 Requesting a Task Force to Prevent Child Endangerment
This writing across the curriculum lesson was written by NNWP Teacher Consultant, Torrey Palmer, who believes it would work well with students in grades 5-8. Torrey believes this lesson could be taught using 2-3 hours of classtime.
This lesson was proposed to NumberFix using this template. If you have a math/mentor text lesson you'd like to have published, fill out the template and send it to Holly Young, our NumberFix Coordinator: HYoung@washoe.k12.nv.us. We'll send you an NNWP Print Publication if we post your lesson here!
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Lesson Overview & Objectives:
Using information from the mentor text, The Witches, by Roald Dahl, students embark on an effort to save children like themselves from the witches and the effects of Formula 86 Delayed Action Mouse-Maker. Using population statistics as well as information from the test, students write a persuasive letter to the President of the United States (or another world leader) urging them to take action in creating a task force to study the potential harm of witches.
Mathematical standards addressed:
- Use multiples of 10 to expand knowledge of basic multiplication and division
- Generate and solve addition, subtraction, multiplication, and division problems using whole numbers and decimals in practical situations
- Write and apply ratios in mathematical and practical problems
E/LA standards addressed:
- Write persuasive essays and compositions with a thesis statement and relevant supporting evidence
Writing Skills (Traits) to Stress
while Teaching this Lesson:
The focus trait in this writing assignment is idea development; students will work on the skills of writing with a clear, central idea or theme in mind and putting researched ideas into one’s own words as they write and revise their letters. The support trait for this lesson is organization, as students will begin their writing with a strong introduction and end with a satisfying conclusion.
Materials List:
Setting the Stage:
There are three key elements to preparing students to be successful for this lesson.
- Much of the energy and motivation from this lesson stems from reading the book, The Witches by Roald Dahl. Reading the first chapter or two and providing a brief summary is important for building enthusiasm and student buy-in to the lesson.
- Also, it is important to talk about the elements of a persuasive letter, specifically the importance of having concrete details (i.e. real facts and numbers!) to support ideas. Sharing specific examples of persuasive letters or articles that include data is helpful here.
- Finally, it may be helpful to discuss how the government handles a ‘crisis’ by creating a committee or task force to explore the issues relevant to that problem, and the creates a solution to try to solve the problem. (This could be tied into a social studies exploration of government and civics.)
Teacher Instructions:
- Read Chapter 1, “A Note About Witches” from Roald Dahl’s The Witches. Tell the brief summary of the book (below) or continue reading as a read aloud. The word choice and detail in this book is outstanding. The more you read from this book, the more students will be able to pick up on Dahl’s effective voice.
| Summary: This book is about the witches that live in England and whose purpose is to eliminate all of the children in England. The story tells the tale of a boy who ends up visiting a seaside hotel with his grandmother only to find the witches are having a convention there. The boy and his grandmother make it their mission to save the children of England, ridding the world of witches. |
- Brainstorm with students possible strategies for dealing with such a problem in the United States. For example: It would be important to alert the federal government of the witches so that a task force (or committee) could work towards protecting the children in the United States.
- Discuss the elements of a strong persuasive letter—organization (stating the problem, offering concrete evidence or suggestions, concluding with the request) and ideas (strong, convincing ideas.) Share 1 or 2 student samples.
- Read the chapter aloud (The Recipe, p. 88) again reviewing the context of the story.
- Divide the students into groups of 2-3 to develop concrete evidence to convince the president that he should create a task force to study the potential problems of witches in the United States. Give each group the page “Problems to Solve”, as well as the supporting sheets on Historical Populations of Children, World Populations, and the Recipe.
- While students should work the 4 problems on the sheet, they should also be encouraged to to find other ways to convince the president that witches could be a serious problem in the United States. Share 1 or 2 other student samples.
- Using the problems they solved as evidence, students should write their letters to the President, using the evidence they solved in the problems.
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