Writing Forms Review

Curriculum Connections

Ontario Language Curriculum, Grade 6 (The Ontario Curriculum, Grades 1–8: Language, 2006, Revised 2023)

• Reading and Literature Studies
  • 2.1 – Reading for Meaning: Demonstrate understanding of a variety of texts
• Writing
  • 3.2 – Developing and Organizing Content: Write for different purposes and audiences and in a variety of forms
  • 3.4 – Applying Knowledge of Conventions: Use a variety of sentence structures and paragraph forms for effect
• Social-Emotional Learning
  • Promote engagement and focus through hands-on, cooperative learning

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Learning Goals

By the end of this lesson, students will be able to:

• Identify and distinguish between expressive, persuasive, and informational writing forms.
• Recognize the key features of each writing form through analysis and discussion.
• Organize sample paragraphs into correct categories confidently.

"I can..." statements

• I can identify the purpose of expressive, persuasive, and informational writing.
• I can sort paragraphs based on their writing form.
• I can explain key features of each type of writing to my classmates.

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Success Criteria

• Successfully sort at least 7 out of 9 sample paragraphs into the correct writing form categories.
• Participate in group discussions by contributing at least one characteristic or example of each writing form.
• Use appropriate writing terminology correctly (e.g., opinion, facts, feelings, call to action, descriptive language).

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Materials Needed

• Printed paragraph samples (at least 3 for each writing form; dyslexia-friendly font, large print, spaced out text)
• Sorting mats/large labelled categories on desks or board: Expressive, Persuasive, Informational
• Sticky notes or small cards for students to write key feature observations
• Whiteboard and markers

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Lesson Outline (20 minutes)

1. Introduction & Review (3 minutes)

• Quick oral activation: "What do you remember about different types of writing?"
• Briefly review the three focus forms using simple examples and connect to real-life uses (e.g., expressive: diary entry; persuasive: advertisement; informational: recipe).
• Emphasize their different purposes: express feelings, convince others, share facts.

2. Hands-On Sorting Activity (10 minutes)

• Grouping: Organize students into small heterogeneous groups of 4-5 (including 1-2 students with IEPs per group to scaffold support).
• Task: Each group receives mixed paragraph samples printed on cards (3 expressive, 3 persuasive, 3 informational).
• Students collaborate to read and discuss each paragraph.
• Each paragraph is placed on the sorting mat according to its type.
• Encourage use of sticky notes for groups to write one or two key features they identify for each form on the card/sorting mat.

Teacher support:

• Circulate among groups, prompt students with guiding questions (e.g., "Is this paragraph trying to tell feelings or convince someone? How do you know?")
• Offer simplified explanations or pictorial clues if needed for behaviour/autism learners.
• Provide sentence starters to help students share observations ("This paragraph shows feeling because…")

3. Whole-Class Discussion & Reinforcement (5 minutes)

• Gather all students and review each category on the board or large sorting mat.
• Ask groups to share one key feature they wrote down for each writing form.
• Teacher adds or clarifies features, integrating curriculum-appropriate terminology:
  • Expressive writing — uses descriptive language, expresses personal feelings or opinions, often written in first person
  • Persuasive writing — aims to convince the reader, uses strong opinions, includes reasons and sometimes a call to action
  • Informational writing — provides clear facts, explanations or instructions, uses neutral tone and third person

4. Wrap-Up & Reflection (2 minutes)

• Ask students to say one thing they learned about the different types of writing.
• Remind students these forms will appear on the EQAO and being able to recognize them helps in answering questions correctly.

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Differentiation Strategies

• For students with IEPs/Autism:
  • Provide simplified sample paragraphs with clear structure.
  • Use visual aids or icons representing expressive / persuasive / informational writing (heart for expressive, megaphone for persuasive, book for informational).
  • Assign peer buddies for reading support and social encouragement.
• For students with ADHD:
  • Alternate between sitting and standing during group work.
  • Use timers to keep activity focused within segments.
• Dyslexia-Friendly Supports:
  • Printed samples in dyslexia-friendly font (e.g., OpenDyslexic), coloured overlays, and ample spacing.
  • Read paragraphs aloud together or by a group member.
• For Motivationally Challenged Students:
  • Emphasize real-world relevance (how writing is used in social media, advertisements, journaling).
  • Offer small group leadership roles to build ownership.

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Extension Activities for Advanced Learners

• Challenge these students to write their own short paragraph in each form after the sorting activity and share with the class.
• Ask them to identify additional techniques used in persuasive writing (e.g., rhetorical questions, exaggeration).
• Provide examples of mixed writing forms and have them explain which combinations are present and why.

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Assessment and Reflection

• Informal assessment through observation during sorting and discussion.
• Check sticky-note responses for understanding of key features.
• Use exit ticket: "Tell me one characteristic of persuasive writing."

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This 20-minute, interactive, inclusive lesson will energize Sutton students and prepare them effectively for recognizing writing forms on the EQAO, empowering them with clarity and confidence.