Course:

Unit:

OLC401

Opinion Writing

Lesson Topic:
Solidarity Letters (3 Periods)

Overall Expectation(s):
Specific Expectation(s):
- demonstrate that they have read a variety of
demonstrate the ability to read and
respond to a variety of texts;
student-selected and teacher-selected texts,
demonstrate understanding of the
including informational, narrative, and graphic
organizational structure and features
texts
of a variety of informational,
- describe, orally and/or in writing, personally
narrative, and graphic texts, including
relevant texts they have read and their
information paragraphs, opinion
responses to them
pieces, textbooks, newspaper reports
- use oral language skills to support and enhance
and magazine stories, and short
their reading experiences (e.g., by activating
fiction;
and building on prior knowledge through small demonstrate understanding of the
group discussion)
content and meaning of
- use knowledge of the organizational structure of
informational, narrative, and graphic
opinion pieces (e.g., proposals to identify
texts that they have read using a
opinions, main ideas or arguments, and
variety of reading strategies;
supporting details;
demonstrate the ability to use the
- use appropriate strategies to track and record
writing process by generating and
ideas and information while reading
organizing ideas and producing first
informational and narrative texts
drafts, revised drafts, and final
- use appropriate strategies to organize ideas and
polished pieces to complete a variety
information for writing (e.g., create an outline
of writing tasks;
with an introduction/topic sentence, body, and
use knowledge of writing forms, and
conclusion);
of the connections between form,
- create a first draft that includes the main and
audience, and purpose
supporting ideas in the required form (e.g., that
uses distinct paragraphs where the form
requires);
- revise drafts to ensure that ideas are presented
in a logical order, to discard irrelevant ideas and
information, to add details where information is
insufficient, and to ensure a tone and level of
language appropriate to the audience and
purpose, using appropriate strategies

By the end of today I will be able to:

1. Recognize the purpose of writing a solidarity letter
2. Analyse some of the main issues that Amnesty International wants people to write abou
3. Use the writing process and letter format to create a solidarity letter
Ive been successful when I can:
1. Recognize the purpose of writing a solidarity letter

2. Analyse some of the main issues that Amnesty International wants people to write abou
3. Use the writing process and letter format to create a solidarity letter
The Learning Activities I will engage in are:
1. Minds On Activity Brainstorm different NGOs and Canadian Issues
2. Read 2 Write for Rights campaigns and compare/summarize them
3. Write a solidarity letter about one issue

Learning Skills:

Assessment:

Responsibility Organization Independent Work

Collaboration Initiative
Self-regulation

For Learning

Resources:
Computer Lab
Computer/LCD
Smart Board
Mini-White Boards
Chart Paper

As Learning

Of Learning

D.I./Accommodations:
Craft Supplies
Library
Overhead Projector
Textbooks
Worksheets

Simplify vocabulary
Provide checklist(s)
Planned Grouping
Monitored Progress
Chunking

Visual Aids
Provide printed out notes
Wait time or extra time
Model highlighting key point
Use diagrams along with text

Teaching Methods
Independent Work Presentations
Jig Saw
Lab
Think/Pair/Share
Class Discussion Role Playing
Video/Film
Problem Solving
Guided Lecture
Case Studies

Worksheets

Article

4 Corners

Exit Card

Textbook

Games
Groups

Field Trip

Other:

Essential Questions:
How can we be social activists?
What NGOs exist and what are they fighting
for?
What is a solidarity letter?
What are some issues og the Write for
Rights campaign?

Timing:
15 mins

Extension/Homework:
Finish writing the solidarity letter

The Learning Activities: Sequence

Minds On:
- Students and teacher will brainstorm NGOs and what they do
- Teacher will then talk about Amnesty International and their campaign Write

Food

for Rights, which is an international letter-writing campaign against select

human rights violations (happening on December 10 th)
Students will be a part of this letter writing campaign

Main:
- Students will be given 2 case studies about human rights violations that are
part of the write for rights campaign
- Students will read both and summarize the key points in a worksheet
- These cases will be taken up as a class and students can choose which
ones they are most passionate about (there are 10 case studies in total) and
which ones they would like to write about

60 mins

Period 2

Students will be given their chosen article

Students will also be given an article about the solidarity letter format and
why we write solidarity letters

Students will answer questions about the solidarity letter format and take it
up as a class

Wrap-Up/Consolidation:
- Teacher will explain the solidarity letter assignment
- Students will first write an outline for the solidarity letter
- Then they will have a work period to write and peer-edit their solidarity letters

Period 3

Return to the success criteria for the day to check for understanding and completion.

Reflection:
-

Students enjoyed this activity and I believe that they were excited to be
participating in an international campaign.
They were interested in the social injustices these people faced
Also, Im glad that I made the outline 10 marks for their writing process as
they really focused when trying to write their outlines
For next time, I think I would have liked to show them a video at the
beginning of class to get them even more invested in the issues at hand
Also, I unfortunately did not have time to get the students to send out their
letters, so I wish I had more follow-through there, but I hope they sent them
out themselves.