Beacon Lesson Plan Library

Prom Letters

Joy Rowell

Description

Students will effectively communicate through writing two letters of narratives describing his/her prom date written for two different audiences—a grandparent and a best friend. Style, tone, level of detail, and organization will be addressed.

Objectives

The student selects and uses appropriate pre-writing strategies, such as brainstorming, graphic organizers, and outlines.

The student drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

Materials

-[English Grammar and Composition, Fifth Course], Harcourt Brace Jovanovich: Orlando. 1988,page 273)
-Paper
-Pen

Preparations

1. Locate the model friendly letter in your grammar book.
2. Plan this lesson to follow a major school event such as the prom. Plan an alternative subject for the letters for students who may not have attended the prom. A choice might be the events of their last night out or last date.
3. Locate transparency if needed.

Procedures

1. Following your high school’s prom (or other special event) discuss the many aspects of the highlights of the evening.

2. Discuss what details of the night you would share with a grandparent.

3. Discuss what details of the night you would share with your best friend.

4. Have students prepare a two column graphic organizer with the headings GRANDMA and MY BEST FRIEND. Demonstrate on a transparency or on the blackboard.

5. Have students use the graphic organizer to list at least five specific details they would share with each audience.

6. Using the model letter form from the grammar book, students use the graphic organizer produced in step 5 to write a friendly letter to a grandparent about the events of prom night.

7. Using the model letter form from the grammar book, students use the graphic organizer produced in step 5 to write a friendly letter to a best friend about the events of prom night.

8. Students edit and revise both letters for focused writing with few conventional errors with attention to an effort to make appropriate choices regarding style, tone, level of detail, and organization.

9. Teacher evaluates letters. (See assessment.)

Assessments

Graphic Organizer---20 point maximum
Letter to Grandma—40 point maximum
10 point maximum for inclusion of details from graphic organizer
10 point maximum for correct letter format
10 point maximum for fluency of writing
10 point maximum for choices relating to style, tone, level of detail for the intended audience

Letter to Best Friend—40 point maximum
10 point maximum for inclusion of details from graphic organizer
10 point maximum for correct letter format
10 point maximum for fluency of writing
10 point maximum for choices relating to style, tone, level of detail for the intended audience
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