After the guest leaves, have students reflect in their writers notebooks about the nonprofit sector, the impact of this local organization, and their goals for this devotional writing project.

Talk about the audience who will be the readers (or listeners) to the devotions the students are writing. Have the students share what they have learned about writing for young children.

The following activities may take place over two or three class periods.

Teach a mini-lesson on transitioning between paragraphs.

1. Review with students the purpose of transitioning from one idea to another and review common transitional words (see the 8th grade grammar book).
2. Small groups of students highlight transitions in sample writings, and read the writings without the highlighted transitional sentences/words. They discuss how it changes fluency of the piece.
3. Demonstrate adding transitional phrases to the teacher's sample devotion.
4. Students apply their learning in two places in their own writing, and share their drafts. Students will show their small group members the transitional methods that they used in revising their devotions.

Allow some time for students to reread their devotions (aloud, if possible) and self-revise based on the mini-lesson and their rereading with the age of the children in mind. Have them refer to the rubric from Lesson Two as they reread and revise.

Over the next two or three days, try to meet with each student for a writing conference. Give feedback on the content and structure and clarity of the message.

Teach a mini-lesson on using strong verbs.

1. Review linking and action verbs with students (see 8th grade grammar book).
2. Small groups collaborate to sort a verb card set (a variety of verbs written on 3 x 5 cards preassembled by the teacher) into “weak” and “strong” verbs. Students reflect on their selections.
3. Post a variety of sentences on chart papers around the room. Pairs of students revise sentences for more effective (stronger) verbs.
4. Students go on a "gallery walk" with sticky notes to mark revised sentences with “I like” and “I wonder” statements. Send pairs back to the sentences they worked on to reflect and make any additional changes.
5. Students apply their learning to find 3 weak verbs in their devotion and revise.

Students exchange their drafts to get a partner's response. Use Handout One: Partner Response. Students revise and edit based on feedback.

Students meet in small groups for an oral reading and feedback from peers. Use Handout Two: Peer Response. Students revise and edit based on feedback.

Session Two

Pair up middle schoolers with younger students in the building or nearby school to read drafts of the devotions and get input for making the draft more age appropriate.

Students read their devotion to their young partner two or more times. They may ask questions to make sure the child understands. On the second reading, students put sticky notes on their draft to indicate places where the vocabulary was too difficult or more detail was needed for the young listener.

Back in the classroom, teach some mini-lessons:

Mini-lesson on adding "show-me detail" to create interest: Encourage the students to use language that shows rather than tells. Encourage them to use phrases/modifiers/sensory language that brings images and feelings to the readers' minds. Example: "The dark cat moved like a shadow, slinking between the rusting cans that lined the narrow alley behind the shop on the crowded street."

Mini-lesson on using age-appropriate word choice: Using language to fit the audience is a challenge for the middle school students. Encourage the students to keep this in mind as they reread their devotions. Tell them to use simple sentences, lots of description, and explanations that fit the experience and age of the early childhood audience. Although the language should be simple, it should not be mundane with phrases like nice, good, and bad.

Students make additional revisions based on the reading buddy feedback and mini-lesson skills.