Use Language Appropriate for the Audience and Purpose

Use Language Appropriate for the Audience and Purpose

Reading Lesson: Appropriate Language / Grade Level: 6
Lesson Summary: The teacher introduces the concept of formal and informal language in speech and writing. Students then rewrite five sentences containing colloquialisms using formal language. As students view 10 PowerPoint slides during Guided Practice, they rewrite formal language as informal and informal language as formal. They write formal letters to the editor of their local newspaper during Independent Practice. For the Closing Activity, students describe forms with which they are familiar. Advanced learners write persuasive letters and corresponding emails. Struggling learners write fire drill instructions and transform them into classroom posters.
Lesson Objectives:
The students will know…
  • that, when writing, the language must fit the intended audience and purpose.
The students will be able to…
  • use language appropriate for the audience and purpose.
  • use vocabulary that fits with the purpose and knowledge of the audience.

Learning Styles Targeted:
Visual / Auditory / Kinesthetic/Tactile
Pre-Assessment:
1) Remind students that we use formal and informal language depending upon the type of audience we are addressing and the purpose for which we are speaking or writing, such as to inform or persuade.
2) The teacher then asks students to give examples when formal and informal language would be used. Discuss how formal language is used in professional and business situations, and in conversations with those in authority, while informal language is used with friends and family.
Whole-Class Instruction*
Materials Needed: paper, pencils, PowerPoint presentation*, sample of formal letter, stamps, and envelopes
Procedure:
Presentation
1) Emphasize how formal language has stricter grammar rules, such as no contractions, and often uses more difficult vocabulary, while informal language has less strict rules, such as contractions and slang, and shortened sentences.
2) The teacher then projects five informal sentences containing colloquialisms on the board. Students rewrite the sentences as formal. Sample sentences:
Guided Practice
3) Project 10 PowerPoint slides* containing 10 writing and dialogue samples. Students rewrite formal language as informal and informal language as formal. Review the possible answer provided for each PowerPoint slide after students have completed their revised sentence.
Independent Practice
4) On the board, project a formal letter. Then review the following components with students: return address, inside address, date, salutation or greeting, body of letter, and closing with signature. Have students note where and how formal language is used in the letter.
5) Ask students to write a formal letter to the editor of their local newspaper, addressing a topic of concern. Their letter should include return address, inside address, proper salutation, body with at least one paragraph, closing, and signature. Remind them to use formal language.
6) Students can share their letters. Encourage them to address an envelope and then mail the letter to the editor of the local newspaper.
Closing Activity
7) The teacher asks students what forms they have filled out or are familiar with, and to explain why the language is formal.
Advanced Learner
Materials Needed: pencils and paper
Procedure:
1) Explain to students that they will be writing a persuasive letter using formal language. Review persuasive language, and have students brainstorm a list of influential and convincing words. Tell students they will also be writing an informal email on the same topic.
2) Ask students to write a letter to their school principal about a school issue that needs to be addressed. Then ask students to write an informal email to a friend asking advice about the school issue.
3) Students can share their persuasive letters and emails with the class.
Struggling Learner
Materials Needed: pencils, paper, poster board, and markers
Procedure:
1) Divide students into small groups of 2–3. Tell them they will be using formal language to write a set of fire drill instructions for their class.
2) After instructions are written, groups can print out the instructions on a poster and include diagrams. Hang the posters on the bulletin board.

*see supplemental resources

Copyright © 2011 Study Island - All rights reserved.