Lesson video

Hi everybody, it's Ms. Gardner and welcome to your next lesson from my unit, "The Day the Crayons Quit" reading and writing persuasive letters.

You all worked so hard with your writing in the previous lesson and I'm really looking forward to today's lesson where we're going to continue writing our persuasive letter.

So you will need access to the book today.

So if you need to, you can pause the video now to make sure you've got it.

Okay, great.

Hopefully we've all got access to "The Day the Crayons Quit", which means we are ready to get started with today's learning.

Let's get going.

In today's lesson from "The Day the Crayons Quit" Unit, we are going to continue writing our persuasive lesson 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 are 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 joint 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'll use pronouns like I, me, we, because you were writing in the first person.

You are pretending to be for 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 word 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 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 because 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 subordinate clause needs to be joined with the main clause to make sense.

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

I think you just start to use the other colours is the main clause.

And it's also the opinion of the writer, the character, because they're feeling neglected is the adverbial subordinate clause.

And we know that 'cause it starts with a subordinating junction because, and it doesn't make sense by itself.

And because they're 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 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 subordinated 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's 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 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're 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 bossip 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 check for understanding.

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 because 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 can 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 outta the box tomorrow, I'm going to leave this classroom forever.

If you take me outta the box tomorrow is a conditional clause 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'll 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, read the name of the character or your overworked and shattered friend, Red or best wishes, exhausted and tired Red.

It's quite effective to add the adjectives, exhausted and tired, 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 'cause 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, 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 a 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's 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? You 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'm 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 get 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 in 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 the 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 in 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 eye character, providing a personal account of events or experiences.

Well done everybody.

Great job.