|Lesson summary: Students will write letters to the editor, which will be sent to the Herald Journal for publishing. Before spring break, students researched topics and wrote argumentative essays. They will use this background knowledge to help as they compose their letters. According to HJ guidelines, the letters cannot be over 300 words. This will require students to be concise with their language. Basically, they will have to take their arguments, eliminate any unnecessary words, choose their best evidence, and tailor it to a specific audience.
- Something dealing with concise writing and/or rhetorical appeals (e.g. an ACT question or passage that students have to revise). This will lead into what students will be practicing with today’s lesson.
- Introduction 
- Share correspondence with Herald Journal editor (e.g. letter written by teacher explaining students’ argumentative essays, possibly a reply back from the HJ editor).
- Explain today’s assignment and how it is an extension of the argumentative writing unit students completed before spring break. For the assignment, students will be writing letters to the editor of the local newspaper.
- Read sample letters to the editor 
- As students read published letters, they will use a Padlet board to list traits of this genre.
- Mini-lesson: Guidelines for Composing a Letter to the Editor 
- The teacher will present tips from the book How to Say It. The tips will be included on a Google Slide presentation shared with students for reference while writing. In fact, all steps of today’s lesson can be included on this presentation.
- Write letters 
- The teacher will give students time to work on their letters. Since they have already written argumentative essays on their topics, they can refer back to these for evidence and claims. However, since the HJ has a 300 word limit for letters to the editor, they will need to make their argument very concise. They will have to eliminate any unnecessary or unimportant points and only choose the best evidence for their audience (i.e. the citizens of Spartanburg).
- As students work, the teacher will circulate through the classroom, providing help as needed.
- Revise letters 
- As students finish writing their first draft, they will meet with a partner for peer revisions. The teacher will provide a form to help guide students through this process. They will share essays via Google.
- Edit letters 
- Students will proofread their letters using a teacher-created checklist. This checklist will include all grammatical skills studied this semester. This checklist can be created in Google Docs.
- Share letters 
- All students will share their completed letters with a partner or partners.
- All students will post a link to their completed letters on a Padlet board.
- Willing students may read their letters aloud to the class for extra credit points.