeling.

They're feeling neglected, which means ignored.

Another rhetorical question, why are you ignoring the other colours? A command, stop choosing me.

We know it's a command because it starts with that imperative verb "stop." And then a warning, I might have to leave this box.

Now, of course, none of these points are in full sentences 'cause they're from our plan, but we'll be using them to help us write full, ambitious sentences in our writing today.

So in today's paragraph, in this paragraph, you are going to explain how the other crayons are feeling, so neglected, ignored, and then suggest to Duncan what he should do.

Otherwise, you can give a warning of what you might do.

So this paragraph needs to include the following for text flow.

Ambitious vocabulary.

Simple, compound, and a complex sentence.

A sign-off so the reader knows the writing's coming to an end.

Present tense.

We're still writing in present tense.

And we can use a range of present tense forms, simple present, progressive present, and perfect present.

This paragraph also needs to include, and this is really important 'cause we're writing a persuasive letter, persuasive techniques.

So these include a rhetorical question, exaggeration, an opinion and a reason, command, and a warning.

You have got examples of these persuasive techniques on your plan, so you can make sure you're using those to help you today.

So let's think now about complex sentences.

A complex sentence is formed of a main clause stretched with a subordinating conjunction, like because, as, or when, and a subordinate adverbial clause.

These together form a complex sentence.

Remembering that a main clause makes sense by itself, whereas a subordinate clause needs to be joined with the main clause to make sense.

So let's look at a main clause and an adverbial clause that express an opinion and reason.

"I think you should start to use the other colours" is the main clause, and it's also the opinion of the writer, the character.

"Because they are feeling neglected" is the adverbial subordinate clause.

And we know that because it starts with the subordinating junction "because" and it doesn't make sense by itself.

And "because they are feeling neglected" is the reason the writer has that opinion.

The subordinating conjunction "because" is used to introduce the reason.

Let's have a look at this in a sentence.

"I think you should start to use the other colours because they are feeling neglected." So you have your opinion, then you have your subordinating conjunction, and the subordinating conjunction introduces your reason.

So this is a great example of a complex sentence where you're including a persuasive technique.

So checking for understanding.

True or false? This is a complex sentence, "I am being used every day, but the other crayons are just as capable." Pause the video now.

That is false.

Can you use A or B to justify your answer? A, a complex sentence is formed of a main clause and any type of subordinate clause.

B, this is a compound sentence.

It is formed of two main clauses and a coordinating conjunction.

Pause the video now.

That is B.

"I am being used every day" is a main clause.

"But" is a coordinating conjunction.

And "the other crayons are just as capable" is another main clause.

So that's a compound sentence.

Well done.

So rhetorical questions are another example of a persuasive technique.

Rhetorical questions are questions that do not require an answer.

But they are used to directly engage with the reader and encourage the reader to reflect and think about a point.

So for example, "Why are you ignoring all the other crayons?" "What about the yellow crayon?" "Can you please use another crayon?" So the reader is not expected to answer this but is expected to think and reflect on this point a bit more.

They can be a really effective persuasive technique.

So checking for understanding.

Which is an example of a rhetorical question that could be found in a persuasive letter? A, what is your name? B, why are you ignoring them all? C, how old are you? D, did you know that blue and yellow make green? Pause the video now.

That's right, it is B.

Why are you ignoring them all? By asking the reader that, it might make them feel a little bit guilty, which is an effective persuasive technique.

So commands are another persuasive technique, and they are used to instruct the reader to do something.

This can also be an effective persuasive technique.

Commands start with an imperative verb, which you might know as a bossy verb.

For example, "Stop choosing me every time!" "Stop" is your imperative verb.

"Pick another colour!" "Pick" is your imperative verb.

"Look at all the other crayons!" "Look" is your imperative verb.

And these commands all really clearly instruct the reader to do something.

So checking for understanding.

A command starts with which of these? A, a subordinate clause, B, an imperative verb, C, a fronted adverbial, or D, a preposition? Pause the video now.

It was B, an imperative verb.

Well done.

So warnings are another type of persuasive techniques.

Warnings are used to tell the reader what could happen and what will happen if the reader doesn't do something.

And this can be a very effective persuasive technique 'cause it might make the reader think or feel a little bit worried about what might happen.

So, for example, "Choose another colour, or I will have to find another owner." "Or I will have to find another owner" is a warning.

You could also use a warning as part of a complex sentence.

So, "If you choose me one more time, I'll move to another box." "If you choose me one more time" is a conditional clause, which is a type of subordinate clause.

And you can see it's followed by a comma before the main clause.

So, "If you choose me one more time," it doesn't make sense by itself, so it's a conditional subordinate clause.

"I'll move to another box" is your main clause, and it's the warning.

Another example of this type of complex sentence, "If you take me out of the box tomorrow, I'm going to leave this classroom forever." "If you take me out of the box tomorrow" is a conditional clause, a type of subordinate clause.

It's followed by a comma.

And then you have your main clause, which is the warning, "I'm going to leave this classroom forever." So these are great examples of complex sentences and warnings that you could use in this persuasive letter.

So checking for understanding.

True or false? This complex sentence has been punctuated correctly.

"If you do not leave me alone, I will have to go somewhere else." Pause the video now.

That is false.

Can you use A or B to justify your answer? A, a conditional clause is a type of subordinate clause.

