Reflection: Trust and Respect Sharing Letters to the Editor - Section 2: Warm-up: Hearing the Author


It was funny hearing their responses to her—they basically said she sounds just like she writes:  a bit condescending and arrogant.   They were interested, however, in the fact that she kind of back-tracks from her criticisms of Maya Angelou (though even then she doesn’t sound completely sincere).   They also asked me about my response to both the interview and the piece, so I talked a bit about how her criticisms of certain books and general tone was very irritating, but that I agreed with some points, such as the idea that some English teachers choose books that they like without considering the student.  This was cool because the fact they care what I think about this shows there is a level of trust in the class.  Overall, we talked for about ten or fifteen minutes.

  Not Much Change in Point of View
  Trust and Respect: Not Much Change in Point of View
Loading resource...

Sharing Letters to the Editor

Unit 4: Thematic Unit: Education
Lesson 11 of 18

Objective: SWBAT enter into discourse of a topic by writing a "letter to the editor" and sharing their thoughts with peers.

Similar Lessons
Annotate a Text For Purposeful Reading
11th Grade ELA » Exploring Identity
Big Idea: Student annotations map their thinking process as they make meaning of a text.
Los Angeles, CA
Environment: Urban
Martha Soto
The Dark Side of Desire
11th Grade ELA » The Great Gatsby
Big Idea: Ambition clouds moral aptitude leading down a darkened path.
Taunton, MA
Environment: Suburban
Julie Ferreira
Getting the Facts: How Historical Movies Are Made
12th Grade ELA » Bias and Accuracy in Historical Movies: Argo
Big Idea: How are historical events presented to us as news?
Whitehall, MT
Environment: Rural
Caitlin  Chiller
Something went wrong. See details for more info
Nothing to upload