ALEX Lesson Plan

     

Writing Thank-You Notes

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  This lesson provided by:  
Author:Kelly Stanton
System: Auburn City
School: Auburn City Board Of Education
  General Lesson Information  
Lesson Plan ID: 2107

Title:

Writing Thank-You Notes

Overview/Annotation:

This lesson teaches students to write thank-you note using the writing process. Students will draft, revise, edit, and publish their thank-you notes. They will use a computer to view examples of thank-you notes and insert graphics into their own published thank-you notes.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 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]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 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]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.38- Use a capital letter at the beginning of a first name.
ELA.AAS.3.38a- Use a capital letter at the beginning of a sentence.
ELA.AAS.3.38b- Use punctuation at the end of a sentence.
ELA.AAS.3.38e- Correctly spell high frequency words.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify ways to be safe using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
  • demonstate how to be safe when using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
  • apply strategies to be safe when using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
Teacher Vocabulary:
  • personal safety
  • digital device
  • digital citizenship
  • personal information
Knowledge:
Students know:
  • strategies to be safe while using digital devices which include protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
Skills:
Students are able to:
  • create and use passwords which are only shared with their parents.
  • log off of digital device when no longer using it.
  • explain why you should not share personal information with others online.
Understanding:
Students understand that:
  • passwords are important to have and not share.
  • logging out of resources and devices protect your accounts and information.
  • you should never share personal information with others online.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • , using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.

Local/National Standards:

 

Primary Learning Objective(s):

Students will use the writing process to draft, revise, edit, and publish thank you notes. Students will use computers to insert graphic images into their thank-you notes and publish their thank-you notes.

Additional Learning Objective(s):

Students will locate graphics in various places on the computer (software such as Publisher, Print Shop, etc., the Internet, etc.)

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

paper, pencils, examples of thank-you notes

Technology Resources Needed:

computers with Internet access (preferably one for every 2 students), printer, Microsoft Publisher or other word processing software with clip art

Background/Preparation:

Students should already be familiar with the writing process and basic computer functions.

  Procedures/Activities: 
1.)Ask students to think of a time in which they were thankful to someone for something.

2.)Show students examples of thank-you notes and discuss the importance of showing our appreciation to people who do nice things for us.

3.)Students then write a draft of a thank-you note to a person to whom they are thankful.

4.)Students make any needed revisions to their thank-you notes.

5.)Students edit their thank-you notes for spelling, punctuation, capitalization, and grammar.

6.)Students type their thank-you notes on the computer in Microsoft Publisher or other word processing software.

7.)Students find graphics appropriate for their thank-you notes in Microsoft Publisher, clip art, and the Internet. Students copy and paste the graphics into their thank-you notes.

8.)Students make final revisions to their thank-you notes and print.

  Assessment  

Assessment Strategies

Students will share their thank-you notes with the rest of the class. Their thank-you notes will be evaluated for correct capitalization, punctuation, spelling, and grammar. The students will also be evaluated on their use of graphics from Publisher, clip art or the Internet.

Acceleration:

 

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.