DOCUMENT RESUME INSTITUTION Dept. SPONS AGENCYDOCUMENT RESUME ED 412 548 CS 216 029 TITLE Pen...
21
DOCUMENT RESUME ED 412 548 CS 216 029 TITLE Pen Friends across the Nation: An Intergenerational Letter Writing Project. INSTITUTION National Postal Museum, Washington, DC. Education Dept. SPONS AGENCY Postal Service, Washington, DC. PUB DATE 1997-00-00 NOTE 39p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Intergenerational Programs; *Letters (Correspondence); *Older Adults; Program Descriptions; Secondary Education; *Secondary School Students; Writing (Composition) IDENTIFIERS *Pen Pals ABSTRACT This booklet contains information on how to set up a Pen Friends project, a nationwide, intergenerational writing project that pairs a class of junior of senior high school students with a group of older adults in the same community. The booklet notes that participants establish a relationship through letter writing based on visits to a local cultural resource. It describes how to choose a local cultural site and contains motivational writing activities, activity sheets, forms for scheduling and recording, and a program evaluation. The booklet is organized around the 10 steps of the project: (1) finding a group of writing partners; (2) selecting a cultural site to visit; (3) planning the calendar and keeping records; (4) letter writing warm-up activities; (5) writing a letter of introduction; (6) and (7) visiting a cultural site and writing letters (first visit); (8) introducing the writing partners face-to-face; (9) evaluating the project; and (10) sharing the project with others. An appendix presents five additional creative letter writing activities; a four-item annotated bibliography is attached.) (RS) **************************************** ***** *********************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************************************************************** ******* *******
Transcript of DOCUMENT RESUME INSTITUTION Dept. SPONS AGENCYDOCUMENT RESUME ED 412 548 CS 216 029 TITLE Pen...
DOCUMENT RESUME
ED 412 548 CS 216 029
TITLE Pen Friends across the Nation: An Intergenerational LetterWriting Project.
INSTITUTION National Postal Museum, Washington, DC. Education Dept.SPONS AGENCY Postal Service, Washington, DC.PUB DATE 1997-00-00NOTE 39p.PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Intergenerational Programs; *Letters (Correspondence);
*Older Adults; Program Descriptions; Secondary Education;*Secondary School Students; Writing (Composition)
IDENTIFIERS *Pen Pals
ABSTRACT
This booklet contains information on how to set up a PenFriends project, a nationwide, intergenerational writing project that pairs aclass of junior of senior high school students with a group of older adultsin the same community. The booklet notes that participants establish arelationship through letter writing based on visits to a local culturalresource. It describes how to choose a local cultural site and containsmotivational writing activities, activity sheets, forms for scheduling andrecording, and a program evaluation. The booklet is organized around the 10steps of the project: (1) finding a group of writing partners; (2) selectinga cultural site to visit; (3) planning the calendar and keeping records; (4)letter writing warm-up activities; (5) writing a letter of introduction; (6)and (7) visiting a cultural site and writing letters (first visit); (8)introducing the writing partners face-to-face; (9) evaluating the project;and (10) sharing the project with others. An appendix presents fiveadditional creative letter writing activities; a four-item annotatedbibliography is attached.) (RS)
**************************************** ***** ***********************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
****************************************************************** ******* *******
2
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iona
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itutio
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OR
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sre
ceiv
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rson
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it.
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l OE
RI p
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on o
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licy.
2
Pen
-Frie
nds
Acr
oss
the
Nat
ion
is a
nat
ionw
ide,
inte
rgen
erat
iona
l writ
ing
proj
ect.
It pa
irs a
cla
ss o
f jun
ior
or s
enio
r hi
gh s
choo
l stu
dent
s w
itha
grou
p
of o
lder
adu
lts in
the
sam
e co
mm
unity
. Par
ticip
ants
est
ablis
ha
rela
tions
hip
thro
ugh
lette
r w
ritin
g ba
sed
on v
isits
to a
loca
l cul
tura
lre
sour
ce. T
he
corr
espo
nden
ce b
etw
een
the
olde
r ad
ults
and
stu
dent
s de
scrib
es a
nd
inte
rpre
ts th
eir
resp
ectiv
e ex
perie
nces
. The
pro
ject
invo
lves
an e
xcha
nge
of
thre
e le
tters
whi
ch c
oncl
udes
in a
mee
ting,
if p
ossi
ble.
The
cur
ricul
um k
it
An
Ove
rvie
wco
ntai
ns in
form
atio
n on
how
to s
et u
p an
inte
rgen
erat
iona
l pro
ject
,
incl
udin
g ho
w to
cho
ose
a lo
cal c
ultu
ral s
ite.
It co
ntai
ns m
otiv
atio
nal
writ
ing
activ
ities
, act
ivity
she
ets,
form
s fo
r sc
hedu
ling
and
reco
rdin
g, a
nda
prog
ram
eva
luat
ion.
To
obta
in in
form
atio
n or
a c
urric
ulum
pac
ket c
all (
202)
357-
2991
. The
se m
ater
ials
are
als
o av
aila
ble
on A
mer
ica
Onl
ine
(key
wor
d
Sm
ithso
nian
, onc
e in
side
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ithso
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Onl
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mat
eria
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re a
vaila
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unde
r
Sm
ithso
nian
Edu
catio
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r th
e In
tern
et a
ddre
ss is
: ftp
to e
duca
te.s
i.edu
.
