Grammar and Style Notes - by Jack Lynch. Grammar Bytes - explanations, handouts for students and teachers, and interactive exercises.
Students will generate an idea to accomplish over the summer. Students will create a proposal inviting a friend to join them as they complete their summer goal. Students will explore and express their ideas and opinions.
Students will recognize that writing is an important tool for communicating. Students will organize their thoughts and then express them through writing. Students will be able to determine realistic and nonrealistic goals.
This lesson assumes that students have been writing independently and have used a keyboard for writing computer not required.
Students may need to understand the difference between realistic and nonrealistic summer goals they would be able to accomplish.
Students will need paper, pencil, crayons, scissors, and glue. Beforehand make buckets or if you have time students may make their own buckets students will need scissors and glue to make buckets.
Brainstorming activity sheet and premade writing paper with the letter template would benefit student writing. Students may need access to computers for typing. Distribution and collection strategy: Teacher will set up laptops prior to activity and put laptops away after activity.
This would be an excellent end of the year activity.
Anticipatory Set — 5 minutes: Begin with a discussion about summer interest. Teacher presents a few favorite summer events through pictures or discussion, and explains why. Students discuss with a partner some of their favorite summer activities and why. Ask for volunteers to share an event their partner talked about.
Verbally address excellent examples students share with the class and thank students for volunteering. I learned something new about Jayda. Explain to students that they are going to create a list of favorite activities to complete this coming summer.
Before making the list, talk about the significance of writing a list. Questions the teacher can use when talking about the effects of writing a list: Where have you seen a list and what was it for? When might you make a list or when have you made a list?
This will give students an example of a realistic list. Some students may want to make a nonrealistic list of events. They will need to make a realistic list first and then they may make a nonrealistic list in their free time.
Explain to students that their goal is to try to complete this list before the summer ends. Give students time to write down their ideas on a piece of paper. Each student will receive a premade paper bucket with a paper shovel attached. They will write their name on the shovel and neatly record their top six summer bucket activities.
Number of goals may be adjusted depending on the needs of the student. Students may also type their ideas during the designated computer time and glue it to their bucket. If students finish early they may create a nonrealistic summer list. When students are finished they may present their ideas to the class or small group.
They will need to explain why they choose these ideas. Hanging up the finished buckets would be a great way for students to read about their peers and possibly start conversations amongst students.
Having students share what their peer said about their goals lets you check for student understanding and if they are able to articulate what they heard.
Observe as students write their summer goals. Who is struggling with ideas? Where is guidance needed? Ask the student what they like to do over the summer to activate ideas.Lady Writing a Letter with her Maid (Schrijvende vrouw met dienstbode) c. – Oil on canvas x cm. (28 x 23 in.) National Gallery of Ireland, Dublin.
20th century walnut Davenport desk with a piano top, a flip front, a spring loaded letter compartment released with a hidden latch in a lower drawer, a plentitude of drawers, pen tra Belgian Art Deco Desk. From: South of Jewfish Creek.
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