In this lesson plan, students will use a fascinating document from the TIDES website to learn a valuable writing tool. The RAFT(S) strategy is useful for any writing experience, and this lesson will ensure that the student can not only recite the acronym, but also use it and understand it. This lesson will allow the students to master an important writing skill while learning about the rich history of American individuals.
Created by Paula Warden, August 2006
The student is expected to:
The student writes for a variety of audiences and purposes, and in a variety of forms. TEKS §110.6. English Language Arts & Reading, Grade 4. (b)(15)
The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. TEKS §110.6. English Language Arts & Reading, Grade 4. (b)(16)
The student spells proficiently. TEKS §110.6. English Language Arts & Reading, Grade 4. (b)(17)
The student applies standard grammar and usage to communicate clearly and effectively in writing. TEKS §110.6. English Language Arts & Reading, Grade 4. (b)(18)
The student selects and uses writing processes for self-initiated and assigned writing. TEKS §110.6. English Language Arts & Reading, Grade 4. (b)(19)
This lesson is designed to introduce and teach the RAFT(S) writing strategy.
Note: This strategy can be used with or without the (S).
RAFT(S) are a way to think about the four main things that all writers have to consider: Role, Audience, Format, and Topic (using a Strong verb). Rafting is a prewriting activity that helps students focus on what they will write as well as provides a structure to help them make decisions about purpose, form, audience and tone. This strategy can also be used to assess student comprehension after a reading assignment or unit of study.
Introduce the strategy by discussing the Components of RAFT(S) handout. Then share the sample sketches and discuss the RAFT(S) components in each one.
Show students the document, “ Former Slave Reminisces,” on the computer or projector.
Instruct students to read the document in partners or groups and determine the document’s role (speaker), audience, format, and topic with proof provided in the reading. Discuss their findings as a class to determine correct answers.
Students will compose a RAFT(S) assignment using a current unit or novel study. Use of this strategy should progress from students being given the exact RAFT(S) to write about, to choosing from a list of possible RAFT(S), to creating their own list of RAFT(S).
Example:
If this lesson is taught in conjunction with the Texas Revolution, possible RAFT(S) may include:
| ROLE | AUDIENCE | FORMAT | TOPIC (Strong Verb): |
| Sam Houston | interim government | lecture | provide help |
| Col. Travis | Texas Army & volunteers | pep talk | focus on goal |
| Santa Anna | Texans | advertisement | surrender |
| Mexican soldier | his family | postcard | prepare for return |