4
con
PR
E
DO
PR
EP
AR
ING
pare
a-fo
r th
e P
en-F
riend
Pro
ject
Ste
p 1
Fin
ding
a g
roup
of
writ
ing
part
ners
Ste
p 2
Sel
ectin
g a
cultu
ral s
ite(s
',
to v
isit
Ste
p 3
Pla
nnin
g th
e ca
lend
aran
d ke
epin
g re
cord
s
DO
ING
the
Pen
-Frie
nd P
roje
ct
Ste
p 4
Ste
p 5
Ste
p 6
Ste
p 7
lette
r w
ritin
g w
arm
-up
activ
ities
, inc
ludi
ngre
adin
g hi
stor
ic le
tters
Writ
ing
a le
tter
ofin
trod
uctio
n
Vis
iting
a c
ultu
ral s
itean
d w
ritin
g le
tters
first
vis
it
Vis
iting
a c
ultu
ral s
itean
d w
ritin
g le
tters
seco
nd v
isit
CO
NC
LUD
ING
the
Pen
-Frie
nd P
roje
ct
Ste
p 8
Ste
p 9
Ste
p 10
Intr
oduc
ing
the
writ
ing
part
ners
face
-to-
face
Eva
luat
ing
the
proj
ect
Sha
ring
the
proj
ect
with
oth
ers
Con
tent
sP
RE
pare
Ste
p1
Fin
ding
a g
roup
of
writ
ing
part
ners
5G
uidi
ng p
rinci
ples
for
inte
rgen
erat
iona
lpr
ogra
mm
ing
5F
indi
ng P
en-F
riend
part
ners
in y
our
com
mun
ity
Ste
p 2
Sel
ectin
g a
cultu
ral
site
to v
isit
6D
isco
verin
g yo
urco
mm
unity
's c
ultu
ral
inst
itutio
ns
6S
ome
crite
ria fo
r ch
oosi
nga
cultu
ral i
nstit
utio
n
6C
olla
bora
ting
with
the
inst
itutio
n's
educ
ator
s
DO Ste
p 4
Lette
r w
ritin
g w
arm
-up
activ
ities
9Le
tter-
rela
ted
disc
ussi
onto
pics
9A
ctiv
ities
to m
otiv
ate
lette
r w
riter
s
10 R
eadi
ng H
isto
ricLe
tters
leut
12Le
tter
Ana
lysi
stt
Ste
p 5
Writ
ing
a le
tter
ofin
trod
uctio
n
13Le
tter
Idea
She
etIp
ut
Ste
ps 6
, 7V
isiti
ng a
cul
tura
l site
and
writ
ing
lette
rs
con
Ste
p 3
Pla
nnin
g th
e ca
lend
aran
d ke
epin
g re
cord
s
7P
lann
ing
the
cale
ndar
8K
eepi
ng r
ecor
ds
8C
orre
spon
denc
e F
orm
14 A
bas
ic a
ppro
ach
topl
anni
ng
14 F
our
step
s to
pla
nnin
g a
visi
t to
a cu
ltura
l ins
titut
ion
15 Id
ea S
aver
Jet
16 G
raph
ic O
rgan
izer
for
Rec
ordi
ng R
eact
ions
Dur
ing
a V
isit
kout
6
Ste
ps 8
, 9, 1
0C
oncl
udin
g th
e P
roje
ct
17 In
trod
ucin
g w
ritin
gpa
rtne
rs fa
ce-t
o-fa
ce
17 E
valu
atin
g th
e pr
ojec
t
17 S
harin
g th
e pr
ojec
t with
othe
rs
18P
roje
ct E
valu
atio
n
App
endi
x A
19 Bib
liogr
aphy
19
9 0 0 a rt
7
i&ec
,
3
C 0 .e 0 Z
For
stu
dent
s, th
is p
rogr
am w
ill:
Giv
e th
em a
cha
nce
to le
arn
how
to w
rite
inte
rest
ing
lette
rs fr
om e
xper
ienc
ed le
tter
writ
ers
w xP
rovi
de e
xpos
ure
to a
loca
l cul
tura
l res
ourc
e.. ui In 0 1. V 4 In '0 C - L LI. c a) a. 4
Offe
r th
e op
port
unity
to d
iscu
ss th
e co
mm
unity
cultu
ral s
ite w
ith p
eopl
e w
ho m
ay h
ave
expe
rienc
ed it
at a
noth
er ti
me
in h
isto
ry
Giv
e th
em th
e un
divi
ded
atte
ntio
n, a
nd o
ften
the
affe
ctio
n, o
f an
olde
r pe
rson
8
For
adu
lts, t
he p
rogr
am w
ill:
Enc
oura
ge in
terg
ener
atio
nal c
omm
unic
atio
n
Giv
e th
em a
cha
nce
to m
odel
lette
r w
ritin
g sk
ills
for
a ge
nera
tion
larg
ely
unus
ed to
lette
r w
ritin
g
Pro
mot
e m
enta
l hea
lth b
y in
trod
ucin
g or
reac
quai
ntin
g ol
der
adul
ts w
ith a
com
mun
ity
cultu
ral r
esou
rce
Fos
ter
feel
ings
of s
elf-
wor
th a
s ol
der
adul
ts s
hare
thei
r in
sigh
ts w
ith a
dole
scen
ts
Edu
catio
nal
obje
ctiv
es fo
r al
lP
en-F
riend
part
icip
ants
:
Writ
e fo
r an
aut
hent
ic
purp
ose
and
audi
ence
Pra
ctic
e le
tter
writ
ing
skill
s
Rev
ise
thei
r w
ritin
g fo
r
appr
opria
tene
ss to
audi
ence
as
wel
l as
mec
hani
cal c
orre
ctne
ss
Dis
cuss
and
writ
e
abou
t cul
tura
l art
ifact
s
Ste
p 1
Gui
ding
prin
cipl
es fo
rin
terg
ener
atio
nal
prog
ram
min
g
Dis
cuss
the
assu
mp-
tions
you
r gr
oup
mig
htha
ve a
bout
the
othe
rgr
oup.
Giv
e pa
rtic
ipan
ts ti
me
todi
scus
s th
e as
sum
ptio
ns th
ey
mig
ht h
ave
abou
t mem
bers
of th
e ol
der
or y
oung
ergr
oup,
then
dis
cuss
whe
ther
thos
e as
sum
ptio
ns a
re v
alid
.H
elp
each
gro
up c
onsi
der
the
kind
s of
life
eve
nts
olde
rad
ults
and
stu
dent
s ex
peri-
ence
, the
bio
logi
cal c
hang
esdu
ring
thes
e tw
o ph
ases
of
life,
and
eac
h gr
oup'
sim
pres
sion
s of
the
othe
rgr
oup'
s w
orld
. Dis
cuss
eac
h
0
PR
Epa
re
grou
p's
expe
ctat
ions
of
resp
ect a
nd th
e di
ffere
ntfo
rms
that
res
pect
will
take
durin
g th
e pr
ojec
t.
Enc
oura
ge p
erso
nal
rela
tions
hips
.T
he P
en-F
riend
pro
ject
is
desi
gned
to e
ncou
rage
one
-to
-one
rel
atio
nshi
ps, a
nd to
rein
forc
e th
e id
ea th
at p
artic
i-pa
nts
are
com
mun
icat
ing
with
indi
vidu
als,
not
just
mem
bers
of a
gro
up.
Ref
lect
on
early
assu
mpt
ions
.A
t the
end
of t
he p
roje
ct, b
esu
re to
ask
par
ticip
ants
how
the
Pen
-Frie
nd e
xper
ienc
e
has
mad
e th
em r
eeva
luat
eth
e as
sum
ptio
ns th
ey m
ade
at th
e st
art.
Invi
te th
em to
cons
ider
how
thei
r w
ritin
gpa
rtne
r in
fluen
ced
the
way
they
saw
the
cultu
ral s
ite.
Ask
them
if th
eir
Pen
-Frie
nd
expe
rienc
e di
ffere
d fr
omw
hat t
hey
expe
cted
. Am
ple
time
for
refle
ctio
n du
ring
the
proj
ect w
ill a
lso
impr
ove
the
qual
ity o
f the
lette
rspe
n fr
iend
s w
rite.
Fin
ding
Pen
-Frie
ndpa
rtne
rs in
you
rco
mm
unity
For
gro
ups
in th
eW
ashi
ngto
n, D
.C. a
rea,
call
the
Nat
iona
l Pos
tal
Mus
eum
at 1
2021
357
-29
91to
obt
ain
mor
e in
form
atio
n.If
you
do n
ot li
ve n
ear
Was
hing
ton,
D.C
., he
rear
e so
me
way
s yo
u m
ight
loca
te o
lder
adu
lts o
rst
uden
ts to
join
you
in th
eP
en-F
riend
pro
ject
.
To
find
olde
r ad
ults
inyo
ur a
rea,
con
side
r:S
enio
r ce
nter
scon
tact
the
prog
ram
dire
ctor
Chu
rch
grou
psLo
cal c
hapt
ers
of n
atio
nal
grou
ps fo
r se
nior
citi
zens
,su
ch a
s th
e A
mer
ican
Ass
ocia
tion
of R
etire
dP
erso
ns
Clu
bs th
at b
ring
toge
ther
grou
ps o
f peo
ple
from
the
sam
e cu
lture
, suc
h as
the
Sw
edis
h-A
mer
ican
Clu
b
To
find
stud
ents
inyo
ur a
rea,
con
side
r:P
ublic
and
priv
ate
scho
olsc
onta
ct th
epr
inci
pal o
r E
nglis
hde
part
men
t cha
irper
son
Chu
rch
grou
psco
ntac
t the
you
thpr
ogra
ms
dire
ctor
Boy
and
Girl
Sco
uts
or4-
H c
lubs
Com
mun
ity c
ente
r or
par
kdi
stric
t pro
gram
scon
tact
the
yout
h pr
ogra
ms
dire
ctor
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AIL
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c. Step
2D
isco
verin
gyo
ur c
omm
unity
'scu
ltura
l ins
titut
ions
Mos
t peo
ple
thin
k of
mus
eum
s w
hen
they
thin
k of
cultu
ral i
nstit
utio
ns o
r cu
ltura
l
reso
urce
s. H
owev
er, y
our
com
mun
ity h
as m
any
othe
rcu
ltura
l res
ourc
es th
at c
ould
serv
e as
the
cent
erpi
ece
of
your
Pen
-Frie
nd p
roje
ct.
