Valentine's Day: Love Letters

Subject/Content: English/Letter Writing

Summary of Lesson: Students study a love letter from John Keats and write their own

Focus Questions: What purpose does letter writing fulfill?

Resource(s): LitFinder

Procedures:

1. Begin with a general discussion about letters. Ask the students what purpose letters have. Encourage them to brainstorm various purposes. For each purpose have them state the expectation. Some examples are a collection letter, a cover letter, a letter to a friend, a letter to a parent, etc. Bring the discussion to (or back to) love letters. Discuss the purpose of a love letter and what expectations people have for writing them
2. Have students search LitFinder for the poem "To Fanny Brawne, 13 October 1819" by John Keats. Read and explicate the poem with the students. Inform them that Fanny was John's neighbor and eventually became his fiancé. Also explain to them that Keats's letters to Fanny are among the most famous love letters in print. Have them click on John Keats in LitFinder and read his biographical information for background
3. Have students read "To Fanny Brawne, 13 October 1819." Assign the following task with the letter:
• Imagine you are John Keats writing this letter
• What purpose does the letter fulfill?
• What expectations do you have about your message?
• How do you feel about sending the letter?
• Is there anything you didn't say in the letter? Why?
4. Instruct students to write their own "love" letters. If they don't have a current subject have them write to someone the admirer from afar or someone they used to have a crush on

Steps/Activities by Student(s):

1. Participate in a discussion about letters. Brainstorm various purposes. Discuss the purpose of a love letter and what expectations people have for writing them
2. LitFinder for the poem "To Fanny Brawn" by John Keats. Read and explicate the poem with. Read John Keats's biographical information in LitFinder
3. Read "To Fanny Brawne, 13 October 1819." Complete the following assignment:
• Imagine you are John Keats writing this letter
• What purpose does the letter fulfill?
• What expectations do you have about your message?
• How do you feel about sending the letter?
• Is there anything you didn't say in the letter? Why?
4. Write your own "love" letter

Outcome: Students will study the work of John Keats and the letter genre

Related Activities: Students analyze letters with other purposes

Standard Date: Approved 1998

Content Standard(s):

• NL-ENG.K-12.1: Reading for Perspective
• NL-ENG.K-12.2: Understanding the Human Experience
• NL-ENG.K-12.3: Evaluation Strategies
• NL-ENG.K-12.8: Developing Research Skills
• NL-ENG.K-12.11: Participating in Society
• NL-ENG.K-12.12: Applying Language Skills

Performance Indicators:

• At Level 1, the student is able to:
• Identify the purpose of letters
• At Level 2, the student is able to:
• Identify the expectations of each letter
• At Level 3, the student is able to:
• Write their own letter

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications

ISTE NETS for Students

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem-Solving & Decision-Making

Information Power; Information Literacy Standards 1-4:

• The student who is information literate accesses information efficiently and effectively
• The student who is information literate evaluates information critically and competently
• The student who is information literate uses information accurately and creatively
• The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
• The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation
• The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
• The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information