As soon as Despereaux arrives in the dungeon, students write him letters of advice and encouragement. They review the format for writing a letter. The class discusses the words advice and encouragement and how they apply to Despereaux's situation. After writing their letters, students proofread their letters and a partner's letter. They glue their letters to construction paper and make borders using symbols from the book.

Students will:

1. Review the format for a letter.
2. Discuss advice and encouragement and generate examples of each.
3. Write a letter to Despereaux.
4. Proofread their work and a partner's work.
5. Learn about symbols and make a border using symbols from the book.

Directions

Day One:

Step 1:
Discuss advice and encouragement, and record meanings and examples of each on chart paper.

Step 2:
Review the letter format using the large template on chart paper.

Step 3:
Distribute individual Letter Templates and Proofreading Checklists.

Step 4:
Students begin writing letters while teacher circulates to help those who are stuck.

Day Two:

Step 1:
Students continue working on first copy of letter. Teacher encourages students to add on and "fancy up" their writing.

Step 2:
As students complete first copies, they check their work using the Proofreading Checklist. Then they exchange letters with a partner for double-checking.

Day Three:

Step 1:
Students who have checked their letters and had partner double-check their work, meet with teacher for writing conference.

Step 2:
Students make final copies of letters.

Day Four:

Step 1:
Teacher and students discuss symbols in The Tale of Despereaux and make a list of symbols for border. Here are a few examples:

• Book - symbol of Despereaux's love of books and reading
• Sun - symbol of light
• Spool of Red Thread - symbol of Threadmaster
• Spoon - symbol for Roscuro
• Crown - symbol for King Philip and/or Princess Pea
• Chandelier - symbol of Roscuro's mishap
• Barred Door - symbol of dungeon
• Heart - symbol of love
• Musical Note - symbol of Despereaux's love of music

Step 2:
Students glue letters to construction paper and surround with border of small boxes (use rulers) which will each contain symbols. Symbols may be arranged in repeating patterns.

Step 3:
Students draw symbols in pencil and color with markers, crayons, and metallic pens.

Day Five:

• Students complete letters and borders.
• Students share letters with classmates.
• Letters are posted on bulletin board in hallway and parents are encouraged to stop by and read them.

Supporting All Learners

There are students who struggle with writing because of poor fine motor skills or difficulty generating ideas or both. These are the students you'll want to get to first, preferably before they become frustrated and shut down. Some just need help with the first sentence. I scribe for these students and once I've written a sentence or two say, "Now, you have a go!" Every once in a while there is a student who composes on an AlphaSmart word processor or who dictates his entire letter to me as I type it on a computer.

Lesson Extensions

Other Ideas for Writing:

Perspective-Taking - Taking the perspective of another is an advanced idea for second graders, but a few students understand perspective-taking. They can take the perspective of Miggery Sow or Princess Pea and write a letter to Despereaux from another character's perspective.

Good and Evil in Us All - The character Roscuro represents good and evil, love and hate, qualities in us all. Some students see this in Roscuro and in themselves. They may be able to write about good/evil, light/dark as it pertains to Roscuro's life and to their lives.

Pen Pals - My students have pen pals who attend a city school about 25 miles away. We write back and forth all year and in June visit our pen pals and eat lunch with them at their school. Having pen pals can be a wonderful, enriching experience for children.

Home Connection

Although letter-writing might seem old-fashioned it's still a valuable skill. For some students, the only letters they write are the ones they compose in school. Encourage parents to help their children write notes and letters to relatives and friends.

Evaluation

Here are a few questions to consider:
Was I:

• Clear in my explanations and in my overall expectations?
• Circulating among students who have the most difficulty writing?
• Providing enough support for those who need it?
• Making just a suggestion or two during writing conference? (not looking for perfection)
• Looking for improvement/growth in each individual?