To
find
the
cultu
ral
reso
urce
s in
you
rco
mm
unity
, con
sult:
The
pho
ne b
ook
The
cha
mbe
r of
com
mer
ceT
he li
brar
ian
Tra
vel a
ssoc
iatio
ns
AC
A4/
vr-a
4ci
-he,
fiP
lann
ing
this
pro
ject
will
be
easi
er if
you
use
a b
road
erco
ncep
t of c
ultu
ral i
nstit
utio
n.
You
may
con
side
r th
e fo
llow
-
ing
cultu
ral r
esou
rces
as
you
plan
lette
r w
ritin
g ex
perie
nces
:N
atur
e ce
nter
Sta
te p
ark
Bal
lpar
kLa
ndm
arkb
oth
natu
ral
and
man
-mad
eU
nusu
al a
rchi
tect
ure
in
your
com
mun
ityC
emet
ery
Arc
hite
ctur
ally
or
ethn
ical
lysi
gnifi
cant
nei
ghbo
rhoo
dR
ailro
ad s
tatio
n
Libr
ary
Ret
ail b
usin
ess
or r
esta
uran
tLo
cal
new
spap
erLo
cal i
ndus
try
Uni
vers
ity, w
hich
may
cont
ain
a m
useu
m,
arch
ive,
labo
rato
ry, o
rot
her
scho
larly
res
ourc
eS
cien
ce c
ente
r
Gov
ernm
ent a
genc
y w
hich
may
hou
se a
rchi
ves
or
plan
edu
catio
nal p
rogr
ams
Cou
nty
fair
Par
ade
Eth
nic
fest
ival
Spo
rtin
g ev
ent
Som
e cr
iteria
for
choo
sing
acu
ltura
l ins
titut
ion
1.W
ill p
artic
ipan
ts b
eab
le to
writ
e ea
ch o
ther
lette
rs a
bout
thei
r pe
rson
al
expe
rienc
es th
at r
elat
e to
the
cultu
ral i
nstit
utio
n?
2.D
id th
e ol
der
gene
ratio
nex
perie
nce
this
site
or
asi
mila
r on
e du
ring
thei
r
teen
age
year
s?3.
How
doe
s th
e cu
ltura
lre
sour
ce r
elat
e to
sch
ool
curr
icul
a? C
onsi
der
both
subj
ect m
atte
r an
d sk
ills.
For
exa
mpl
e, w
ill P
en-F
riend
stud
ents
hav
e th
e op
port
unity
to im
prov
e th
eir
writ
ing
orcr
itica
l thi
nkin
g sk
ills?
Col
labo
ratin
gw
ith th
e in
stitu
-tio
n's
educ
ator
s
Bef
ore
you
begi
n pl
anni
ngyo
ur P
en-F
riend
pro
ject
,fin
d ou
t whe
ther
the
cultu
ral
inst
itutio
n ha
s an
edu
catio
n
V f
dire
ctor
or
educ
atio
n de
part
-m
ent.
Ifit
does
hav
e an
avai
labl
e ed
ucat
or o
r vo
lun-
teer
, he
or s
he w
ill b
e ab
le
to h
elp
you
a gr
eat d
eal.
The
y m
ight
pro
vide
edu
ca-
tiona
l mat
eria
ls a
s a
foun
da-
tion
for
the
inte
rgen
erat
iona
l
lette
r w
ritin
gpr
ogra
m. A
skth
e ed
ucat
ors
to s
hare
the
curr
icul
um m
ater
ials
and
activ
ities
they
cur
rent
ly u
sew
ith v
isito
rs. T
his
way
, you
may
tailo
r ac
tiviti
es to
the
need
s of
the
olde
r ad
ults
and
stud
ents
, ins
tead
of g
ener
at-
ing
orig
inal
act
iviti
es y
ours
elf.
Per
haps
the
educ
ator
s co
uld
supp
ly y
ou w
ith h
isto
rical
lette
rs fr
omyo
ur o
wn
com
mun
ity to
use
dur
ing
your
Pen
-Frie
nd p
roje
ct.
The
cul
tura
l ins
titut
ion
may
wan
t to
wor
k w
ith y
ou to
prom
ote
your
pro
ject
with
a sm
all e
xhib
it or
a n
ews
pres
s re
leas
e ab
out y
our
lette
r
exch
ange
bas
ed o
n th
eir
site
.
Step
3P
lann
ing
the
cale
ndar
Thi
s ca
lend
ar p
rovi
des
anov
ervi
ew o
f the
Pen
-Frie
nd
proj
ect a
ctiv
ities
. Rem
embe
rth
at P
en-F
riend
s A
cros
s th
eN
atio
n is
not
a fi
fteen
-wee
kcu
rric
ulum
; rat
her,
it w
ill h
ap-
pen
over
a p
erio
d of
at l
east
a fif
teen
wee
ks. N
otic
e th
atth
e se
nior
citi
zens
vis
it th
ecu
ltura
l site
firs
t. T
his
orde
ral
low
s th
e se
nior
s, w
ith th
eir
grea
ter
expe
rienc
e, to
mod
elle
tter
writ
ing
for
the
stud
ents
.H
owev
er, i
tis
impo
rtan
t tha
t
each
gro
up g
et th
e ch
ance
to in
trod
uce
the
expe
rienc
eto
the
othe
r; th
e ca
lend
aris
set
up
so th
at s
tude
nts
intr
oduc
e th
e se
cond
vis
it to
thei
r w
ritin
g pa
rtne
rs.
eqr
Wee
k 1
Wee
k 2
PR
Epa
re
re C
e rIn
trod
uce
the
Pen
-Frie
nds
proj
ect.
Par
ticip
ants
(ol
der
adul
ts a
nd s
tude
nts)
do
the
war
m-u
p ex
erci
ses
in S
tep
4
Lette
r w
ritin
g w
arm
-up
activ
ities
. Not
e: y
ou m
ay ta
ke m
ore
than
one
wee
k fo
r th
is p
erio
d of
pre
para
tion.
Stu
dent
s w
rite
and
send
lette
rs in
trod
ucin
g th
emse
lves
to th
eir
seni
or w
ritin
g pa
rtne
rs. (
stud
ent l
ette
r #1
)
Wee
k 4
Old
er a
dults
rec
eive
stu
dent
s' le
tters
of i
ntro
duct
ion,
then
writ
e a
lette
r in
trod
ucin
g th
emse
lves
to th
e st
uden
ts.
(sen
ior
lette
r #1
)
Wee
k 6
Old
er a
dults
mak
e th
eir
first
vis
it to
the
cultu
ral i
nstit
utio
n. T
hey
writ
e an
d se
nd le
tters
to th
e st
uden
ts a
bout
thei
r
visi
t. (s
enio
r le
tter
#2)
Wee
k 8
Wee
k 9
Stu
dent
s re
ceiv
e ol
der
adul
ts' l
ette
rs a
bout
thei
r fir
st v
isit
to th
e cu
ltura
l ins
titut
ion.
