LEARN NC

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CareerStart lessons: Grade seven

1.3 Dear Juana: Editing a letter

By Anissia Jenkins · Adapted by Kenyatta Bennett and Sonya Rexrode

Provided by CareerStart

Learning outcomes

Students will use editing marks to edit a letter.

Teacher preparation

Time required for lesson

60 minutes

Materials needed

  • Student handouts:
    • “Dear Juana” letter example
    • Editing marks
  • Colored pencils/pens
  • Computer with internet access to access the Occupational Outlook Handbook
  • Computer projector
  • Optional: If you don’t have access to a computer and projector, you may print overviews of the careers discussed in this lesson and hand them out to students.

Activities

  1. Introduce the lesson by explaining the importance of proofreading — not just in the classroom but in everyday life, as well. As a class, brainstorm careers that involve proofreading. (Possible answers may include editors, teachers, principals, attorneys, business owners, advertising executives, reporters, secretaries.)
  2. Use the projector to display information about the following careers from the Bureau of Labor Statistics’ Occupational Outlook Handbook. (Depending on the time available, you may choose to focus on just a few of these.) Be sure to discuss how proofreading and editing are used in the jobs as you discuss them:
  3. Hand out the “Dear Juana” letter example and the editing marks handout. Read the letter to the class, and review the editing marks with the students.
  4. Guided Practice: Use the example provided to model proofreading and editing. Explain your process as you proofread the letter.
  5. Independent Practice: Have students write their own “Dear Juana/Juan” letters. When students are finished writing their letters, put the students in pairs and have them proofread and edit each other’s letters using editing marks.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 7

  • Goal 6: The learner will apply conventions of application of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • determining when and where dialects and standard/nonstandard English usage are appropriate.
      • applying language conventions and usage during oral presentations.
      • choosing language that is precise, engaging, and well suited to the topic and audience.
      • experimenting with figurative language and speech patterns.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • determining when and where dialects and standard/nonstandard English usage are appropriate.
      • applying language conventions and usage during oral presentations.
      • choosing language that is precise, engaging, and well suited to the topic and audience.
      • experimenting with figurative language and speech patterns.

Guidance (2001)

Grade 6–8

  • Goal 4: Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
    • Objective 4.01: Develop skills to locate, evaluate, and interpret career information.
    • Objective 4.04: Pursue and develop competency in areas of interest.
  • Goal 5: Employ strategies to achieve future career success and satisfaction.
    • Objective 5.08: Use employability and job readiness skills in work-based learning experiences.