Identifying RAFT elements in writing prompts and assignments
Student will read writing prompts and practice identifying RAFT elements: role of writer, audience, writing format, and topic. This is the first lesson in a series of three based upon LEARN NC's 9th grade writing exemplars.
A lesson plan for grade 9 English Language Arts
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Related topics
- Learn more about English language arts and writing.
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Learning outcomes
Student will be able to read a prompt or writing assignment and determine:
- his/her role as the writer
- who the audience is
- what the format of the assignment should be
- the specific topic on which he/she must focus
Teacher planning
Time required for lesson
30 to 45 minutes
Materials/resources
Technology resources
Access to 9th Grade Writing Exemplars that have been developed by LEARN NC and NC DPI. The expressive and informational sections will be an integral part of this lesson.
Pre-activities
Students should become familiar with the appearance of various formats of writing such as a friendly letter, a business letter, a newspaper article, the body of a speech, etc. Having examples of these formats in a center is a good idea. Global learners appreciate seeing the final product before they begin a step-by-step development of their own writing.
Activities
- Explain the concept of RAFT, which was developed in 1982 by Dorothy Vandevanter. Impress upon your students the importance of finding the answers to the four questions before designing a graphic organizer for pre-writing.
- Using the English I: Expressive Writing prompt about reconnecting with a person who is lost to you, model how to fill in the RAFT diagram for your students, asking them questions about the prompt.
Guided Practice
- Using the English I: Informational Writing prompt about the good parent, guide your students as they label the RAFT components.
- At this time, have students circle or highlight any word in the prompt that is confusing or not clear to them. Discuss these terms.
Independent Practice
- Using the handout of prompts provided, have students label the RAFT components of each. This assignment can be done in class or as homework.
- At this time, also have students circle or highlight any words whose meanings are not clear and look them up in a dictionary if they cannot determine from context.
Assessment
- Teacher will go over the five prompts on the handout and help students determine if they correctly labeled the role of the writer, the audience, the format, and the topic on which they should focus.
- In future writing assignments, teacher will note the student’s use of RAFT in understanding the prompt.
Supplemental information
Modifications
Comments
This lesson can stand alone, but it is more meaningful if you apply it immediately by having students read a new prompt; develop a RAFT chart; do a graphic organizer; and write, revise, and edit the resulting paper. There are lesson plans to follow that will address each of these areas. Keep in mind that LEARN NC’s 9th Grade Writing Exemplars has annotated papers from ninth grade students that are excellent teaching tools.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 9 — English I
- Goal 1: The learner will express reflections and reactions to print and non-print text and personal experiences.
- Objective 1.01: Narrate personal experiences that offer an audience:
- scenes and incidents located effectively in time and place.
- vivid impressions of being in a setting and a sense of engagement in the events occurring.
- appreciation for the significance of the account.
- a sense of the narrator's personal voice.
- Objective 1.02: Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience:
- an understanding of the student's personal reaction to the text.
- a sense of how the reaction results from a careful consideration of the text.
- an awareness of how personal and cultural influences affect the response.
- Objective 1.01: Narrate personal experiences that offer an audience:
- Goal 2: The learner will explain meaning, describe processes, and answer research questions to inform an audience.
- Objective 2.01: Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:
- selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
- identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
- providing textual evidence to support understanding of and reader's response to text.
- demonstrating comprehension of main idea and supporting details.
- summarizing key events and/or points from text.
- making inferences, predicting, and drawing conclusions based on text.
- identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
- making connections between works, self and related topics.
- analyzing and evaluating the effects of author's craft and style.
- analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
- identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.
- Objective 2.02: Explain commonly used terms and concepts that:
- clearly state the subject to be defined.
- classify the terms and identify distinguishing characteristics.
- organize ideas and details effectively.
- use description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas.
- demonstrate a clear sense of audience and purpose.
- Objective 2.01: Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:
