|Lesson Plan ID:
Writing Friendly Letters
This lesson teaches students the five parts of a friendly letter. Students will be able to write friendly letters utilizing the writing process. Students will visit various websites to learn more about writing friendly letters. Students will also create a letter by navigating a website on the Internet. The students will use a word processing program to develop their finished products.
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||7. Explain the influence of technology on society. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|ELA2015(3) ||24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3] |
|ELA2015(3) ||38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2] |
|Primary Learning Objective(s):
Students will use the writing process to develop friendly letters. Students will use computers to insert graphics and/or word art into their friendly letters. Students will use the Internet to learn more about writing friendly letters. Students will use word processing software to type friendly letters.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Dry erase board, dry erase markers, examples of friendly letters
|Technology Resources Needed:
Computer(s) with Internet access, printer, LCD projector or other means of computer projection
Students should be familiar with the writing process. Students should have experience with computers, word processing software, and working with graphics.
1.)Show students the slideshow from the website. Take time to discuss each part of the letter. Allow students to ask questions as the slideshow is presented.
(Writing Friendly Letters
)This website has a slideshow teaching the different parts of a friendly letter.
2.)Demonstrate how to write a friendly letter on the board. List the five parts of a friendly letter on the board. Have students identify and label each part of the letter on the board.
3.)Show examples of other friendly letters from the website. Have students assist in editing the letters.
)This website has many letter writing resources and ideas.
4.)Allow students time to create a letter to Arthur on the Internet in order to reinforce what has be taught in the lesson so far.
(Letters to Arthur
)This site gives students the opportunity to write the book character, Arthur, a friendly letter.
5.) Have students write drafts of their own friendly letters.
6.)Have students make revisions of their letters.
7.)Have students edit their letters for mistakes.
8.)Have students use a word processing program to type their letters.
9.)Demonstrate to students how to check their spelling using the spell check button. Have students check their spelling.
10.)Show students how to insert clip art, word art, and/or graphics by clicking on the insert button. After the demonstration allow students time to search for clip art, word art and/or graphics and insert into their letters.
(Adding Clip Art
)Step by step directions for adding clip art to a document.
11.)If necessary, have students make final revisions to their friendly letters.
12.)Have students print their finished letters. After all students have completed the assignment, let students share their letters with the class.
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The letters will be checked for the heading, greeting, body, closing and signature. The letters will be assessed for correct capitalization, punctuation, spelling and grammar. The students will also be assessed on their usage of clip art, graphics and/or word art.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: