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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.
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