Persuasive Comic

Author

Magenta Jones

Grade
Level

Fourth Grade

Integrated
disciplines
Content
Standards

Writing

Writing
Standards

NETS-S

Provide applicable standards for which you intend the

students to meet through this lesson in each of your
integrated disciplines.
1.

Write arguments to support claims with clear reasons and relevant

evidence. (CCSS: W.6.1)
1.

Introduce claim(s) and organize the reasons and evidence clearly.

(CCSS: W.6.1a)

2.

Support claim(s) with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of the topic
or text. (CCSS: W.6.1b)

3.

Use words, phrases, and clauses to clarify the relationships

among claim(s) and reasons. (CCSS: W.6.1c)

4.

Establish and maintain a formal style. (CCSS: W.6.1d)

5.

Provide a concluding statement or section that follows from the

argument presented. (CCSS: W.6.1e)

2. Communication and Collaboration

1. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
2. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats

Objectives
:
Assessme
nt:
Materials:

Students will familiarize themselves with the steps of

creating a persuasive text by first discussing an example of a
persuasive text in a comic format and then creating their
own persuasive comic.
Teacher will assess students understanding of the steps of a
persuasive text by reviewing their created comic with the
labeled steps involved.
Checklist of persuasive text steps
Comic writing/drawing materials (electronic or paper)
If in electronic form, students will need to print a copy

Anticipato
ry Set:

and label the steps for their teacher.

The visual interest of a comic will grab students attention
especially while they work to create their own.

Technolog
y
Integratio
n

There are many comic generators on the web that students

can use to create and share their comics.

Procedure
s and
Learning
Activities

Students:
Students first review the
steps of creating a
persuasive text. Then look at
their teachers example,
paying specific attention to
the involved steps. And will
then receive a checklist for
these steps. Next, they will
create their own persuasive
text (in comic form) using a
slide per step.

Differentia
tion
Closure
Reference
s:

Teacher:
Teacher will review the steps
of creating a persuasive text
with students and review
their example with students
paying specific attention to
the specific steps. Teacher
will then provide students a
checklist for creating a
persuasive text and then set
students free to create their
own, providing individual
help.
Students can alter this lesson by choosing to opt out of the
electronic form, or adding more detail to their electronic
comic.
Students will be given the opportunity to share their comics
in a full-class setting.
https://www.teacherspayteachers.com/Product/The-8Elements-of-an-Argument-Posters-CCSS-1377712