In class writing assessment 4th

Demonstrate the Letter Generatorwhich students will use to publish their letters. How do the letters persuade their readers? Challenge each student to find at least 3 library resources on the issue and use those resources to expand the letter into a more formal proposal for changes that readers should consider making or actions that they should consider taking.

What is the difference between an acceptable letter and a great letter? Pass out in class writing assessment 4th of the Persuasion Map Planning Sheetand use the information to analyze a letter to the editor from one of the newspapers.

Record their responses on the board or on chart paper. After writing their letters, have students conduct research on the issues that they have chosen.

Based on these examples, have in class writing assessment 4th write their own sentences. Allow students the rest of the session to begin planning their papers with the Persuasion Map. Explain that students will type their final drafts during the next class session. Review the way to punctuate the titles of articles and the newspapers in these opening sentences.

If desired, ask students to print two copies of their letters, and mail one copy of each letter to the newspapers that students are responding to. Session Four Review the criteria for effective letters to the editor that students created, and answer any questions that students have about the project or their drafts.

Ask students to suggest general categories that fit the characteristics e. Once the list is fairly complete, review the items, and make any additions or corrections. Session Two Begin with a review of the activities that students completed in the previous session.

Explain that the letters will be exchanged for peer review during the next session. Remind students to refer their Newspaper Article Summary Questions as useful. Session Three Review the criteria for effective letters to the editor that students created during the previous session, and answer any questions that students have about the project or their drafts.

After students have shared and received feedback, allow time for the students to revise their drafts. Answer any questions that students have on the project at this point.

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If time allows, review the first sentences of several letters from the editor, and ask students point out the similarities between the sentences. Ask the class to share characteristics that they noticed as they read the letters to editor for homework.

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Modify the lesson by assigning students topics for their letters. Share any general feedback on the topics that students have chosen, based on your review of the Newspaper Article Summary Questionsand pass back the sheets to students.

For homework, ask students to revise their drafts, based on the feedback that they have received. Allow the rest of the session for students to type and print their letters. What kind of details were used? Which letters seemed best? After reading the drafts, have them fill out the Letter to the Editor Peer Review Questions to provide feedback.

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Remind students to punctuate the title of their articles in quotation marks, to italicize newspaper titles, and to place direct quotations from the article in quotation marks.

If you prefer a more formal rubric, use the Persuasive Letter Rubric.ACT is a mission-driven nonprofit organization.

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In class writing assessment 4th
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