Lesson Plan #: AELP-WCP0066

The Jolly Postman--Improved by Your Students!

An Educator's Reference Desk Lesson Plan

Submitted by: Laurie Kennedy
Email: teacha74@aol.com
School/University/Affiliation: Markman Children's Program, Rhode Island College

Date: November 19, 1999

Grade Level(s): 1, 2, 3, 4

Subject(s):

Duration: Three 45-minute sessions (to complete a book)

Description: First the students worked on a "brainstorming sheet" so that they could think about their favorite book, tv, or pop "characters". Next I read the Jolly Postman aloud. Students then contrasted or assimilated the characters by writing a letter or postcard from one to another. When several letters are written, it is then up to the students to decide WHO is going to deliver the mail to all of the characters. My class wanted to make a book, so all of the aspects of process writing were involved! The children chose RICKY MARTIN to be the postman, and they titled the book, "The Jolly Martin". In it he delivered mail to Bugs Bunny, Winnie the Pooh, and even Britney Spears! The children loved the lesson because it enabled them to be funny and creative! They also learned how to address an envelope!

Goals:
1. Using children's interest to spark writing ideas.
2. Students have the choice to write an informal or formal letter, postcard, or an advertisement (as Ahlberg does).
3. Students practice process writing.

Objectives: Students will:
1. use favorite characters to write a document that is meaningful to them.
2. create an envelope complete with addresses for the addressee and sender.
3. decide as a group the direction of the project.

Materials:

Procedure:
1. Student will brainstorm a list of favorites: book, video game, cartoon characters and favorite music groups.
2. Read "The Jolly Postman" book aloud. Let the children view the letters and postcard enclosed in the book.
3. Student will narrow down their "favorites" list to two contrasting or similar characters to write about.
4. Student will write a rough draft of letter (or other form of correspondence) from one character to the other.
5. Students will decide as a group if they would like to construct a book with their letters enclosed or a collection of these letters. Brainstorm who will deliver them.
6. Students will have peer conferences, reading aloud their letter to a small group of children to spot errors.
7. Students will write second drafts, first drafts of envelopes, and/or start parts of book.
8. Students will have teacher conferences to proofread letter and envelopes.
9. Students will complete final drafts and their parts of the project.

Assessment:
1. Student can brainstorm a list of "favorites".
2. Student can choose characters to use in their letter.
3. Student completes rough draft.
4. Student has a peer conference.
5. Student completes second draft and first draft of envelope.
6. Students work cooperatively toward a finished product.