Maximizing Student Growth in Writing Workshops through Differentiation

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Looking for a way to facilitate writing workshops or small groups? Have you always wanted to provide differentiated writing support in the argumentative writing process? This kind of lesson feel intimidating but it can have a significant impact on the writing progress of your students. Let me talk you through how to make this work for your middle or high school class.

Lesson Background

When I went through my National Board Certification, I developed this lesson to increase my student’s writing growth. I chose 6 aspects of argumentative writing: claim/topic sentences, strong evidence, reasoning/elaboration, counter argument, organization/transitions & diction/voice. The last category is for advanced learners. I start the unit after students have completed an argumentative rough draft.

In my curriculum for 9th, I use this as they’re writing an essay about “The Seventh Man” by Haruki Murakami. Once they have a rough draft, I have them complete a self-assessment. They reflect about which of the 6 areas above they think they need help in. I peruse their drafts (and reflect on what I know about them as writers) to determine where I want to place them.

Phase 1: Independent Study

On the day of the small groups, I send them into their groups. I usually have 2-3 groups of 4 students for each category. Once in the groups, they complete independent study on their topic. For each group I post videos related to the topic for them to watch. Then, I have example/model essays for them to evaluate, focusing on the category they’re reviewing in their group. 

Phase 2: Collaboration & Implementation

Once they’re done, I move the groups into collaboration time where they talk about what they learned. Then, they take out their rough drafts and implement their new learning to transfer those skills into their argumentative piece. While all of this is happening, I circulate throughout the room to facilitate the discussions. I also implement a few mini lessons here and there, depending on what I know each group needs.

Phase 3 Share & Reflect

In the last 15-20 minutes, I have students share their drafts. They talk about what choices they made and why they made them. Then I have them reflect on the lesson, their learning & what they still need help with. It can be tempting to skip this but it is a crucial step. Students need to cement their learning & it gives you insight into where they may still be confused.

You can do all of this yourself or you can purchase this lesson (Click here) ready to go, with all resources and no-prep needed!