Here’s what happened the first time I taught the “thank you” note
Okay, where are the thank you notes? Who said they were no longer necessary? Someone must have, because I often don’t receive one anymore. And it’s not as if I’m expecting one, but I would like to at least know that the gift I shipped was received. Unfortunately, sometimes I never find that out.
So, to counter this trend, last year I added thank you notes to our project list for writer’s workshop.
Here’s the background on how I have done writer’s workshop in my class for the past two years:
I have only done this structured form of writer’s workshop during the first and second quarters of the school year. I gave students a list of 8-10 projects from which they could choose to work on during dedicated workshop time. They were required to choose six projects from this list and complete the projects in any order they chose. There was a writing process to follow for each project. The process included:
- writing a first draft
- collaborating through peer response to the first draft
- revising, editing, and then generating a second draft
- receiving my feedback on their second draft
- making final revisions and edits, and then generating a final draft.
At the end of the workshop period, usually the end of the quarter, students turned in all projects andaccompanying paperwork (prewriting, previous drafts, etc.) inside a two-pocket folder. Writing projects included poetry, how-to and/or listicle blog posts, academic essays, contest essays, arguments, short stories, and thank you notes.
At the beginning of the school year, I bought a few boxes of thank you notes students could use for their notes. They were to write a short (one- to two-paragraphs) note to someone they knew, thanking them for a gift, their friendship, or their help. I asked them to draft out what they planned to write on a sheet of notebook paper, and for this project only, submit that to me as their first draft.
Unfortunately, the thank you note project didn’t go as well as I wanted. Here’s why:
- Kids tended to rush through this project because they knew it was one they could complete more quickly than the others.
- Nearly all of my kids didn’t have any idea where to put “Dear Mom,” or “Yours truly,” on the card. I should have spent an entire class period practicing filling out a note card. See the photo below as an example of how kids simply didn’t know how to fill out a note card.
- Some of the writing was very personal. Some were so personal, in fact, that I didn’t feel comfortable reading them. Once this happened a few times, I simply asked students to show me their drafts on notebook paper. Then, due to the personal nature of some of the writing, I would skim the notes for mechanical errors instead of reading them carefully for content. Then I would initial their drafts and they could then write their note on a note card. Many of the notes probably contained unclear thinking and I hope they didn’t cause confusion for the readers. My approach seemed like a very lame way to handle the project; however, I just didn’t feel comfortable critiquing such personal messages.
So for the school year that starts in August, I’m undecided about how to teach students to write a thank you note. I think it’s a valuable skill, but I clearly need to take a different approach to it based on my experiences last year. Here are a few things that may help:
- Perhaps dedicating an entire class period to the basic format or layout of a note card would be sufficient.
- Also, maybe it would help if, instead of having students write their drafts on notebook paper, I provided a template cut to size so they could practice writing it on the space provided. Transferring their note from a full sheet of paper to the dimensions of a standard-size note card proved difficult for them last year. In fact, from my own experience, I know that figuring out where the words will be placed and where I’ll put any hyphens and such helps me create a more attractive, well-written note. It just makes the note look more planned out, more intentional.
- Encouraging students to slow down with this project. Just because it’s only a paragraph of writing doesn’t mean it should be done carelessly.
- For next year, I may also require them to write their thank you notes in cursive. They need to know that many readers will keep their notes as keepsakes and will want to read them again. Writing in cursive will make their note more formal and meaningful.
I’m interested in your ideas. Do you teach traditional letter writing or thank you notes? Do you think this is an important skill or one that may as well be done on a laptop? Leave a comment and let me know!
3 thoughts on “Where have all the “thank you” notes gone?”
Lovely post. I’m glad I found this blog and I look forward to following. I am a Secondary ELA teacher and I love the whole workshop project you do with them as a whole. One thing I’ve learned that is that you can never underestimate what you will need to teach explicitly. Students always know more than we expect but some times we don’t expect a certain something to be a thing they don’t know. A quick little assessment of what they already know helps and I’d certainly teach the format of a letter, but keep it short. They can catch on quick especially if you then follow up with a template and the writing process. (Sometimes we over teach something that absolutely needs to be taught but all the fun can get sapped out of it.)
Yes, I agree. A brief and to-the -point lesson will be best. Thanks for commenting and following! You’re my 50th follower! Woo-hoo!