Kimberly HolbrookKimberly HolbrookLeah Nicole LaneLeah Nicole Lane

Cameron BarrontonCameron BarrontonECED 4300AECED 4300A

Dr. Tonja RootDr. Tonja RootSpring 2008Spring 2008

4th grade: Simulated Letters4th grade: Simulated Letters

Kimberly Holbrook: PrewritingKimberly Holbrook: PrewritingELA4W1.ELA4W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student b. Writes texts of length appropriate to address the topic or tell the story.

GPS GPS Social StudiesSocial Studies

• SS4H7SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.

a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

PLO:PLO:

A. Students will begin a simulated letter, written from Harriet Tubman’s or a slave’s point of view, by completing the simulated letter graphic organizer.

Asch, F., & Vagin, V. (1992). Dear brother.New York: Scholastic Inc..

Teague, Mark (2002). Dear mrs. LaRue. New York, New York: Scholastic Press.

Cherry, L. (1994). The armadillo from amarillo. New York, New York: Harcourt Brace & Company.

Who am I?Who is my audience?Where did I live?How old am I?

What is today’s date (in history)?What is my purpose? (Include at least 2 details)1.2.3.

What do I want my audience to know? (goals, hardships, experiences, etc.)1.2.3.

Simulated Letter Graphic OrganizerSimulated Letter Graphic Organizer

Simulated LetterSimulated Letter A simulated letter is a letter you write to someone in which you actually become that person or character. For example, you will

become Harriet Tubman or a slave to tell a slave owner how you felt

during that time or experiences you gained.

Prewriting stage Prewriting stage

4 main categories: 4 main categories: -Topic: Harriet Tubman or a slave rescued by Harriet Tubman -Form: simulated letter-Audience: slave owner-Purpose: inform and entertain

- As part of prewriting:As part of prewriting:-Gather Ideas-Place ideas on Simulated Letter Organizer- Sentence fragments-Punctuation not needed-correct spelling not necessary

PRACTICE ACTIVITYPRACTICE ACTIVITY

The students will help the teacher complete a graphic organizer of the simulated letter form to write how

they felt as Elizabeth Cady. Remember, when writing a

simulated letter, you are actually becoming that person.

Students will complete their own graphic organizer individually as evidence of prewriting stage for a simulated letter. The students will choose to be either Harriet Tubman or slave rescued by Harriet Tubman.

Assessment ActivityAssessment Activity

SS4H7SS4H7. The student will examine the main ideas of the abolitionist and suffrage movements. a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton

Leah Nicole LaneLeah Nicole LaneDrafting: Simulated LettersDrafting: Simulated Letters

ELA4W2ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

PLO:PLO:A. A. The student will draft a simulated letter from their graphic organizer, as Harriet Tubman or a slave.

Simulated Letter:Simulated Letter: You become a character. Use your background knowledge. Write using 1st person voice.

Drafting:Drafting: Use ideas from graphic organizer Use a lot of details (5 sense method). DDo not focus on grammar/spelling.

Practice:Practice: As a class, using the pen share method, create a simulated letter draft from the graphic organizer previously created by the class.

Your Turn!Your Turn!Now it is your turn to write your

own simulated letter. Using the graphic organizer you created during the prewriting stage, write your own simulated letter. Remember this is only a draft, your focus should be on the content, not grammar or spelling errors.

Cameron BarrontonRevising/Editing

ELA4W4ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. c. Edits to correct errors in spelling, punctuation, etc.

Revision:Revision:•Refine ideas•Change•Add •Delete•Rearrange

Editing:Editing:•Reread•Look for:

•Grammar•Spelling•Punctuation

Do it together!Do it together!The teacher and the class will go

through and first revise their classroom simulated letter.

Immediately following, the teacher and the class will use the shared pen

technique to edit the classroom simulated letter.

Your Turn!Your Turn!Take the draft of the simulated letter you wrote and revise it! Remember, check what you put in your letter and

make sure it makes sense!Now, take your revision and lets edit it!

Read it carefully and check your spelling and your punctuation!