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Writing Lessons

Writing Lessons

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Published by: giselek2012 on Oct 28, 2012
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The BIG Book of Ready-to-Go W

riting Lessons © Marci Miller & Martin Lee, Scholastic Teaching Resources

Name: ________________________________________________________________


Dear Editor

Write to the editor to respond to something you read in a magazine or newspaper.
You can agree or disagree with an article, but be clear about your reasons.

Use this organizer to plan a letter to an editor.

Name of article: ___________________________________________________________

Where you read it: _________________________________________________________

Main idea(s) of the article:____________________________________________________



What you agree with: _______________________________________________________


What you disagree with: _____________________________________________________


Supporting details to include: __________________________________________________






And NOW—

Write the letter to the editor. Refer to the article. Politely tell why you agree or disagree with it.
Give facts, quotations, data, or other evidence to support your ideas.



The BIG Book of Ready-to-Go W

riting Lessons © Marci Miller & Martin Lee, Scholastic Teaching Resources

Students will create catchy slogans or other
brief statement to make people take notice!

Explain that a billboardis a large outdoor sign that displays ads, slogans, or public
service announcements. Because they are meant to be seen from afar, often as people
travel past them, they can’t have too many words; the words they do have must be
clear and easy to read.

Talk about billboards students have seen in your area. You might ask them to note
the billboards they pass on their way to or from school.

Discuss questions like these: Why do people or businesses pay to have their messages
displayed on billboards? How do billboards get ideas across? Some people believe that
billboards are “pollution for the eyes.” Do you agree or disagree?

Have students pick points to get across to others through billboards. They can work
individually or in pairs. The billboard can include words andvisuals.

Duplicate and distribute the billboard builder on page 91.

As a variation on this activity, have students identify existing billboards and write
persuasive responses.

Most billboards rely on color, design, and visual images to support the words and the
message. Invite students to consider these elements as they create their own.

Help students think of messages they would like to convey. The message might be a
public service statement (recycle cans and bottles, care for your pet, etc.), a plea for
health or safety (brush your teeth, wear seatbelts, avoid drugs, etc.), a political idea
(vote for —-, support —-, etc.), or a straightforward advertisement.

Sum It Up—Think of a billboard as a big summary of a big idea. Think about the main
idea you want to get across. Pick your words carefully. Then figure out ways to make
your message “pop”!

Have students create billboards on a classroom wall. The message can change weekly.
Assign a different student or group to be responsible for a new billboard each week.

Invite someone who works for an outdoor advertising company to address the class.
They can explain how billboards are made, put up, maintained, and changed. Students
can write letters of invitation, and prepare written questions in advance.

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