Recommended time
Minimum 90 minutes, maximum two hours

Goals for the session

• Practice different modes of writing
• Create a writing assessment rubric

Outcomes

• A persuasive writing piece
• Two free-writing pieces
• Writing assessment checklist

Materials and equipment

• A computer with Internet and email access
• A copy of the book Witnesses to Freedom: Young People Who Fought for Civil Rights, by Belinda Rochelle
• A copy of the New York Times Learning Network lesson plan, "Making the Personal Political: Writing Opinion Pieces About Meaningful Issues to Kids"
• Copies of the New York Times Learning Network news article, "Growing in the Job."
• Copies of writing modes descriptions
• Copies of writing checklist
• Microsoft Word or a similar application
• Newsprint sheets or a roll of butcher paper
• Index cards
• Pens
• Colored markers
• Composition books (one for each participant and facilitator)

Part 1: Read-Aloud

What is it?
Suggested reading is the fourth chapter of Witnesses to Freedom: Young People Who Fought for Civil Rights, by Belinda Rochelle.

Suggested questions

• Do you think that Claudette's refusal to give up her seat was an act of leadership? If not, what was it? Why did she do it?
• Claudette described herself as "feeling like an outsider." What made her feel this way? Do you think that feeling this way made what she did more or less courageous?
• Claudette's refusal to give up her seat became part of the Montgomery bus boycott organized by Martin Luther King, Jr. Why do you think a boycott was the form of nonviolent protest again chosen to help change the laws? How would the effects of boycotting a bus be different from boycotting a school, like Barbara Johns and the other teens did in Virginia?

Part 2: Writing Opinion Pieces

What is it?
Print out multiple copies of the related New York Times article, "Growing in the Job". In the lesson, participants "identify controversial topics on which they have strong opinions and model their own persuasive opinion pieces after the featured article."

Part 3: Writing Modes/Genres

What is it?
Discuss different modes of writing and provide writing prompts to practice some of these modes. The goal of this exercise is to identify different writing modes and select the best one to accompany the photo essays.

How to
Look up the five basic writing modes: descriptive, narrative, imaginative, expository and persuasive. Post this list on a large sheet of paper or make copies for the participants. Discuss the list with participants, noting that the New York Times writing exercise they just did is an example of persuasive writing.

Next, select writing prompts for at least two modes of writing other than persuasive. Have participants spend 10 minutes free writing in each mode. Have participants share and discuss their free writing with a partner.

Part 4: Writing Checklist

What is it?
Create a checklist of quality writing guidelines for the group to use when editing written content.

How to
Go to the South Central Regional Technology Consortium Project-Based Learning Writing Checklist for Grades 5-8. Print out copies, review the list with participants, and ask them for suggestions on guidelines to add or remove. When suggestions are finalized, return to the checklist page, input the changes and reprint the list.

Part 5: Email Journals

What is it?
Work on email journals, as described in Session 1, Part 5.

Part 6: Personal Reading

What is it?
Participants select books or other material to read silently for at least 10 minutes.