Book report alternative: A character's letter to the editor
http://www.readwritethink.org/lessons/lesson_view.asp?id=930
A lesson plan for grades 6–8 English Language Arts
This lesson that focuses on Carl Hiaasen’s Newbery Honor Book Hoot, includes an exploration of the genre of letters to the editor, a review of persuasive writing structure and letter format, and an emphasis on multi-draft writing. Readwritethink provides several helpful resources for completing this lesson, including graphic organizers, sample persuasive letters, and interactive online tools. First, the teacher activates prior knowledge by challenging students to think about letters to the editor that they have written, seen, or heard about. Then, using local newspapers, students find letters to the editor and identify common characteristics of the letters. Using a graphic organizer, students evaluate the parts of letters and categorize certain characteristics, creating a rubric for their own writing assignment. After completing a graphic organizer and evaluating a persuasive letter, students write their first draft of the letters. In the next session, after students assess the writing of a partner using a student generated rubric, they write the final drafts of their letter. Before students type their letters and publish, they read their papers once more for grammatical and mechanical errors. The lesson suggests several extension activities and provides links to helpful web resources.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 6
- Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard, and/or viewed.
- analyzing the characteristics of expressive works.
- determining the effect of literary devices and/or strategies on the reader/viewer/listener.
- making connections between works, self and related topics.
- comparing and/or contrasting information.
- drawing inferences and/or conclusions.
- determining the main idea and/or significance of events.
- generating a learning log or journal.
- creating an artistic interpretation that connects self to the work.
- discussing books/media formally and informally.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- Goal 3: The learner will examine the foundations of argument.
- Objective 3.01: Explore argumentative works that are read, heard, and/or viewed by:
- monitoring comprehension for understanding what is read, heard, and/or viewed.
- analyzing the characteristics of argumentative works.
- determining the importance of author's word choice and focus.
- summarizing the author's purpose and stance.
- making connections between works, self and related topics.
- drawing inferences.
- responding to public documents (such as but not limited to editorials and school and community policies).
- distinguishing between fact and opinion.
- Objective 3.03: Study arguments that evaluate through:
- exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support.
- preparing individual and/or group essays and presentations that use evaluative techniques.
- Objective 3.01: Explore argumentative works that are read, heard, and/or viewed by:
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of individual interest.
- reading literature and other materials selected by the teacher.
- discussing literature in teacher-student conferences and small group discussions.
- taking an active role in whole class seminars.
- discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
- interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
- investigating examples of distortion and stereotypes.
- recognizing underlying messages in order to identify recurring theme(s) within and across works.
- extending understanding by creating products for different purposes, different audiences and within various contexts.
- exploring relationships between and among characters, ideas, concepts and/or experiences.
- Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
- interpreting what impact genre-specific characteristics have on the meaning of the work.
- exploring how the author's choice and use of a genre shapes the meaning of the literary work.
- exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
Grade 7
- Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- summarizing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics.
- comparing and/or contrasting information.
- drawing inferences and/or conclusions.
- determining the main idea and/or significance of events.
- generating a learning log or journal.
- maintaining an annotated list of works read/viewed.
- creating an artistic interpretation that connects self and/or society to the selection.
- constructing and presenting book/media reviews.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- Goal 3: The learner will refine the understanding and use of argument.
- Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
- monitoring comprehension for understanding of what is read, heard and /or viewed.
- identifying the arguments and positions stated or implied and the evidence used to support them.
- recognizing bias, emotional factors, and/or semantic slanting.
- examining the effectiveness of style, tone, and use of language.
- summarizing the author's purpose and stance.
- examining the importance and impact of establishing a position or point-of-view.
- making connections between works, self and related topics.
- drawing inferences.
- responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
- Objective 3.03: Create arguments that evaluate by:
- understand the importance of establishing a firm judgment.
- justifying the judgment with logical, relevant reasons, clear examples, and supporting details.
- creating an organizing structure appropriate to purpose, audience, and context.
- Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of individual interest.
- reading literature and other materials selected by the teacher.
- assuming an active role in teacher-student conferences.
- engaging in small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
- analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
- analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
- extending understanding by creating products for different purposes, different audiences and within various contexts.
- analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
- Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).
- analyzing what effect genre specific characteristics have on the meaning of the work.
- analyzing how the author's choice and use of a genre shapes the meaning of the literary work.
- analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Grade 8
- Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
- Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard, and/or viewed.
- reviewing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics.
- drawing inferences.
- generating a learning log or journal.
- maintaining an annotated list of works that are read or viewed, including personal reactions.
- taking an active role in and/or leading formal/informal book/media talks.
- Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
- Goal 3: The learner will continue to refine the understanding and use of argument.
- Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
- identifying the social context of the argument.
- recognizing the effects of bias, emotional factors, and/or semantic slanting.
- comparing the argument and counter-argument presented.
- identifying/evaluating the effectiveness of tone, style, and use of language.
- evaluating the author's purpose and stance
- making connections between works, self and related topics.
- responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
- Objective 3.03: Evaluate and create arguments that persuade by:
- understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
- noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
- arranging details, reasons, and examples effectively and persuasively.
- anticipating and addressing reader/listener concerns and counterarguments.
- recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
- Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of interest to the individual.
- reading literature and other materials selected by the teacher.
- assuming a leadership role in student-teacher reading conferences.
- leading small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
- discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
- analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
- extending understanding by creating products for different purposes, different audiences, and within various contexts.
- analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
- Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
- evaluating what impact genre-specific characteristics have on the meaning of the text.
- evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
- evaluating what impact literary elements have on the meaning of the text.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