Stu
dent
s' m
ake
thei
r fir
st v
isit
to th
e cu
ltura
l ins
titut
ion.
The
y w
rite
and
send
lette
rs a
bout
thei
r vi
sit t
o th
ecu
ltura
l ins
titut
ion
(stu
dent
lette
r #2
)
Wee
k 11
Stu
dent
s' m
ake
thei
r se
cond
vis
it to
the
cultu
ral i
nstit
utio
n T
hey
writ
e an
d se
nd le
tters
abo
ut th
eir
visi
t to
the
cultu
ral i
nstit
utio
n. (
stud
ent l
ette
r #3
)
Wee
k 13
Old
er a
dults
mak
e th
eir
seco
nd v
isit
to th
e cu
ltura
l ins
titut
ion,
then
they
ans
wer
stu
dent
s' le
tters
.
(sen
ior
lette
r #3
)
Wee
k 15
14
A m
eetin
g, if
pos
sibl
e. B
oth
grou
ps g
athe
r at
the
cultu
ral i
nstit
utio
n, s
choo
l, or
sen
ior
cent
er:fo
r a
face
-to-
face
mee
ting.
15
m 9 0 0 0 0 3
7
rH,
PR
EII
#V
PI
tep
3K
*ng
reco
rds
One
ess
entia
l ele
men
t in
the
succ
ess
of th
is p
roje
ct is
desi
gnat
ing
som
eone
to s
erve
as R
ecor
der.
The
Rec
orde
r's
resp
onsi
bilit
ies
incl
ude
ensu
r-in
g th
at e
ach
part
icip
ant h
asa
writ
ing
part
ner
and
that
part
icip
ants
writ
e an
d re
ceiv
eea
ch o
f the
thre
e le
tters
.
The
Rec
orde
r gu
aran
tees
that
the
Pen
-Frie
nds
rece
ive
each
othe
r's le
tters
on
time,
per
-
haps
eve
n by
del
iver
ing
the
lette
rs to
the
scho
ol o
r se
nior
cent
er. (
The
lette
rs s
houl
d
trav
el in
a g
roup
; the
y sh
ould
not b
e m
aile
d in
divi
dual
ly.)
Cho
ose
a pe
rson
to b
eR
ecor
der
who
is n
ot th
ecl
assr
oom
teac
her,
sen
ior
cent
er d
irect
or, o
r on
e of
the
Pen
-Frie
nds.
Ask
a p
aren
t, a
mus
eum
vol
unte
er, o
r no
n-
part
icip
atin
g ol
der
adul
t to
be R
ecor
der.
8
Step
4Le
tter-
rela
ted
disc
ussi
on to
pics
Cho
ose
as m
any
ofth
ese
war
m-u
ps a
syo
u th
ink
will
hel
ppa
rtic
ipan
ts g
et r
eady
to b
ecom
e pe
n fr
iend
s.T
here
are
add
ition
alch
oice
s in
App
endi
x A
on p
age
23.
Are
You
a L
ette
rW
riter
?O
pen
a ge
nera
l dis
cuss
ion
of p
artic
ipan
ts' l
ette
r w
ritin
gha
bits
. Ask
them
whe
ther
they
cur
rent
ly w
rite
lette
rs o
rif
they
wro
te m
ore
lette
rs in
the
past
. Ask
"W
hat r
ole,
if
any,
has
lette
r w
ritin
g pl
ayed
in y
our
life?
"
An
App
ropr
iate
Let
ter
Dis
cuss
the
idea
of a
udie
nce
in le
tter
writ
ing.
How
doe
s a
writ
er w
rite
an "
appr
opria
tele
tter"
to a
pen
frie
nd in
this
pro
ject
?
Typ
es o
f Let
ters
Ask
par
ticip
ants
to b
ring
inal
l diff
eren
t kin
ds o
f let
ters
,
such
as
pers
onal
lette
rs,
busi
ness
lette
rs, l
ette
rs o
f
com
plai
nt, o
r so
licita
tion
lette
rs. L
abel
and
pos
t eac
hdi
ffere
nt k
ind.
Use
the
disp
lay
to d
iscu
ss h
ow le
tters
are
alik
e or
diff
eren
t, an
dw
hat m
akes
ale
tter.
Act
iviti
es to
mot
ivat
e le
tter
writ
ers
Cho
ose
from
the
follo
win
g ac
tiviti
es o
rre
fer
to A
ppen
dix
Afo
r m
ore
activ
ities
for
lette
r w
riter
s.
DO
A L
ette
r F
rom
Hom
eA
sk p
artic
ipan
ts to
brin
g in
a ph
otoc
opy
of a
sig
nific
ant
lette
r th
ey, t
heir
pare
nts,
or
thei
r ch
ildre
n ha
ve s
aved
.(D
on't
let t
hose
val
uabl
e
orig
inal
s le
ave
hom
e.)
Ask
volu
ntee
rs to
rea
d th
e le
tters
,or
exc
erpt
s, a
loud
to th
egr
oup,
and
to d
escr
ibe
the
lette
r w
riter
and
exp
lain
the
circ
umst
ance
s th
at le
d to
the
lette
r. A
fter
hear
ing
and
disc
ussi
ng in
divi
dual
lette
rs,
invi
te th
e gr
oup
to d
iscu
ss
the
follo
win
g qu
estio
ns:
1.W
hat r
ole
has
lette
r
writ
ing
play
ed in
you
rfa
mily
's h
isto
ry?
2. W
ho is
the
best
, or
mos
t fre
quen
t, le
tter
writ
er
in y
our
fam
ily?
3. W
ould
rel
atio
nshi
ps in
your
fam
ily c
hang
e if
the
mem
bers
wro
te m
ore
lette
rs?
Lette
rs to
You
rsel
fT
o en
cour
age
cand
or in
lette
r
writ
ing,
par
ticip
ants
writ
e le
t-te
rs to
them
selv
es. T
hey
coul
d
writ
e to
them
selv
es in
the
pres
ent,
past
, or
futu
re. T
hey
coul
d ch
oose
a s
peci
fic r
ea-
son
for
writ
ing.
For
exa
mpl
e,th
ey c
ould
use
the
lette
r to
tell
them
selv
es th
e tr
uth
abou
t
som
ethi
ng, o
r to
"di
scus
s"so
met
hing
with
them
selv
es.
A W
eek
in M
y Li
feA
sk p
artic
ipan
ts to
cho
ose
a re
al p
erso
n to
writ
e to
a fr
iend
or
rela
tive.
The
n as
kth
em to
writ
e a
"wee
k in
the
life
of m
e" le
tter.
Hav
e th
emus
e a
note
book
to g
athe
ra
wee
k's
wor
th o
f eve
nts,
aid
eas,
and
imag
es, t
hen
cond
ense
thei
r w
eek'
sga
ther
ings
into
one
lette
r.
-n 1 .. 3 0- 0
119
rt 0 3 9
C 0 0 -C 0 ict C I. u. C 0. 11 0
DO
[Apr
il 19
67)
Rea
ding
His
toric
Let
ters
Dea
r M
a,H
ow a
re th
ings
bac
k in
the
Wor
ld?
I hop
e al
l is
wel
l!T
hing
s ar
e pr
etty
muc
h th
e sa
me.
Vie
tnam
has
my
feel
-in
gs o
n a
sees
aw.
