1. Topic-
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| Writing for Different Audiences |
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2. Content-
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STANDARDS USED:
RI.7.5--Analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole and to the development
of the ideas.
W.7.4--Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.7.5-With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well purpose and audience
have been addressed.
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3. Goals: Aims/Outcomes-
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1.Improve Sentence Variety
2.Recognize Reader's Needs
3.Write for Reader's Needs |
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4. Objectives-
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1.SWBAT understand the needs of a reader at different levels.
2.SWBAT improve sentences to add variety and increase level of readership.
3.SWBAT recognize a simple and compound sentence and add sentence
variety to his/her writing. |
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5. Materials and Aids-
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Copy of First Little Readers
Copy of article "Football fan lost his sight but not love for the
game; he became a player"
Notebook paper
Smartboard/Whiteboard
Sentence Strips
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6. Procedures/Methods-
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A. Introduction-
Free Write 5: Write an advice letter to your 6-year-old self. Challenge:
Write so that your young self can read it.
1.Pass out copies of First Little Readers. Allow time for students
to read the book.
2.Prompt discussion on the following questions: 1) Who is this book
written for? (Young readers/writers); 2) What adjectives can you use
to describe your book? (Boring, simple, cute) 3. What type of sentences
were used? (Simple)
3.POINT: As we grow and learn, our need for more information grows.
Consider the adjectives we used to describe the book. Would we want
these adjectives to describe our writing? |
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B. Development-
1.Pass out copies of "Football fan lost his sight but not love for
the game; he became a player"
2.Prompt questions: Who is this written for? (Older students; 7th
graders) How can you tell? (Obvious--Grade 7 listed with title; Length
or article, details.)
3.Teacher reads the article for content first.
4. Follow up questions: What are some adjectives you would use for
this article? (inspiring, interesting, hopeful).
Are these adjectives you'd like to hear used when describing your
writing? |
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C. Practice-
1.Annotate the article locating compound sentences. Write your findings
on the sentence strips. Share findings.
2.Copy one sentence from First Little Readers on a sentence strip.
Select a FANBOYS to make the sentence compound. Share sentences. |
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D. Independent Practice-
1.Write a letter to your 60+-year-old self.
2.Keep the adjectives for the writer you want to be in mind.
3.Add sentence variety. |
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F. Checking for understanding-
| Have students highlight compound sentences used. |
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G. Closure-
1.Share letters
2."Letter to Me" by Brad Paisely |
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