1. Topic-
Writing for Different Audiences
2. Content-
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.
3. Goals: Aims/Outcomes-
1.Improve Sentence Variety
2.Recognize Reader's Needs
3.Write for Reader's Needs
4. Objectives-
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.
5. Materials and Aids-
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
Sentence Strips
6. Procedures/Methods-

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?

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?

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.

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.

F. Checking for understanding-

Have students highlight compound sentences used.

G. Closure-

1.Share letters
2."Letter to Me" by Brad Paisely

This Lesson Plan is available at (www.teacherjet.com)