Thi
s co
untr
y is
so
beau
tiful
, whe
n th
e su
n is
shi
ning
on
the
mou
ntai
ns, f
arm
ers
in th
eir
rice
padd
ies,
with
thei
rw
ater
buf
falo
, pal
m tr
ees,
mon
keys
, bird
s an
d ev
en th
est
rang
e in
sect
s. F
or a
flee
ting
mom
ent I
was
n't i
n a
war
zone
at a
ll, ju
st o
n va
catio
n, b
ut s
till m
issi
ng y
ou a
nd th
efa
mily
.T
here
are
a fe
w k
ids
who
han
g ar
ound
, som
e w
ith n
opa
rent
s. I
feel
so
sorr
y fo
r th
em. I
do
thin
gs to
mak
e th
emla
ugh.
And
they
cal
l me
"din
ky d
ow"
(cra
zy).
But
itm
akes
me
feel
goo
d. I
hope
that
' is
one
reas
on w
hyw
e're
her
e, to
sec
ure
a fu
ture
for
them
. It s
eem
s to
be
the
only
just
ifica
tion
I can
thin
k of
for
the
thin
gs th
at I
have
done
!
Love
to a
ll.
You
r so
n,G
eorg
e
BE
ST
CO
PY
AV
AIL
AB
LE
PF
C G
eorg
e W
illia
ms
serv
ed w
ith C
ompa
nyB
, 1st
Bat
talio
n, 1
6th
Infa
ntry
(R
ange
rs),
1st I
nfan
try
Div
isio
n,op
erat
ing
in 1
11 C
orps
,fr
om F
ebru
ary
1967
to
--
- --
- -IV
'
Feb
ruar
y 19
68. H
e is
-
now
a r
etire
d fir
efig
hter
--
livin
g in
Bro
okly
n,N
ew Y
ork.
--
Lette
r co
urte
sy o
fG
eorg
e W
illia
ms
-
Mar
y S
teph
enso
n w
rote
to h
er fa
mily
in S
wed
enfr
om h
er A
mer
ican
hom
e in
New
Sw
eden
,Io
wa
on J
une
15, 1
865.
Cou
rtes
y of
the
Min
neso
ta H
isto
rical
Soc
iety
. Han
dwrit
ten
tran
scrip
tion.
2
Rea
ding
His
toric
Let
ters
New
Sw
eden
, Iow
a, J
une
15, 1
865
Dea
r pa
rent
s, s
iste
rs, a
nd b
roth
ers:
I will
aga
in w
rite
to y
ou a
nd th
ank
you
for
the
wel
-co
me
lette
r w
hich
we
read
so
eage
rly. T
he w
eek
your
lette
r ca
me
we
wer
e in
anx
ious
exp
ecta
tion,
as
Idr
eam
ed m
any
times
abo
ut S
wed
en a
nd a
bout
you
. Ial
way
s dr
eam
abo
ut y
ou b
efor
e yo
ur le
tters
arr
ive.
You
may
res
t ass
ured
that
you
r le
tters
are
rea
d w
ith e
ager
-ne
ss, a
nd it
is w
ith jo
y th
at w
e le
arn
that
you
are
ingo
od h
ealth
and
are
pro
sper
ing.
I am
a li
ttle
disa
ppoi
nt-
ed th
at s
iste
r S
ophi
a do
es n
ot c
omew
e w
ould
hav
eha
ppy
times
toge
ther
. But
this
pro
spec
t has
fade
d si
nce
her
fianc
e do
esn'
t wan
t to
leav
e. N
ow I
am in
hop
esth
at J
ohan
na w
ill g
et th
e "A
mer
ican
feve
r."
Oliv
er s
peak
s a
grea
t dea
l of m
ovin
g to
Sw
eden
, but
I don
't fa
vor
it, a
s I h
ave
thin
gs a
s go
od a
s I c
ould
wis
h.T
he o
nly
thin
g th
at c
ould
indu
ce m
e to
go
to S
wed
en is
the
plea
sure
of b
eing
with
you
. Unc
le a
nd A
unt s
ay th
atw
e m
ay e
xpec
t you
, but
we
do n
ot w
ant t
o in
sist
. We
will
soo
n m
ake
our
deci
sion
, and
we
wis
h yo
u w
ould
writ
e as
soo
n as
pos
sibl
e w
heth
er y
ou h
ave
any
thou
ghts
of c
omin
g to
Am
eric
a. In
our
nex
t let
ter
we
will
info
rm y
ou o
f our
pla
ns, b
ut I
do n
ot b
elie
ve th
at I
can
leav
e th
is p
lace
unt
il de
ath
take
s m
e aw
ay. W
e liv
e be
t-te
r th
an th
e pe
ople
in S
wed
en, a
nd w
e ar
e no
t wan
ting
in s
pirit
ual f
ood.
Whe
n I c
ompa
re c
ondi
tions
her
e w
ithth
ose
in S
wed
en, w
e ar
e fo
rtun
ate.
We
have
goo
dbr
ead
and
whe
at fl
our
and
as m
uch
beef
and
por
k as
we
desi
re fo
r ea
ch m
eal.
We
have
all
the
butte
r, e
ggs,
and
milk
we
need
. Las
t sum
mer
I so
ld tw
enty
doz
en e
ggs
ever
y tw
o w
eeks
. Las
t fal
l we
mad
e a
barr
el a
nd a
half
DO
of g
ood
suga
r sy
rup
for
cook
ing
frui
t. La
st s
umm
er I
cook
ed c
herr
ies
in s
yrup
...W
e ha
ve a
n ab
unda
nce
ofva
rious
kin
ds o
f app
les.
In fa
ct, w
e ha
ve s
o m
any
thin
gsth
at m
ake
for
com
fort
and
hap
pine
ss th
at, w
hen
I com
-pa
re S
wed
en to
this
cou
ntry
, I h
ave
no d
esire
to r
etur
n.B
ut, o
n th
e ot
her
hand
, whe
n I t
hink
abo
ut S
wed
en's
heal
thfu
l clim
ate
and
how
ple
asan
t it w
ould
be
for
us to
be to
geth
er, I
con
fess
that
I am
a li
ttle
diss
atis
fied,
esp
e-ci
ally
sin
ce G
usta
f pas
sed
away
. It i
s a
joy
to s
ee m
ybr
othe
r-in
-law
and
sis
ter-
in-la
w, b
ut th
ey h
ave
sold
thei
rfa
rm, a
nd it
is h
ard
to s
ay w
here
they
will
mov
e.O
liver
's y
oung
er s
iste
r C
hris
tine
mar
ried
an A
mer
ican
last
fall,
and
they
mov
ed to
a to
wn
calle
d P
ella
.I w
ill w
rite
wha
t we
are
doin
g. O
liver
is p
low
ing
corn
, and
I am
bus
y se
win
g dr
esse
s. I
inte
nd to
spi
nso
on. W
e ha
ve a
bout
thirt
y po
unds
of w
ool,
half
ofw
hich
I am
goi
ng to
hav
e sp
un b
y m
achi
ne a
nd th
ere
mai
nder
I am
goi
ng to
spi
n by
han
d. I
am g
oing
tow
eave
clo
thes
for
Oliv
er, a
nd I
inte
nd to
sel
l som
e cl
oth.
Last
fall
I sol
d cl
oth
to m
y ne
ares
t nei
ghbo
r fo
r tw
o do
l-la
rs p
er y
ard.
She
exp
ecte
d he
r da
ught
er a
nd s
on-in
-la
w la
st s
umm
er, b
ut th
e da
ught
er a
nd h
er tw
o ch
ildre
ndi
ed o
n th
e jo
urne
y...
