Candi Williams: Prewriting GPS English and Language Arts. ELA4W1. The student produces writing that establishes an appropriate organizational structure, sets a context, and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student employs the following strategies: b. Writes texts of length appropriate to address the topic or tell the story.

GPS S OCIAL S TUDIES SS4H3 SS4H3: The student will explain the factors that shape British colonial America. b. Describe colonial life in America as experience by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

PLO: A. Students will complete a simulated letter graphic organizer before writing a simulated letter, written from a slave’s point of view.

Form of Writing Simulated letter Use background knowledge Pretend to be someone else Become the character Write in 1 st person Include important facts and opinions Example: Become Harriet Tubman or a slave. Tell a family member how you felt during that time.

Prewriting Stage -Gather Ideas -Place ideas on Simulated Letter Graphic Organizer -Determine topic -Set purpose -Establish audience -Sentence fragments -Punctuation not needed -Correct spelling not necessary

Prewriting Stage Topic:slave rescued by Harriet Tubman Form: stimulated letter Audience: a family member Purpose: to inform and entertain

Who am I? Who is my audience? Where did I live? How old am I? What is today’s date (in history)? What is my purpose? (Include at least 2 details) What do I want my audience to know? (goals, hardships, experiences, etc.) Organizer Simulated Letter Graphic Organizer

APA Barr, E. G. (1951). Witness to History in the United States. Chicago, IL: Heinemann Library.

H ARRIET T UBMAN REMEMBERS Dear sister, I had reasoned this out in my mind, there was one of two things I had a right to, liberty or death; if I could not have one, I would have the other…. I had crossed the line. I was free; but there was no one to welcome me to the land of freedom. I was a stranger in a strange land…. When I found I had crossed the [Mason-Dixon] line, I looked at my hands to see if I were the same person…the sun came like gold through the tree over the field and I felt like I was in heaven. Sincerely, Harriet Tubman

APA Adler, A. D. (1992). A Picture Book of Harriet Tubman. New York, NY: Library of Congress.

Dear cousin, I work hard all day as a slave, but I wasn’t paid. Harriet hated slavery. She was wild and often beaten, but she help me a lot. Sincerely, Your cousin

PRACTICE ACTIVITY Students will help the teacher complete a graphic organizer of the simulated letter form to write how they felt as a slave rescued by Harriet Tubman. You are writing a simulated letter, and actually becoming that person.

ASSESSMENT Students will complete their own graphic organizer individually as evidence of prewriting stage for a simulated letter. The students will be the character Harriet Tubman.

Angela Massey: Drafting GPS English and Language Arts ELA4W1. ELA4W1. SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements. a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.

GPS English and Language Arts ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: c. creates an organizing structure appropriate to a specific purpose, audience, and context.

A.Students will draft a simulated letter, from their graphic organizer, as Harriet Tubman or a slave. PLO:

S IMULATED L ETTERS You become a character. Use your background knowledge. Write using 1 st person voice. : Drafting: Use ideas from graphic organizer Do not focus on grammar/spelling. Please skip lines Place a “X” on skipped lines.

S TAGES OF W RITING First you create a heading Then you form a greeting. In this case you can use “Dear …”, with a comma following. Next comes the body of the letter. Now add a closure statement at the end. This can be addressed as: Sincerely, Yours Truly, Your Friend, etc. Finally, sign your name.

P RACTICE : As a class, using the pen share method, create a simulated letter draft from the graphic organizer previously created by the class.

ASSESSMENT NOW IT’S YOUR TURN Now it is your turn. Use the graphic organizer you created during the prewriting stage, write your own simulated letter. Remember this is only a draft, your focus should be on the content, not grammar or spelling errors.