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Developing a Sense of Audience
Day 1:
On Hand: An epistolary picture book (one that is written in letter form). See my favorites in the sidebar.
Mini-Lesson: After reading the mentor text, focus on one letter from the book and help students to recognize the relationship between the writer and the reader. Ask questions such as: "Why did (author of letter) write this letter to (receiver of letter)?" Point out places where the writer kept his or her reader in mind. For example, Ike writes to Mrs. LaRue: "Were you really so upset about the chicken pie?" Ask, "Why do you think Ike wrote this? Do you think Mrs. LaRue will understands what Ike means? Why?"
Point out the punctuation in the letter. Guide students to understand that punctuation helps the reader to understand the author's meaning.
During conferences ask: "Who might read your work? What do you think the reader might say about your work?" Or "What will the reader learn from your writing?"
Day 2:
On Hand: White Board or Easel, marker
Mini-Lesson: With your students input, write a letter to one of the characters from the book you read yesterday. For example, write a letter to Ike (Dear. Mrs. LaRue) providing tips for being a better behaved dog, or a letter to Tabby presenting a problem your class is currently experiencing. Name the parts of the letter as you write. Help your students to realize that the greeting and the signature are important for identifying the writer and the reader.
Invite your students to write letters during Writer's Workshop today.
Day 3:
On Hand: A variety of magazines for different audiences: Parenting, Teacher, Cooking Light, Golf Digest, etc. White board or easel (optional)
Mini-lesson: Show students your magazine collection and point out that writers write for different audiences. Some write for parents, others children. Some write for people who have a particular interest: runners, librarians, cooks, dog-lovers. Read the following leads to articles (or write your own) and have students guess the audience.
Are you looking for the perfect toy to give your toddler for the holidays?
Most trainers agree, stopping a puppy from jumping up on people is one of the hardest challenges of all.
Perhaps you feel it's time to purchase a new set of skis, but before you do ask yourself these questions:
Want to convince your parents to allow you to stay up later?
During conferences, ask questions such as: "What part of your piece, do you think, the reader will like best? Why?"
Day 4:
On hand: two pieces of writing: one in which the author has a clear sense of audience, and another in which an awareness of audience is less evident. For example:
Making Banana Bread
First, you pour in the flour, sugar, and salt. Then you add the butter and oil. Finally you mash in the bananas.
Making Banana Bread
Think you don't have time to make banana bread? Think again! This recipe is so simple; it requires only one bowl and very little baking time! First . . .
Mini-lesson: Post the writing and discuss the ways in which the pieces differ in regards to awareness of audience.
During conference time, ask two or three students who have demonstrated audience awareness to co-teach the mini-lesson with you tomorrow. Use their writing as positive models.
Day 5:
On Hand: Volunteers from your class who have written a piece with the reader in mind.
Mini-lesson: After each student has shared his piece, point out the ways in which the writer showed an awareness of the reader. Invite all of your students to write with readers in mind.
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