The
ear
ly p
art o
f the
win
ter
was
sev
ere,
but
afte
rC
hris
tmas
the
wea
ther
was
fine
. We
have
just
had
ago
od r
ain,
and
eve
ryth
ing
look
s fin
e.I w
ill c
lose
this
lette
r w
ith c
ordi
al g
reet
ings
to m
yfa
ther
and
mot
her,
bro
ther
s an
d si
ster
s, a
nd r
elat
ives
.
Mar
y S
teph
enso
n
BE
ST
CO
PY
AV
AII
AR
I r03
t a -e. 0 11
DO
Lette
r A
naly
sis
1. W
hat m
otiv
ated
thes
e co
rres
pond
ents
to w
rite
to e
ach
othe
r? (
Try
to a
nsw
er th
is q
uest
ion
in s
ever
al w
ays.
)0 a Z
2. D
oes
the
lette
r co
ntai
n a
ques
tion?
. c
3. D
oes
the
lette
r in
clud
e an
ane
cdot
e, (
a sh
ort d
escr
iptio
n of
an in
tere
stin
g ex
perie
nce)
?
0
4. D
oes
the
lette
r of
fer
a re
spon
se to
idea
s or
que
stio
ns in
the
othe
r pe
rson
's le
tter?
4
5. W
hat f
eelin
gs d
oes
the
lette
r co
nvey
?
6. W
hat m
ight
the
writ
er h
ave
felt
whi
le w
ritin
g th
is le
tter?
Wha
t mig
ht th
ere
ader
hav
e fe
lt w
hile
rea
ding
it?
0
7. W
hat a
ttitu
des
abou
t old
er o
r yo
unge
r pe
ople
are
impl
ied
(or
expl
icit)
in th
ese
lette
rs?
8. W
hat i
nfor
mat
ion
do y
ou g
athe
r w
hen
you
"rea
d be
twee
n th
e lin
es"?
12
0,5
Thi
s Le
tter
Ana
lysi
s ha
s se
vera
l
purp
oses
. It c
an b
e us
ed to
stud
y th
e hi
stor
ical
lette
rs a
sw
ell a
s ot
her
lette
rs, s
uch
as
the
ones
bro
ught
from
hom
ein
the
activ
ities
. Pen
-Frie
nds
may
als
o us
e th
is h
ando
ut to
inve
ntor
y th
eir
part
ner's
lette
rs
and
thei
r ow
n.
Step
5W
ritin
g a
lette
rof
intr
oduc
tion
Bef
ore
stud
ents
(or
old
er a
dults
)
begi
n w
ritin
g th
eir
lette
rs o
f
intr
oduc
tion,
ask
them
wha
t
kind
of i
nfor
mat
ion
they
wou
ldlik
e to
kno
w a
bout
thei
r w
ritin
gpa
rtne
r. B
rain
stor
m a
list
of a
ll
the
thin
gs th
ey m
ight
incl
ude
in
the
first
lette
r th
ey w
rite
to
som
eone
they
hav
e ne
ver
met
.
Enc
oura
ge th
em to
thin
k of
way
s to
mak
e th
e le
tter
inte
rest
ing
and
enga
ging
as
wel
l as
info
rmat
ive,
Dis
trib
ute
copi
es o
f the
cla
ss
list o
f firs
t-le
tter
idea
s to
stu
dent
s,
or d
istr
ibut
e co
pies
of t
he L
ette
r
Idea
She
et. R
emin
d st
uden
ts
that
they
nee
d no
t ans
wer
ever
y qu
estio
n on
the
list.
.
Her
e ar
e so
me
stat
emen
ts to
hel
p
you
begi
n yo
ur in
trod
ucto
ry le
tter
You
may
res
pond
on
this
she
et o
r
lust
use
them
to g
ive
you
som
e
idea
s fo
r th
e co
nten
t of y
our
first
lette
r to
you
r P
en-F
riend
Rem
embe
ryou
can
turn
any
of th
e st
atem
ents
into
a q
ues-
tion
to a
sk th
e ot
her
pers
on
.
DO
AN
I
0
.10 UI 0 V 4 w a. 0 a. 14
Step
s6&
7A
bas
ic a
ppro
ach
to p
lann
ing
Onc
e yo
u ha
ve c
hose
n a
cultu
ral i
nstit
utio
n to
vis
it,yo
u w
ill b
egin
pla
nnin
g pa
r-tic
ipan
ts' e
xper
ienc
es d
urin
gth
eir
visi
ts. O
ne o
f the
mos
tpo
wer
ful a
spec
ts o
f the
Pen
-F
riend
pro
ject
is th
at p
artic
i-pa
nts
writ
e an
d re
ceiv
e le
t-te
rs a
bout
a s
igni
fican
t exp
e-rie
nce
they
hav
e sh
ared
.
Whe
ther
you
pla
n to
vis
it th
e
sam
e lo
catio
n tw
ice
or v
isit
two
diffe
rent
site
s, fo
llow
this
basi
c ap
proa
ch to
pla
nnin
g
part
icip
ants
' exp
erie
nces
at
the
cultu
ral i
nstit
utio
n: g
ive
them
som
ethi
ng to
thin
k ab
out,
som
ethi
ng to
see
, som
ethi
ng
to d
o, a
nd a
way
of w
ritin
gab
out t
heir
expe
rienc
e.
DO
eA.A
pAL
,,Lyt
ua,v
teu
wh;
itt;A
.or
sVge
troo
--/
Four
ste
ps to
plan
ning
a v
isit
to a
cul
tura
lin
stitu
tion
The
se fo
ur s
teps
are
bro
aden
ough
to b
e us
eful
for
plan
ning
vis
its to
nea
rly a
nycu
ltura
l ins
titut
ion
in a
ny
com
mun
ity. A
fter
each
ste
p(in
ital
ics)
is a
n ex
ampl
e of
wha
t par
ticip
ants
in th
eN
atio
nal P
osta
l Mus
eum
'spi
lot p
roje
ct d
id d
urin
g th
eir
first
vis
it to
the
mus
eum
.
1.
Bef
ore
goin
g to
the
site
, ask
part
icip
ants
a th
ough
t-pr
ovok
-in
g qu
estio
n th
at th
eir
visi
tw
ill e
nabl
e th
em to
ans
wer
.P
artic
ipan
ts w
ere
aske
d:
Hav
e yo
u ev
er m
oved
from
apl
ace
you
knew
to o
ne y
oudi
dn't?
Sup
pose
som
eone
offe
red
you
the
oppo
rtun
ityto
go
to a
pla
ce w
here
life
mig
ht b
e m
uch
bette
r th
an it
curr
ently
is. W
ould
you
leav
eyo
ur h
ome
fore
ver
for
apl
ace
that
is s
uppo
sed
to b
em
uch
bette
r?
2. Sha
pe p
artic
ipan
ts' v
isit
toth
e si
te s
o w
hat t
hey
see
and
do d
urin
g th
eir
visi
t hel
psth
em a
nsw
er th
e qu
estio
n
they
wer
e as
ked
in S
tep
1.S
elec
t spe
cific
gal
lerie
s, d
is-
play
s or
pla
ces
to v
isit,
one
sth
at w
ill h
elp
part
icip
ants
focu
s on
the
ques
tion.
Dur
ing
thei
r vi
sit t
o th
eN
atio
nal P
osta
l Mus
eum
,pa
rtic
ipan
ts m
et fi
rst t
o di
s-cu
ss th
e qu
estio
n ab
out a
new
pla
ce. T
hey
wer
e gu
id-
ed to
thos
e pa
rts
of th
e m
use-
um w
hich
wou
ld h
elp
them
answ
er th
e qu
estio
n. T
hey
read
cop
ies
of h
isto
rical
lette
rs w
ritte
n by
imm
igra
nts
and
peop
le w
ho m
oved
from
the
east
coa
st to
the
wes
t.
