Ashley B and Eryn's plan

MISSION POSSIBLE:
The Letter Game

Mission Objective:
To write an epistle story with a partner from the other grade six class. Partners will be chosen for you. The story will consist of eight letters, four written by each partner. Your story will be based off the provided writing prompt. This assignment will take place over the course of two weeks, wherein you and your partner will exchange letters.

Situation Debriefing:
You and your partner work for the CIA. Your mission is to recover the stolen ______________that is extremely dangerous/valuable. Certain clues have led to two different locations. You and your partner decided to split up. You are ¬sent to ¬¬
¬______________, and your partner has been sent to ¬______________. Recover the stolen item at all costs! Telephone communication is not safe. All communication between you and your partner must be written. Good Luck, Agents!

Assessment:
You will be assessed using the standard Grade 6 Achievement Rubric. The letter format will be marked under the organization category. Their will also be a self-assessment for you to complete at the end of the project.

Purpose
The purpose of this unit is to provide Grade Six students with the opportunity to engage in writing a narrative, and to introduce the idea that stories can be written in a variety of forms. This unit also allows students to work cooperatively with a partner from another class to develop a well thought out and executed plot. Students will be taught the key elements to writing a good story: setting, plot structure, round and static characters, etc.
The provided unit is not complete. It is completed up to, and including, the drafting section of the writing sequence. This unit when completed will include the revising, editing and publishing sections of the writing process.
Rationale
This lesson sequence is valuable and worthwhile for grade six students for several reasons. One of the reasons is because it allows students an opportunity to practice writing in First Person. Often this is challenging because the writer can’t simply state what is happening, or state character traits; writers have to show what is happening. Also, this activity demands a higher level of thinking. Students not only create a story, but do so one segment at a time. They also have to respond and interconnect their story to their partners’ half. The co-authorship of this project is another major benefit. Students learn how to work together in planning, sequencing and writing their project. It also allows students an opportunity to practice their letter format in a fun and informal way.
This writing project is engaging because it is different then the standard narrative form. The co-authoring is also a change from the standard authorship they usually engage in. Another reason the sequence is engaging, is because the activity itself creates anticipation. From experience, one author can’t wait to see how and what the other author has written and responded about.
The reason this activity has a specific writing prompt is to provide some structure and scaffolding during the project. This prompt gives them a foundation to build their story on, something they can start planning, writing and brainstorming with.

Overview Sequence
Familiarity with Type
- Explain how design, layout and organization of texts create effect
- Discuss how to compose texts according to audience and purpose
- Draw on reading to design text models
Teacher Modeling
- Read Sorcery and Cecelia
- Review letter format
- Discuss organization of the story
Children’s Independent Learning
- Break into small groups to further discuss the book and its format.
- Other epistle novels will be available for students use.
Capture Ideas
- Explore communication modes for an epistle narrative
o Letters
o Emails
o Secret codes (including key)
- Record ideas through story maps, webs, notes, graphic organizer, etc.
Teacher Modeling
- Show how to record ideas while brainstorming various settings with class.
Children’s Independent Learning
- Brainstorm and record various communication forms that can be used for the assignment.
Plan
- Review planning process
Teacher Modeling
- Discuss and show various ways of planning
Children’s Independent Learning
- Students plan out story plot with their partners.
Drafting
- Discuss various elements of writing
o 1st Person Point of View
o Co-Authoring
o Characters
o Endings
Teacher Modeling
- Explain how use of writing elements will enhance the written product.
- Discuss how to maintain cohesion throughout story.
Children’s Independent Learning
- Students write their letter story incorporated discussed writing elements.
Resources and References

Grade 6 Narrative Writing Scoring Guide 2007. Alberta Education.
http://education.alberta.ca/media/824888/04_ela6%20mark%20narrative%20exemp%202007.pdf
This is the scoring guide used to mark the Grade 6 Provincial Achievement Tests. By using this rubric, it allows students to become familiar with the expected standards.

Stevermer, C and Wrede, P. (2003) Sorcery and Cecilia or the Enchanted Chocolate Pot. Harcourt Inc: New York.
- This fiction book is the correspondences between two young ladies in 19th Century England. The plot is passed between the two authors, Stevermer and Wrede, written in letter format.