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  This lesson provided by:  
Author:T. Myles
System: Mobile County
School: William Henry Brazier Elementary School

  General Lesson Information  
Lesson Plan ID: 7315

Title:

Writing Friendly Letters

Overview/Annotation:

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.


 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  •  
    TC2 (3-5)
    5. Practice safe use of technology systems and applications.
    Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
     
    TC2 (3-5)
    7. Explain the influence of technology on society.
    Examples: multiple digital communities, medical and agricultural advancements
     
    TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  •  
    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]
    a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]
    b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]
    c. Use temporal words and phrases to signal event order. [W.3.3c]
    d. Provide a sense of closure. [W.3.3d]
     
    ELA2015 (3)
    38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]
    a. Capitalize appropriate words in titles. [L.3.2a]
    b. Use commas in addresses. [L.3.2b]
    c. Use commas and quotation marks in dialogue. [L.3.2c]
    d. Form and use possessives. [L.3.2d]
    e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]
    f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]
    g. Write legibily in cursive. (Alabama)
    h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.3.2g]
     

    Local/National Standards:

     

    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):

     

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    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

    Background/Preparation:

    Students should be familiar with the writing process. Students should have experience with computers, word processing software, and working with graphics.


      Procedures/Activities: 
     
    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.
    (Writing 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.


      Assessment  

    Assessment Strategies

    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.


    Acceleration:

     

    Intervention:

     
    Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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