Lesson Name:  Letter to the Editor

 

Category: Civics

Course Code: CHV 201

Created By: Adrienne Chong , Mark Melnyk and David Butler

School: Markville Secondary School

Level: Grade 10

Time: 2-3 classes

 

 

 

Rationale:

The Letter to the Editor is an opportunity for students to address a local issue or event by writing and e-mailing a letter to a local paper.  This will increase students’ sense of civic purpose and allow them to get involved as a citizen at the municipal level.  In the Letter to the Editor, students will address a relevant and current local issue / event that affects their lives, state the main points of view and propose a plan that will suit the individual and community’s needs.  Students take great interest in this activity and take great pride when students’ letters are published.

 

 

Expectations:

Democratic Decision Making

C           explain the causes of civic conflict, and identify the need for decision‑making processes and structures (e.g., ensure individual and community needs are met, resolve conflict, adapt to change);

  

 

Elements of Democratic Citizenship

C           research and write profiles of citizens with varying backgrounds (e.g., culture, religion, gender, socioeconomic status, nationality) who have made a difference in public life, and compare the different types of civic involvement they represent.

 

 

Beliefs, Values, and Multiple Perspectives

C           compare the varied beliefs, values, and points of view of Canadian citizens on issues of public interest

C           analyze a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;

 

Civic Purpose, Community, and Personal Responsibilities

C           describe and assess the contributions that citizens and citizens’ groups make to the civic purposes of their communities;

C           demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgment in dealing with issues of civic concern.

 

Inquiry Skills

C           demonstrate an ability to formulate questions; locate information from different types of sources and identify main ideas, supporting evidence, points of view, and biases in these materials;

 

Decision Making and Conflict Resolution

C           demonstrate an ability to apply conflict‑resolution and decision‑making strategies (e.g., identify points of view and values, collect data) to public issues affecting their own lives.

 

Citizenship Participation and Community Involvements

C           participate effectively in a civil action or project of interest to them and of importance to the community (e.g., attend public hearings, plan religious or cultural event, join special interest group, write letters to editor);

 

 

Instructions:

1. Before introducing the Letter to the Editor, the teacher should deliver lessons that have students read, examine and analyze newspaper articles and letters to the editor.  Teacher should reinforce the importance of reading newspapers objectively and looking for the main points, thesis, arguments, evidence and bias in the articles and letters to the editor.  As well, the teacher should have students write a critical or argumentative reflection on a newspaper article or letter to the editor.  Each of these should be collected and assessed for the students.

2.  Before introducing the Letter to the Editor, teacher should instruct students to collect various editions of the local newspaper the week(s) before and have them bring them to class on lesson date.

3.  Introduce and explain the Letter to the Editor and Letter to the Editor Rubric.

4. Teacher should direct students (give them tips) on how to write a letter to the editor (ie. length, objectiveness, main points, offer of solution, accuracy of information, reference to an article or issue in news etc.).  This will act as a guide for students when drafting the Letter to the Editor.

4.  Teacher should also show a multiple of exemplars (ranging from a level 1 to level 4) that students can examine as well as student’s articles that have been previously published in newspaper.

5.  Students should begin drafting own letter to editor based on a local issue or article from a local newspaper.  Teacher should circulate to answer questions and aid students.

6.  Teacher should designate a deadline for the draft of the letter to the editor and use this day for a peer-editing day.  Teacher should circulate to make sure all letters are suitable and properly written.

7.  Teacher should give directions on e-mailing the letter to the editor to the newspaper as well as himself/herself (refer to instruction sheet).  As well, teacher should give a deadline for the letter to the editor to be sent / received. 

8.  NOTE: it is recommended that the teacher email the newspaper (letter to the editor) before the deadline to introduce yourself, class and assignment.  This ensures the newspaper that each letter is authentic etc. and brings recognition to your school (and hopefully your students).

 

 

Materials:

1.  Letter to Editor Instructions        http://www.yrbe.edu.on.ca/~mkvlss/civics/le.html

2.  Letter to Editor Rubric               http://www.yrbe.edu.on.ca/~mkvlss/civics/lerub.html

3.  Letter to Editor Tips                   http://www.yrbe.edu.on.ca/~mkvlss/civics/hints.html

4.  Exemplars

 

Assessment & Evaluation:

1.  Letter to Editor Rubric             http://www.yrbe.edu.on.ca/~mkvlss/civics/lerub.html