Lesson Plan #3 Bob Tyler EDUC 241 Fall 2011 Topic: Writing about Literature: A letter to the author

r Grade: 10th Grade English Language Arts Rationale: It is near the end of the semester. Throughout the semester we have included extensive time for independent reading. Each student has read a minimum of five books of their own choice and they have already processed the book through a report or other form of writing. These writings are all in their portfolios. The purpose of this assignment will be to look at their body of reading as a whole and choose one book to look at a second time. The assignment will take their understanding of the authors work to a higher and more personal level. In addition, this lesson will offer an introduction to the important life skill of business letter writing. Objectives (SWBAT): Create a properly formatted business letter (Iowa Core W9-10.4) Analyze a book critically (Iowa Core RL9-10.5).

Make a personal connection to a section text (Iowa Core IA.1).

Resources: Computer room (or laptops if available) Printer/paper Student provided books Model of letter Whiteboard/Markers Student portfolios Anticipatory Set: This is the third year I have assigned this assignment and in the previous years it has been very engaging for the students. Not only did they enjoy writing the letter, a large number of the students received replies from the authors. In some case autographed photos and other mementos were included as well. I have saved copies of many of these letters and other items. I will begin class by sharing letters from some of the most famous authors with the class, and by passing the copies around for each student to examine on their own. The class will be informed that today will be their chance to engage in a dialogue with an author of their choice, and the assignment will be explained. Sequencing: 1. Engage students with copies of letters from authors. 2. Distribute student portfolios/ask students to get out the book they are going to write on. (Students were reminded yesterday to bring the book.) 3. Note taking: students will be asked to spend about 10 minutes reviewing the relevant writing piece in their portfolio and taking notes on three things: 1.)

How the will introduce themselves to the author, 2.) At least two or three things they liked about the book and WHY, and 3.) At least one question they would like to ask about the book (perhaps something they didnt understand or a question about the authors motive, intent, etc). 4. Copies of the model letter will be distributed and the format will be modeled on the whiteboard as well. 5. Writing Time: students will spend about 25 minutes writing the first drafts of their letters CFU: During both the note-taking time and the actual writing time at the computers, instructor will circulate the room to make sure the three items are being addressed (notetaking) and that the format is being followed (letter-writing). Guidance and additional instruction will be provided as needed. Closure: As class wraps up, students will be asked to print out their letters and retrieve them from the printer. We will gather for the final portion of class for a large group discussion. Two questions will be posed to the students: 1.) What did you learn about the book from this process and 2.) What did you learn about yourself from this process? Assessment: The first drafts as well as the notes will be collected for assessment. Grammatical/spelling/formatting errors will be corrected on the letters and written feedback will be provided on the letters as well. The notes will also receive brief written feedback.