Identifying And Writing For An Audience Mini Lesson

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Identifying andWriting for anAudienceMini LessonCreated by Gay MillerPage 1 Gay Miller

Thank you for downloading theIdentifying and Writing for anAudience Mini Lesson. I hope yourclass will enjoy these activities.If you found this lesson helpful, youmay wish to download my freeAuthor’s Purpose Authors-Purpose-LessonOther products created byGay Miller may be found lerPage 2 Gay Miller

Common Core Standards for Audience3rd GradeCCSS.ELA-Literacy.W.3.10Write routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting or aday or two) for a range ofdiscipline-specific tasks,purposes, and audiences.4th GradeCCSS.ELA-Literacy.W.4.4Produce clear and coherentwriting in which thedevelopment andorganization are appropriateto task, purpose, andaudience. (Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)CCSS.ELA-Literacy.W.4.10Write routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting or aday or two) for a range ofdiscipline-specific tasks,purposes, and audiences.5th GradeCCSS.ELA-Literacy.W.5.4Produce clear and coherentwriting in which thedevelopment andorganization are appropriateto task, purpose, andaudience. (Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)CCSS.ELA-Literacy.W.5.10Write routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting or aday or two) for a range ofdiscipline-specific tasks,purposes, and audiences.Page 3 Gay Miller6th GradeCCSS.ELA-Literacy.W.6.4Produce clear and coherentwriting in which thedevelopment, organization,and style are appropriate totask, purpose, and audience.(Grade-specific expectationsfor writing types are definedin standards 1–3 above.)CCSS.ELA-Literacy.W.6.10Write routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting or aday or two) for a range ofdiscipline-specific tasks,purposes, and audiences.7th GradeCCSS.ELA-Literacy.W.7.4Produce clear and coherentwriting in which thedevelopment, organization,and style are appropriate totask, purpose, andaudience. (Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)CCSS.ELA-Literacy.W.7.5With some guidance andsupport from peers andadults, develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on how wellpurpose and audience havebeen addressed. (Editing forconventions shoulddemonstrate command ofLanguage standards 1–3 upto and including grade 7here.)CCSS.ELA-Literacy.W.7.10Write routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting or aday or two) for a range ofdiscipline-specific tasks,purposes, and audiences.

Discussion Could you go to the store and buy clothes for someone if you didn't know the size of the person?Would it make a difference if you were buying clothes for one of your parents or a smaller brother or sister?Writing can be the same way. Would you write the same if the audience was . . . .o a group of teachers?o a group of classmates?o the mayor of Mountain City?o people reading a newspaper article?Activity 1 BrainstormHave students brainstorm a list of people in which they could write. List student responses on the board as students namethem.Examples:adultspeersrelatives such as aunts or unclesgrandparentsteachersclassmatesGovernor of Tennesseethe President of the U.S.young childrenprincipalsenators or congressmencounselorpresident of a companymayordoctorbest friendAsk these questions:oooooWould you write the same way to each of the people listed during the brainstorming activity?Which people would you address formally? informally?Which people from the list would you invite on an outing?Which people from the list would you state your opinion on a topic?Which people from the list would you ask to change a law? a rule?Page 4 Gay Miller

Activity 2 Card Activity1. On the following three pages you will find cards with writing samples. Run these onto cardstock and laminate for repeateduse. Have students work in small groups to identify the audience for each type of writing.2. Sort cards by categories. For example:o Formal/Informalo Personal/Impersonalo Written/Spoken LanguageThis card activity can be found on Boom Learning.Activity 3 OrganizerThe flip chart organizer contains a series of questionsstudents must ask themselves when beginning a writingproject. The questions are intended to help studentsfocus on audience expectations.To create the organizer copy pages 9-12 onto colorfulpaper. Cut out the rectangles on the lines indicated.Place a thin line of glue across the top of each rectangleon the back side. Glue the pages at staggering lengthsso that the title across the bottom of each page may beread.Have student use this organizer when beginning eachnew writing project. In time after repeated use, studentswill begin to ask themselves these questions without theuse of the organizer.Page 5 Gay Miller

The U. S. government isworking towards spendingcuts that may hindereconomic recovery.Stricter gun laws will helpstop mass shootings in theUnited States.Mr. Sir:I'm writing to findinformation about yourcompany.Hurricane Sandy wasresponsible for at least 125deaths in the United Statesand caused over 60 billionin damages.Page 6 Gay MillerFor SaleOne Used MotorcycleOnce upon a time therelived a young boy namedJack . . . .

U. S. Secretary of StateJohn Kerry gives a statementregarding the Syrian rebels.Salmonella was foundin chocolate-coveredmarshmallow eggs.Your outfit is so totally cool,man!The best movies ever wereToy Story and Batman Begins.Have you seen TheIncredibles or Wall-e?Page 7 Gay MillerA third unmannedcommercial spaceship waslaunched by the SpaceExploration TechnologiesCorp.Twelve states report thatthis year’s flu is no longerwidespread.

In a recent poll, Jaws wasnamed the top action andadventure movie of all time.For our Valentine’s Dayparty we need thefollowing items:NASA scientists discover anunknown belt of radiationsurrounding the Earth.I am writing to request thatthe school lunch schedule beincreased to 40 minutes.vegetables and dipcupcakeschipsfruitPage 8 Gay MillerThe yo-yo I purchased isdefective.Do you want to go to theskateboard park afterschool?

MyAudienceIs this writing for . . .young children?peers?adults?males?females?Who is the Audience?Page 9 Gay Miller

Does my writing need to be formal or informal?Is this writing for . . .friends or family?experts?a person with authority?Formal/InformalDo I need to start with an introduction?Should I start my writing with a personal story?Should my text be written in first-person orthird-person point of view?PersonalPage 10 Gay Miller

What does this audience have in common?Does my audience have specific political,social, or religious beliefs?Common InterestsWhat is the background of my audience?Will my audience understand technical terms?Will my audience need explanations ordefinitions?Will my audience expect me to cite references?Will my audience want primary or secondarysources?Will my audience expect my facts to be current?BackgroundPage 11 Gay Miller

Does my writing need to be a specific format. .essay?article?report?Does my writing need . . .a table of contents?reference list?title page?headings and subheadings?graphs or charts?FormatIs this writing for a grade?Have I checked the rubric to determine ifI have included all requirements?For a Grade?Page 12 Gay Miller

Graphics .com/enus/images/You can find additional teachingresources, student projects, andmore at my website.www.bookunitsteacher.comVisit my Teacher Pay TeacherStore for additional Gay-MillerPage 13 Gay Miller

3rd Grade th4 thGrade th5 thGrade 6 Grade 7 Grade CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 a

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