3. Pro
vide
them
with
a w
ayto
rec
ord
thei
r ob
serv
atio
nsdu
ring
the
visi
t. G
ive
part
icip
ants
a c
opy
of th
eId
ea S
aver
han
dout
to ta
kew
ith th
em. T
he Id
ea S
aver
will
hel
p th
em s
tret
ch th
eir
imag
inat
ions
and
art
icul
ate
and
orga
nize
thei
r th
ough
ts.
(Als
o se
e th
e G
raph
icO
rgan
izer
han
dout
.)P
artic
ipan
ts u
sed
a gr
aphi
cor
gani
zer
to r
ecor
d th
eir
impr
essi
ons
and
answ
ers
toth
e qu
estio
n. T
hey
paus
edfr
eque
ntly
dur
ing
the
guid
edto
ur to
take
not
es.
4. Hel
p pa
rtic
ipan
ts c
onve
rtth
eir
note
s an
d re
actio
nsin
to a
lette
r. D
istr
ibut
e co
pies
of th
e Le
tter
Ana
lysi
s S
heet
to h
elp
the
Pen
-Frie
nds
com
pose
thei
r le
tters
.
Par
ticip
ants
con
side
red
the
follo
win
g qu
estio
ns b
efor
ew
ritin
g:
Whi
ch th
ough
ts a
nd fe
elin
gsw
ill y
ou s
hare
with
you
rP
en-F
riend
?
Wha
t mig
ht y
our
Pen
-Frie
ndw
ant t
o kn
ow a
bout
bef
ore
visi
ting
the
mus
eum
?
How
can
you
r le
tter
help
your
Pen
-Frie
nd g
et to
kno
wyo
u be
tter?
29
'""` -
-^
-""
10
0
"'*5
""-
"IV
'"'
"
"NO
g.'
-
""
""
--
- "0
'`'"
"-
"'-
The
Idea
Sav
er
Cul
tura
l Ins
titut
ion
DO
Des
crib
e th
e pl
ace.
Con
side
r ar
chite
ctur
e, li
ght,
spac
e, e
nviro
nmen
t. In
clud
e at
leas
t thr
ee d
etai
lsth
at y
ou n
otic
ed b
ut o
ther
s m
ight
hav
e m
isse
d.
Des
crib
e on
e ob
ject
or
artif
act y
ou s
aw w
hile
visi
ting
this
pla
ce. W
rite
why
you
cho
se to
des
crib
eth
is a
rtifa
ct.
Who
cre
ated
this
pla
ce?
Wha
t wer
e th
eir
goal
s in
crea
ting
it? (
If yo
u do
n't k
now
the
actu
al a
nsw
ers
toth
ese
ques
tions
, try
to c
oncl
ude
from
wha
t you
see
.)
Wha
t fee
ling
does
this
pla
ce g
ive
you?
Wha
t is
the
impo
rtan
ce o
f thi
s pl
ace
to it
sco
mm
unity
?
Wha
t sou
nds
or s
cent
s or
sm
ells
did
you
not
ice?
Wha
t is
one
hum
orou
s as
pect
of t
his
site
?
Wha
t sur
pris
ed y
ou m
ost a
bout
this
pla
ce o
r ab
out
one
obje
ct o
r ite
m y
ou e
ncou
nter
ed in
this
pla
ce?
Wha
t was
you
r m
ost m
emor
able
exp
erie
nce
atth
is s
ite?
3 0
BE
ST
CO
PY
AV
AIL
AB
LE3i
t 15
DO
.:-4
Use
this
han
dout
to h
elp
part
icip
ants
rec
ord
thei
rth
ough
ts d
urin
g th
eir
visi
t to
the
cultu
ral i
nstit
utio
n. In
the
cent
er c
ircle
, writ
e th
e th
eme
of th
e vi
sit,
the
mai
n ac
tivity
,or
the
nam
e of
the
cultu
ral
inst
itutio
n. In
the
oute
r ci
rcle
s,w
rite
wor
ds th
at w
ill p
rom
ptre
actio
ns a
nd n
ote-
taki
ng,
such
as:
thou
ghts
, fee
lings
,
pict
ures
, im
ages
, wor
ds.
You
mig
ht s
elec
t som
e of
the
ques
tions
in th
e id
ea s
aver
and
use
them
in th
is g
raph
ic
orga
nize
r.
Step
8In
trod
ucin
gw
ritin
g pa
rtne
rsfa
ce-io
-fac
e
If po
ssib
le, t
ry to
org
aniz
e a
mee
ting
in w
hich
the
writ
ing
part
ners
hav
e an
opp
ortu
nity
to m
eet e
ach
othe
r. T
his
mee
ting
will
be
very
exc
iting
and
pow
erfu
l for
the'
part
-ne
rs. I
t will
giv
e th
em a
chan
ce to
dis
cuss
wha
t the
irco
rres
pond
ence
has
mea
ntpe
rson
ally
and
as
a gr
oup.
If th
e pa
rtne
rs in
tend
to c
on-
tinue
writ
ing
to e
ach
othe
r,th
is fi
nal m
eetin
g w
ill g
ive
plan
ners
a c
hanc
e to
find
out h
ow th
ey c
an s
uppo
rt th
eon
goin
g co
rres
pond
ence
.
The
fina
l mee
ting
prov
ides
ach
ance
to ta
ke p
hoto
grap
hs,
or p
lan
an e
xhib
it of
lette
rs
34
or a
n an
thol
ogy.
Dur
ing
the
final
mee
ting,
par
tner
s sh
ould
be g
iven
tim
e to
wal
kar
ound
and
talk
indi
vidu
ally
.If
the
mee
ting
take
s pl
ace
atth
e cu
ltura
l ins
titut
ion
invo
lved
in th
e pr
ojec
t, w
ritin
g pa
rt-
ners
mig
ht w
ant t
o vi
sit
favo
rite
part
s to
geth
er. 9
Eva
luat
ing
the
prol
ect
Whi
le e
very
one
is g
athe
red,
invo
lve
them
in fi
lling
out
the
eval
uatio
n fo
rm (
on th
e ne
xt
page
.) E
xpla
in th
at th
e ev
alu-
atio
n w
ill h
elp
the
Nat
iona
lP
osta
l Mus
eum
doc
umen
t the
succ
ess
of th
e pr
ojec
t and
supp
ort o
ther
gro
ups
of w
rit-
ing
part
ners
in th
e fu
ture
. Mai
lth
e fo
rm b
ack
to: P
en-F
riend
s,
Edu
catio
n D
epar
tmen
t
Nat
iona
l Pos
tal M
useu
m
2 M
assa
chus
etts
Ave
nue,
NE
Was
hing
ton,
D.C
. 205
60
(})
con
Step
10
Sha
ring
the
proj
ect w
ithot
hers
Let o
ther
s kn
ow a
bout
you
rP
en-F
riend
pro
ject
. Som
e"g
ood
pres
s" m
ay h
elp
you
attr
act a
ttent
ion
and
reso
urce
s to
sus
tain
the
corr
e-
spon
denc
e or
to r
epea
t the
proj
ect i
n ye
ars
to c
ome.
Con
tact
you
r lo
cal n
ewsp
a-pe
r, r
adio
sta
tion,
or
publ
icac
cess
cab
le te
levi
sion
stat
ion
with
info
rmat
ion
abou
tth
e pr
ojec
t. In
vite
them
toat
tend
the
final
mee
ting.
