Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35563
Language of Letters: Analyzing the Change in Diction
and Syntax from Civil War Times to the Present
This lesson includes a close-reading and text-marking activity using two soldiers' letters, one from the Civil War and one from the Afghanistan War.
Students will discover by looking as word choice and sentence structure how language styles have changed over time. After the reading lesson,
students will write two RAFTs in the style of the times to show their understanding.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Overhead Projector
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: letter, letters, war, syntax, diction, tone, Civil War, Afghanistan War, author's style, RAFT
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
WarLetters Student HO.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will be able to . . .
take part in collaborative discussions with a common purpose,
analyze what a text says by analyzing syntax and diction,
identify contrasts in syntax, diction, and tone of two texts with a similar topic from two different time periods, and
write letters in the literary style of specific time periods.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should . . .
be provided with a brief background of both the Civil War and the Afghanistan War in a mini-lecture or discussion based on the information provided on the linked
sites.
understand the meaning of diction (word choice), syntax (word order/sentence structure and types), and tone (attitude toward subject).
Guiding Questions: What are the guiding questions for this lesson?
Why has language use changed over time?
How was life and leisure different in the 1800's vs. the present time period?
How might that have impacted people's writing style?
page 1 of 4 What are the differences in diction, syntax, and tone of the writing styles of1800's and today?
Is the impact of the writing on the reader different for the 1800's letter as compared to the more recent letter?
Is one letter better than the other? Why? Why not?
How has the style of language changed over time?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Provide students with a copy of the Simon Ballou Letter and the CplBogarslastletter.pdf.
2. After determining background information prior knowledge on the Civil War and Afghanistan War, present a basic mini-lecture review or, if necessary, a more indepth presentation with a PowerPoint and lecture using the sites provided in the Prior Knowledge area.
3. Read the Ballou letter aloud. Lead a short discussion on the historical aspects and connection to the letter's message.
4. Read the Bogar letter aloud. Lead a short discussion on the historical aspects and connection to the letter's message.
5. Refer to the below Guiding Questions for the subsequent lesson discussion:
Why has language use changed over time?
Possible answer: People read more and were exposed to sophisticated diction and syntax through literary exposure.
How was life and leisure different in the 1800's vs. the present time period?
Possible answer: People did not have the technology and types of entertainment of today such as TV, radio, and computers to distract them from reading, studying,
and face-to-face meetings and discussions which were common forms of entertainment and leisure.
How might that have impacted people's writing style?
Possible answer: Because people read early writings, primarily literary in nature, their own style of writing was naturally similar to those models.
What are the differences in diction, syntax, and tone of the writing styles of1800's and today?
First explain diction by providing the definition and review the example depicted on the student handout from the Ballou letter.
Explain syntax by providing the definition and review the example depicted on the student handout from the Ballou letter.
Ask if the writer displays a simple or complex style. They should say complex. Probe students to explain their answers by asking why and waiting for textbased evidence and valid reasons.
Explain that tone is the author's attitude toward the topic/subject and/or the reader.
Ask students to identify the tone of the Ballou letter. Ask if the author depicts a positive or negative tone. They should identify it as a positive tone. They
may more specifically identify it as a nostalgic, passionate, fearless, and hopeful tone (among other possibilities).
Follow the same procedure as noted above using the Bogar letter. Students should identify the style as simple although the tone is very similar to the Civil War
letter.
Is the impact of the writing on the reader different for the 1800's letter as compared to the more recent letter? Is one letter better than the other? Why? Why not?
Prompt students to give their opinion and support it with valid reasoning.
Students may choose to put themselves in the position of the family members to whom the letters were intended to answer this question.
They might say that the impact is equally powerful on the families reading the letters because the tone is basically the same even though the style of language
is different.
They may also say that the impact is more emotional with the Ballou letter because of the formal, literary language (complex) used and not as emotional with
the Bogar letter because it is more direct, concrete, and uses a more plain style (simple).
Students' preferences (better?) may be supported by personal reactions, and they may put themselves in the positions of the families to make that decision.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Put students in groups of two to three for best results.
2. Provide each student with the handout and model the text-marking expectation by marking the two examples from each of the letters listed on the handout. NOTE:
DO NOT GIVE OUT PAGE TWO OF THE HANDOUT WHICH IS A SAMPLE ANSWER TO THE CULMINATING QUESTION.
3. Tell students they will text-mark both letters before completing the handout.
4. Ask them to work collaboratively by taking turns reading alternating sections of the letters aloud to one another slowly and using a text-marking code in the Ballou
letter: circle = complex diction & underline = complex syntax.
5. After most student groups have finished marking the Ballou letter, allow two or three groups (as time allows) to present their text-marking to the class on the
overhead projector or document camera. Ask the audience to share any discrepancies and allow friendly discussion and debate.
