ENGLISH LANGUAGE ARTS RESOURCES

ISSUES LETTER

Planning Points

Approximate Time Needed: 1 days for steps 1-5, 3-5 additional days for step 6
Correlation to English I SCS 2.01, 2.02, 3.01, 6.01, 6.02
Correlation to NC High School Exit Exam Competencies: C1, C2, C3, C5, C6, C8, PI9, PI11, PS16, PS17

Lesson Objectives:

This activity teaches students to be involved citizens while learning the foundation of the essay writing process using a business letter format.

Materials Needed:

Overhead transparency or computer with display device

Description:

• At the beginning of the year, ask students to pick one issue they see at school or in their communities that they would like to see changed; they must limit their complaints to one specific problem.
• Next, ask them to find one solution (or a series of solutions) to that problem. (This is often difficult...what, we can't just complain?...we have to suggest how to fix it?...we have to THINK?!?!?!) Once they have determined a solution (check for appropriateness) they must write three reasons that their solution is best. This whole process thus far takes anywhere from 10-30 minutes (depending on whether or not they discuss their issues) and it teaches them the value of pre-writing and planning.
• Have students discuss audience - who needs to hear the solutions in order to make the changes? Have students determine to whom they will write, based on the problems and proposed solutions they have determined thus far.
• As a whole class, pick one sample problem and use a graphic organizer to organize the problem, and the possible solution. Help students recognize the need to explain the problem (and/or its effects) in order to support the reasons the solution(s) would work well. If possible, discuss alternate ways of organizing the paper, perhaps beginning with the explanation of the problem and then developing the solution, or point by point explaining the aspects of the problem and the ways in which the solution(s) would address them.
• Begin the process of writing the letter. Discuss introducing the purpose of the letter, building the support in the body, and concluding effectively by drawing attention to need for the solution. Drafting the letter as a whole class (using overhead transparencies or a computer with a display device) or assigning groups to paragraphs is a good approach to this introductory activity.
• After the class letter has been drafted (or at least begun), have students write individual letters about topics of their choice. As they work through the writing process, have checkpoints for pre-writing, drafting, revision, editing, and publishing. Use additional activities, peer response, and mini-lessons on topics such as editing for grammatical issues, considering audience in choosing words, and formatting a business letter at appropriate stages.
• After letters have been assessed and corrected, encourage students to mail them to their audiences.

Assessment:

Evaluate the letters for the criteria discussed with the class Ð explaining problem, offering and supporting solutions, using language appropriate to audience. Since these letters will be mailed, students should make corrections until they are truly publishable quality.

Additional Notes:

Though the concepts are applied to the letter itself, students will carry them into their understanding of the structure of an essay later on. This activity works well with Standard Level Sophomore English class at the beginning the year and sets a basic foundation for essays. This lesson is very unintimidating to the students because it asks them to talk about issues most important to them in structured form, without using ethereal terms like "thesis" and "analyze."

What has been most valuable about beginning the year with an issue letter is that students write about something that already interests them. They also learn the valuable life lessons of how to give constructive criticism and how to have a positive influence on society. With all these positives, however, what can be most rewarding is receiving responses to their letters from governors, mayors, senators, the superintendent, and even the president.
This activity has been adapted from one submitted by Anne Crossman, Durham Public Schools.

Teacher's Notes:

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