Cre
ate
a bu
lletin
boa
rddi
spla
ying
exc
erpt
s of
par
tici-
pant
s' le
tters
and
pho
togr
aphs
take
n du
ring
the
proj
ect.
(You
will
nee
d to
get
par
ticip
ants
'w
ritte
n pe
rmis
sion
bef
ore
you
use
thei
r le
tters
.)
Cre
ate
an a
ntho
logy
of
exce
rpts
from
par
ticip
ants
'
lette
rs. D
ispl
ay a
lette
r an
d
the
answ
er it
rec
eive
d on
fac-
ing
page
s. C
onsi
der
incl
ud-
ing
part
icip
ants
' com
men
ts
abou
t wha
t the
pro
ject
mea
ntto
them
in th
e an
thol
ogy.
5
0 0 17
con
c1.
Wha
t did
you
enj
oy a
bout
writ
ing
to a
nd r
ecei
ving
lette
rs fr
om y
our
Pen
Frie
nd?
0 °2.
Wha
t did
you
enj
oy a
bout
you
r vi
sits
to th
e cu
ltura
l ins
titut
ion?
Pro
ject
Eva
luat
ion
3. D
id y
our
writ
ing
part
ner's
lette
rs a
ffect
how
you
saw
the
cultu
ral i
nstit
utio
n? H
ow d
id th
e le
tters
broa
den
or c
hang
e yo
ur p
oint
of v
iew
?
04.
Did
the
lette
rs h
elp
you
"mee
t" y
our
writ
ing
part
ner
in a
way
that
con
vers
atio
n w
ould
not
hav
ea. $.
1ac
com
plis
hed?
4 "o5.
Will
you
con
tinue
to w
rite
to y
our
pen
frie
nd?
yes
no
6. W
hat s
ugge
stio
ns c
an y
ou m
ake
to im
prov
e th
e pr
ogra
m?
W=
1
Ili7.
Are
you
mot
ivat
ed to
writ
e m
ore
lette
rs to
frie
nds,
fam
ily, o
r ot
her
peop
le a
s a
resu
lt of
this
pro
gram
?
yes
8. C
heck
one
:
noP
leas
e ex
plai
n yo
ur a
nsw
er.
I am
a s
tude
nt fr
om
I am
a s
enio
r fr
om
618
(SC
HO
OL,
CO
MM
UN
ITY
, CLU
B)
(CO
MM
UN
ITY
, CLU
B)
BE
ST
CO
PY
AV
AIL
AB
LE
--
---
--
--
-
-II-
App
endi
x A
List
ed b
elow
are
addi
tiona
l cre
ativ
ele
tter
writ
ing
activ
ities
The
se le
tter
writ
ing
activ
ities
can
be
used
befo
re o
r du
ring
the
Pen
-Frie
nds
proj
ect:
Cre
ate
You
r O
wn
Sta
tione
ryIn
vite
stu
dent
s to
des
ign
thei
r ow
n st
atio
nery
and
use
it in
thei
r P
en-F
riend
s
corr
espo
nden
ce.
Sim
iles
and
Met
apho
rsA
fter
disc
ussi
ng le
tter
writ
ing
and
lette
r-re
ceiv
ing,
the
grou
pge
nera
tes
met
apho
rs a
nd
sim
iles
for
a le
tter:
"A
lette
r is
a ...
" or
"A
lette
r is
like
a ..
."T
hese
cou
ld b
e po
sted
on
abu
lletin
boa
rd d
urin
g th
e P
enF
riend
s pr
ojec
t.
Lette
r M
enu
The
cla
ss c
reat
es a
"Le
tter
Men
u" w
ith s
ever
al c
hoic
es
38
in th
e fo
llow
ing
cate
gorie
s:
salu
tatio
n, c
losi
ng, n
ewsy
stat
emen
ts, a
nd q
uest
ions
.
Stu
dent
s w
rite
imag
inar
y le
tters
by c
hoos
ing
item
s fr
om e
ach
cate
gory
in th
e Le
tter
Men
u.
Pie
ces
of th
e W
hole
Giv
e st
uden
ts s
ome
piec
esof
a le
ttera
few
sen
tenc
es,
a gr
eetin
g an
d cl
osin
gan
d as
k th
em to
writ
e th
ew
hole
lette
r.
Wor
king
Let
ters
Cre
ate
a ha
ndou
t con
tain
ing
lette
r w
ritin
g ad
vice
from
busi
ness
and
tech
nica
l writ
ing
hand
book
s. D
iscu
ss w
hat s
tu-
dent
s ca
n le
arn
abou
t per
sona
l
lette
r w
ritin
g fr
om th
ese
book
s.
Bib
liogr
aphy
Levi
ne, M
icha
el. T
he K
id's
Add
ress
Boo
k. N
ew Y
ork:
Per
igee
Boo
ks, 1
992.
Add
ress
es fo
r ki
ds to
writ
eto
thei
r fa
vorit
e pe
ople
and
plac
es.
Mis
chel
, Flo
renc
e D
. How
toW
rite
a Le
tter.
New
Yor
k:F
rank
lin W
atts
, 198
8.A
det
aile
d gu
ide
to le
tter
writ
ing
and
its im
port
ance
.
Rile
y, J
ulia
Ann
e. M
akin
gM
ailb
ox M
emor
ies:
Glo
bal
Pen
Frie
nds
for
Gro
wnu
psan
d K
ids.
Uta
h: K
indr
edS
pirit
Pre
ss, 1
994.
A c
ompr
ehen
sive
res
ourc
e
guid
e to
ove
r 10
0 w
orld
wid
epe
n pa
l clu
bs a
nd r
elat
edac
tiviti
es. S
peci
al te
ache
r of
fer
of $
15: K
indr
ed S
pirit
Pre
ss,
P.O
. Box
682
560,
Par
k C
ity,
Uta
h 84
068-
2560
.
Rub
in, R
.J. O
lder
Adu
lts a
ndS
choo
l Age
Chi
ldre
n T
oget
her
in th
e Li
brar
y: A
Tex
as
Inte
rgen
erat
iona
l Lib
rary
Pro
gram
s M
anua
l. 19
92.
ER
IC n
umbe
r E
D35
7745
.A
use
ful g
uide
to in
terg
ener
a-tio
nal p
rogr
amm
ing.
Cre
dits
Pen
-Frie
nds
Acr
oss
the
Nat
ion
was
cre
ated
by
the
Edu
catio
n D
epar
tmen
t of t
he N
atio
nal P
osta
lM
useu
m, S
mith
soni
an In
stitu
tion
Wen
dy A
ibel
-wei
ss H
ead
of E
duca
tion
Est
her
Was
hing
ton
Pro
gram
Man
ager
Lesl
ie O
'Fla
hava
n C
urric
ulum
Dev
elop
er
Kar
lic D
esig
n A
ssoc
iate
s D
esig
n
Spe
cial
Tha
nks
to: S
andr
a M
itche
ll, C
reat
ive
Writ
ing
Inst
ruct
or, W
ashi
ngto
n S
enio
rs W
elln
ess
Cen
ter,
and
Stu
art
Hob
son
Mid
dle
Sch
ool f
or p
ilotin
g th
is p
roje
ct.
Thi
s pr
ojec
t was
fund
ed b
y th
e S
mith
soni
anIn
stitu
tion
Edu
catio
nal O
utre
ach
Fun
d an
dT
he U
nite
d S
tate
s P
osta
l Ser
vice
, Mar
ketin
gC
omm
unic
atio
ns a
nd S
peci
al E
vent
s
-PO
STA
L
39
(1) 3 9-n =II
(1:0 a. 9 0 N CD 0 -6. 0 3 19
(9/92)
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