6. Have students return to their groups and text-mark the Bogar letter using a circle = simple diction & underline = simple syntax. Then follow the same sharing
procedure in the previous step for the second letter choosing two or three different groups to share (as time allows).
7. Have students complete their own handout using the text-marking activity they just completed. They should answer the questions at the top about the style, tone,
and list the most relevant and impactful examples to support the style and tone they have identified. Although they are working in groups, EVERY STUDENT must fill
out his/her own handout even if the groups decides on the same answers since it will be used for formative assessment purposes and used independently by
students during the summative assessment activity.
8. Finally, have students answer the culminating question in a short paragraph provided at the bottom of the student handout: How has the style of language changed
over time? Answer in a short paragraph using examples you included on your chart to support your explanation. (A sample answer is provided on on page two of
the student handout.)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
In advance of explaining the connected writing assignment, access and study the ReadWriteThink lesson and review the expectations of a RAFT: Role, Audience,
Format, Topic (by Cathy Allen Simon).
Students will write two RAFTs, two letters (Format), one letter in the voice of a Revolutionary War soldier (Role) and one in the voice of a Vietnam War soldier
(Role). The audience for both should be a member or members of is his/her family (Audience). The topic should be similar to the two examples we read in each
a soldier expresses his personal sentiment about his situation (Topic). The syntax and diction, the style, of the letters MUST match the writing style of the historical
period. *Students will be expected to do informal research of primary texts of those two periods before writing their letters.
Explain and discuss the grading scale in advance. *Remind students that the writing styles must match the historical periods of each letter even thought it's not on
the scale. Give students three days to complete the assignment and bring to class on the due date.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
On the due date, pass out a copy of the grading scale to each student. Have students self-score their letters as you guide them through the same process you will
page 2 of 4 use when you grade them by projecting the scale on the overhead or document camera. Be sure to address and discuss again the requirement that they write the
letters in the style (syntax and diction) of the period.
Provide an opportunity, as time allows, for students to share out their letters with the class. Include at least one example from the Revolutionary War and one from
the Vietnam War.
Keep notes on each student while he/she reads, and afterward celebrate the successes you notate based on the grading scale criteria.
Summative Assessment
Students will write two RAFTs, one from the perspective of a Revolutionary War soldier and another from the perspective of a Vietnam War soldier.
In addition to the criteria outlined on the grading scale, students will also be expected to use the appropriate writing style of the historical periods.
Earning a 3 on the scale is considered proficient.
Formative Assessment
While students are working on student handout and text-marking activity during the Guided Practice phase, teacher will circulate and monitor for understanding.
The student handout will be collected and reviewed in order to identify misconceptions and misunderstandings not identified during the activity.
The paragraph will be used to assess student understanding of the change over time.
Feedback to Students
After text-marking each letter during Guided Practice, groups will share answers out while the audience asks questions. Teacher will clarify any misconceptions and
correct incorrect answers during this time. Students may correct errors.
Teacher will collect the student handout at the end of the period to provide in writing corrective feedback and celebrate correct answers.
Teacher will return student handout the following day and present a whole-class mini-lesson on common errors in style, tone identifications and/or examples cited.
Teacher will ask two or three successful students to share their paragraphs aloud and celebrate their success with specific reasons.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with special learning needs will be provided time before and after school for one-on-one teacher assistance when requested.
During Guided Practice, teacher will circulate among groups focusing more often on special-learning-needs students to provide multiple opportunities to assist them.
Teacher will offer special-learning-needs students with an opportunity to have a one-one-one conference to get feedback on the letters before the final due date.
Extensions:
After reading "Where Have You Gone, Charming Billy?" by Tim O'Brien, students will write a letter from the main character (using his voice) to his father about his
experiences in war.
After reading "The Cold Equations" by Tom Godwin, students write a RAFT
Role: Marilyn, Audience: Her family, Format: Letter, Task: Saying goodbye and explaining her actions. Students must use an imagined "future" voice and will
need to creatively predict how the diction and syntax of the future might be different from that of present day.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector
Special Materials Needed:
Copies of student handout for each student (without page two).
Copies of the Ballou and the Cpl Bogars letters for each student.
Access the two links to get background information on the two wars provided in the Teaching Phase of the lesson.
Access the link for ReadWriteThink lesson explaining RAFT.
Further Recommendations: Teachers must be sensitive to students who might have family members serving now or have previously served in the military.
Additional Information/Instructions
By Author/Submitter
This lesson was co-authored by Lisa Skinner.
SOURCE AND ACCESS INFORMATION
Contributed by: Patricia Wiley
Name of Author/Source: Patricia Wiley
District/Organization of Contributor(s): Lee
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.RI.1.1:
LAFS.910.RI.2.4:
Description
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
page 3 of 4 LAFS.910.SL.1.1:
LAFS.910.W.2.4:
LAFS.910.W.4.10:
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
page 4 of 4