3.8.3 A – use criteria, feedback, and checklists to assess, self-evaluate, and refine writing.

3.8.6 A - write to persuade an intended audience by selecting an appropriate form (e.g., editorials, essays) that makes a clear and knowledgeable judgement.

Materials:

Activities:
1. Before the lesson, locate several examples of essays from newspapers and magazines. Provide each group of students with copies of the sample essays. Direct the groups to examine the leads used in each of the essays and to generate a list of characteristics of various leads.

2. Discuss as a whole class and generate a class list of lead characteristics.

3. Explain the importance of lead in one's writing. Display transparency of types of leads that students may choose to use in crafting their essays and review effective leads with students. Types of Essay Leads

4. Direct groups to examine the sample essays and to identify which type of lead the author was using. Share. and/or if you want your students to examine student samples of the essay leads, see Nancie Atwell's Lessons That Change Writers Lesson 53.

5. Briefly review the ineffective leads on the overhead. Explain that many of these leads are present in student writing. Although they are easier to craft, explain why these leads do not effectively hook the audience.

6. Allow students 15 minutes to draft a lead for their essay. Teacher will circulate around the room, monitor student progress, and conference with students as needed.

7. Present leads checklist on overhead. Group students in pairs to share their essay leads with their partners. Each student should read his lead to his partner. The partner will complete the essay checklist for the reader. Switch roles. (5-10 minutes)

8. After sharing with partners, allow students to make revisions to their essay leads.

9. Share several leads aloud.

10. If time remains, students can begin the rough draft of their persuasive essay.

Homework:
Students should complete the rough draft of the persuasive essay.