In December, many families send out a family Christmas letter to family and friends, each tucked into a holiday card. Instead of a parent writing the letter, turn the activity into a writing project for the homeschooled student. Before starting on the project, you can sit down with the child and review Christmas letters you've received over the year, noting which letters were truly enjoyable to read, and which were dull and difficult to complete. Challenge the student to pen an informative letter that is also a joy to read. Break away from tradition and consider other options for the family Christmas letter, such as one written in rhyme.
Letter writing has become a lost art. Many young people communicate by texting and sending informal email messages, yet have never written an old-fashioned letter. The student can write several Christmas letters to specific individuals, such as a grandparent, aunt or friend who has moved across country. While both the family Christmas letter and the personalized letter are "letters," each is distinctly different, which is worthy of discussion when assigning either writing activity. The personal letter should be directed specifically to one individual. The tone of a personalize letter is often more intimate than that of a family Christmas letter.
Christmas stories have long been a favorite with youngsters. As a writing activity, the homeschooled youngster can write his own fictional Christmas short story. Christmas stories can be realistic or fanciful, with elves and magic. They can be uplifting or thought-provoking.
A Christmas essay is not a work of fiction, but thoughts or memories expressed by the author. Assigning a specific title for the essay makes it easier for the student to jump in and proceed. Title suggestions include "My Christmas Memories," "My Favorite Christmas," "The Meaning of Christmas," "A Meaningful Christmas," "Christmas Wishes" or "Christmas Traditions." Instead of an essay, consider assigning a nonfiction writing assignment, such as "The History of Christmas," where the student does not write in first person, yet pens a feature article in third person, as if writing for a newspaper or magazine.