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LESSON TITLE (LINE OF INQUIRY 3, CRITICAL CHALLENGE) BACKGROUND KNOWLEDGE FOR TEACHERS: The Critical Challenge is introduced during the lesson on Daily Life in Residential Schools and is a possible extension lesson. MATERIALS: • Sample persuasive letters to share either individually or project using document camera • Refer to The Write Beginnings and Guide to Effective Instruction Grades 4-6 Volume 6 - Writing, pp. 36-46 LESSON GOAL: Students will gather evidence from their activities from Lines of Inquiry 1-3 to write a persuasive letter to the Indian Agent. They will also apply cause and consequence thinking and perspective thinking. SUCCESS CRITERIA: • I can write an effective persuasive letter. • I can accurately write from the perspective of a person involved in the Residential Schools. • I can apply cause/consequence thinking to develop good reasons in my persuasive letter. BEFORE: 1. Brainstorm with the class and ask: who are all of the people that would have been involved in the daily life of a Residential School? Record these ideas in list together. List should include: students, teachers/nuns/clergy, principal, school board, parents. 2. To practise applying perspective thinking, share some sentences and ask the students to think/pair/share who on their list might have said this sentence, and why they think so. Tell the students explicitly that they are applying perspective thinking in this exercise. SAMPLE SENTENCES: a) Residential Schools are exactly what these children need. b) Residential school days are too long and difficult. c) When they grow up, the children will be glad they went to Residential School. d) Children need discipline to grow strong. e) Residential school is better than no school. 3. Introduce the Critical Challenge. Ask children to select one of these groups and take on the role of a person in the group. Present the task: Write a persuasive letter to the Indian Agent in charge of the Residential School (Mr. Thomas Paul - actual Indian Agent) from the point of view of this person to convince the Indian Agent whether • Child: should you continue attending this school? • Parent: should your child continue attending this school? • Teacher/principal: should the children continue attending this school? • Government/school board: should the children continue attending this school? 90
DURING: Unfold the Critical Challenge using assessment-based writing. Here are two good resources for introducing persuasive writing and giving specific techniques to share with students at each stage of the writing process: • The Write Beginnings pp. 25, 38, 42-45, 59-61 • Guide to Effective Instruction Grades 4-6 Volume 6 - Writing pp. 36-46 Here is a sample lesson structure based on The Write Beginnings: 4. Co-construct criteria for persuasive letters by sharing two sample letters, using the process outlined on p. 25 of The Write Beginnings: Using High-Level Exemplars. Ask the students: what makes this a good persuasive letter? See sample criteria from The Write Beginnings pp. 38, 59. 5. Develop this co-constructed criteria into a checkbric or rubric that you can use to give feedback and later evaluate the finished letters. 6. Modelled and Shared Writing: Model writing a sample letter and then write a sample persuasive letter together (pp. 42-43) before students begin writing independently. Depending on your students’ experience with the writing process (Generating Ideas/ Draft/Revise/Edit/Publish), you may want to do a Modelled and Shared writing for each or just for some stages of producing the letter. Make sure students are aware of each stage of the writing process and have strategies or techniques to be successful in each. Ensure students have access to all ideas that you have developed from Line of Inquiry 1 through 3: class anchor charts, student Thinking Journals, text and video resources. 7. Independent Writing: Have students draft, then revise and edit and publish their letters. During the independent writing time, make sure you are conferencing with and providing feedback for students on their process and giving them opportunities to revise with feedback. FURTHER SUPPORTING REFERENCES • Sample framework for setting up the whole writing process - Guide to Effective Instruction, pp . 71-79 • Sample lesson for introducing persuasive writing - Guide to Effective Instruction, pp. 103-107 • Sample persuasive letter organizer for developing ideas - The Write Beginnings, p. 60 AFTER: 8. Collect and evaluate students’ final published letters. You may want students to share their letters with each other or with another audience to celebrate their thinking (e.g., orally or by posting) and create a further source of ideas for Line of Inquiry 4. ASSESSMENT AND EVALUATION: Evaluate the letters using the Persuasive Letter Criteria Checklist/Rubric that you developed after co-constructing the letter criteria. 91
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