Beacon Lesson Plan Library

Language for Sale

Leslie Briggs
Santa Rosa District Schools


Students rewrite a catalogue description of an item for sale. The new ad reflects a change in the voice of the writing, and the writing is edited for conventions.


The student uses conventions of punctuation (including but not limited to commas, colons, semicolon, quotation marks, apostrophes).

The student uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone).


- One catalog page with descriptions of items for sale per student
- Paper
- Pen / pencil
- Overhead Projector
- Transparency of an ad
- Peer Editing Checklist (one per student)
- Six Traits of Writing Scoring Rubrics for Voice and Conventions created by Vicki Spandel and the Northwest Regional Educational Laboratory:


1. Collect enough catalog descriptions of items for sale for each student to receive a different ad. Ads can be gathered from catalogs such as: Lillian Vernon, Lands End, Coldwater Creek, Oriental Trading, etc.
2. Make an overhead transparency of one catalog description.
3. Print out a copy of the peer-editing checklist for each student. (see attached file)
4. Print out one copy of scoring rubrics for conventions and voice. (see Weblinks)


1. Review previously learned writing terminology (purpose, audience, occasion, persuade, voice, and conventions) by displaying an overhead transparency of a catalog description of an item for sale. Then ask the following questions:

What is the purpose/occasion of this writing?
For whom is the ad written? (audience)
What is the voice in the catalog description?
What is the ad trying to get you to do?
What are the conventions in this writing?

2. Model the rewriting of a catalog description. The teacher displays the ad on the overhead and the students change the wording of the ad to reflect age appropriate language( 8th grade language, 4th grade language, etc). The rewriting can be written on the overhead or on the chalkboard. Use the rubric (see weblinks) to assess the writing. Make sure that students understand the rubric and the terminology.

3. Hand out a different catalog description to each student.

4. The student reads and rewrites the ad geared toward the targeted audience (8th graders, 4th graders). Tell students they will be assessed using the rubric as criteria for their writing.

5. The student exchanges his/her writing with a peer to edit for conventions by using the Peer Editing Checklist. (see attached file)

6. The student shares his/her writing with the class.

7. Collect the original catalog, the studentıs copy, and the peer-editing checklist.

8. Assess students' writings using Six Traits Of Writing scoring rubrics for conventions and voice. (see Weblinks)


Assess the student's writing. Use the rubric for scoring voice and conventions. The rubrics can be printed from the website.
The peer-editing checklist is used for peer and self-assessment. The rubric sheet is taken up but not graded.


Students who struggle with writing may be partnered with a writing buddy.

Web Links

Web supplement for Language for Sale
Six Traits of Writing

Attached Files

The Peer Editing Checklist      File Extension: pdf

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