Choose a picture book that describes some sort of lesson. Almost all children's books have a purpose, for example to convince children to clean their rooms or to share with others. For the sake of this article, pretend the book you've chosen is Maurice Sendak's "Where the Wild Things Are."
Divide students into three groups: Max, Max's mother, and the Wild Things. Each character wants something different in the book. Max wants to run rampant, then he wants to control the Wild Things, and finally he wants to go home. Max's mother wants him to behave. The Wild Things first want Max to be their king, and then they want him to stay.
Give students 10 to 15 minutes to create a persuasive dialogue from their given character's point of view. Max can try to convince his mother to let him run around with a hammer for a bit longer. Or Max's mother can try to persuade him to calm down without sending him to bed without his supper. The Wild Things may attempt to keep Max from leaving without "gnashing their terrible teeth."
Allow each group to voice what they believe is the most persuasive argument they have created. Once arguments are voiced, give students a few moments to reflect on why they believe this particular argument is effective. At this point, if the most basic tenets of argument, ethos, pathos, and logos, have not been introduced, consider discussing these classic Greek rhetorical terms with your students. According to Dr. Gideon O. Burton of Brigham Young University, "Although they can be analyzed separately, these three appeals work together in combination toward persuasive ends." Students can discuss which appeal their argument depends on most to understand how to better formulate their own persuasive argument.
Give students another 10 to15 minutes to write a persuasive argument using one of the classic rhetorical appeals, still in the voice of their picture book character. Students must now not only focus on creating an argument, but also ensure a purpose behind the argument. The persuasion must appeal to the listener's sense of ethics, emotions, or logic. Creating a sense of purpose and a movement toward a final goal allows in-class activities that first appear nonsensical to become interesting and exciting for students.