It is followed by a comma when it comes first in a complex sentence.

Or B, commas are always needed in a complex sentence.

Pause the video now.

That is A.

"If you do not leave me alone" is a type of conditional clause.

So that's a subordinate clause, so you need to have a comma after it before the main clause.

Well done.

So, a sign-off indicates the letter is coming to an end.

So we need to include a sign-off in our letter today because we are finishing the letter.

Sign-offs are personal and individual to the writer.

Not every sign-off is going to be the same.

For example, "Your tired friend," comma, and then the next line, "Red," the name of the character.

Or, "Your overworked and shattered friend," comma, "Red." Or, "Best wishes," comma, "Exhausted and tired Red." It's quite effective to add the adjectives "exhausted" and "tired" and "overworked" in the sign-off as just a final reminder to the reader of how tired they are.

So that's another effective persuasive technique.

So, it's time for task A.

You need to say the first two to three sentences of the second paragraph of your persuasive letter.

This is a talk task because we know it's so important to say our sentences out loud before we write them down.

Use the notes from your plan to help you, and try to include the following, an opinion and a reason, a rhetorical question, a command, and a warning.

So pause the video now and off you go saying the opening sentences of your second paragraph.

Well done, everybody.

Welcome back.

Just think about the sentences you just said.

Did you include an opinion and a reason? Did you include a rhetorical question? Did you include a command and a warning? I'm now going to read aloud my sentences, and you can be reading along with me and checking if I've included those three points: I think you should start to use the other crayons because they are feeling neglected.

Why are you ignoring them all? Stop choosing me every time, or I'll have to move boxes.

So, did I include an opinion and a reason? I did.

I said my opinion, "I think you should start to use the other crayons," and then the reason, "because they are feeling neglected." Did I use a rhetorical question? I did.

"Why are you ignoring them all?" And then a command and a warning.

I said, "Stop choosing me every time." That's my command.

And then my warning was, "or I'll have to move boxes." Thank you for helping me to check my sentences over.

If you need to, you can pause the video and have another go at saying your sentences.

It is now time for the second section of our lesson.

We're going to be writing the second paragraph of our persuasive letter.

This is the success criteria that we are going to use to write today.

Let's go through it.

I have written in the first person and present tense.

I have written a complex sentence.

I have written a rhetorical question.

And I have written a command and warning.

So this will be really useful when it comes to writing to remind you of what you need to include.

So these are the points we're going to be making in this paragraph about how the other crayons are feeling, so neglected, ignored, another rhetorical question you could ask, a command, starting with that imperative verb, and a warning.

So in this paragraph, really, you're explaining how the other crayons are feeling and then suggest to Duncan what he should do.

So, let's have a look at a model section.

I'm going to read it out loud, and as I'm reading, you can be checking if I've included my points from the success criteria: I think it is ridiculous that you are only using me because the other crayons are just as capable.

Yellow cannot understand why you didn't use her to colour in the sun.

Do you know how neglected they have felt? You have hundreds of beautiful colours to choose from.

Pick one of them! If you do not leave me alone tomorrow, I am going to leave this classroom forever.

Your tired and overworked friend, Red.

So, have I written in the first person and present tense? We definitely have lots of present tense.

"I think," that's a simple present.

And "I am going," progressive present.

And also examples of first person, I, I, me.

So I can give myself a tick.

Have I written a complex sentence? My first sentence was a complex sentence because I gave that reason for my opinion, "I think it is ridiculous that you are only using me," main clause, "because the other crayons are just as capable," subordinate clause.

So that's a complex sentence.

I also have another complex sentence at the end where I used a conditional subordinate clause.

"If you do not leave me alone tomorrow, I am going to leave this classroom forever." You have your conditional subordinate clause, "If you do not leave me alone tomorrow," and then your main clause, "I'm going to leave this classroom forever." So another complex sentence.

So I can give myself a tick.

Have I written a rhetorical question? I said, or I asked, "Do you know how neglected they have felt?" So I can give myself a tick.

And then finally, have I written a command and warning? I said, "Pick one of them!" That's my command.

"If you do not leave me alone tomorrow, I'm going to leave this classroom forever." And that's my warning.

So yes, I can give myself a tick.

It's time for task B.

You now need to write the second paragraph of your persuasive letter.

Use your success criteria and your plan to help you structure your paragraph.

So pause the video now.

Make sure you leave an indent between the margin and your first word in this paragraph, and off you go.

Okay, well done, everybody.

Let's just read back now through the second paragraph of your persuasive letter.

Use your success criteria to help you check that you have included everything you needed to in this section.

Ensure you have finished your letter with a sign-off.

So, if you have written in the first person and the present tense, give yourself a tick.

If you have written a complex sentence, a tick.

If you have written a rhetorical question, give yourself a tick.

And if you have written a command and a warning, also give yourself a tick.

So pause the video now, and off you go checking through your success criteria.

Brilliant job, everybody, today.

You've all worked so hard.

Here is a summary of everything we've learned.

A complex sentence is formed of a main clause and a subordinate clause.

The subordinating conjunction "because" introduces a reason.

Persuasive letters have distinctive persuasive techniques in order to achieve their purpose.

Persuasive letters end with a sign-off to indicate the letter is coming to an end.

First person perspective is the point of view where the writer is the "I" character, providing a personal account of events or experiences.

Well done, everybody.

Great job.