Lesson Title: Letter Writing Day 2

Grade/Subject:3

Lesson number:2

Common Core Learning Standard(s):

CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers
Learning Objectives associated with the content standards:
Students will be able to compose a friendly letter with proper formatting and grammar standards.
Student Friendly Daily Learning Target ( I can statements or pose as question)
Academic Language Demands
Academic Language Supports
Vocabulary: greeting, postage, pen pal, delivery
Vocabulary: Words will be written in the front of
Language function: Vocabulary used in context
the class to remind students of significance.
of forming letter to send.
Language function: Students will be repeatedly
Syntax or Discourse (circle one): Teacher will use using these words as they are supplementary
these words in context throughout lesson and
and connecting to words from lesson 1.
expect students to apply them in their work.
Syntax or Discourse (circle one): The students
will hear the teacher use these words in context
throughout the lesson and be able to
comprehend meaning. If not, they can ask what
they are not sure about and the teacher will
provide additional clarification.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning
segment
Description of formal/ informal assessments: Informal Assessment will involve the students
discussing who they had mentioned they would write the letter to from the previous lesson
including what parts of the letter they would need to include in order to do so. Formal assessment
will be the students completion of writing the letter to the person of their choice successfully.
What is being assessed: The organizational skills required to write the letter according to format are
being assessed as well as the writing skills of the student to carry out what they will have verbally
expressed they are able to do.

Instructional Resources and Materials:

1 worksheet including lines specific to locations of parts of the letter
Video of Boy reading letter he wrote to Barack Obama to the president.
Motivation/Hook/Anticipatory Set: Ask the students to recall what the parts of the letter mentioned
in the previous lesson are. These questions will be asked in a game like manner where the more
students that know the parts, the more points the class will receive.
Instructional strategies and learning tasks that
support diverse learners :
Teacher Action
Ask the students to recall what was taught about

Student Action /Engagement

As a class, students will come up with each of

the parts of the letter in the previous lesson.

the answers striving for 100% participation.

Students will be asked to reflect on the person

they chose to write a letter to as they watch a
video of a student reading their personal letter
to Barack Obama

Students will watch the video listening for the

different parts in the letter while also
comprehending the types of questions and
information the boy wanted to include to the
President.

Instruct students to write a letter to whomever

they choose including all of the parts we have
learned.

Students will write a personal letter to whoever

they chose
measuring the skills they have learned so far in
the unit.

Closure: Students will be asked what they found the most difficult about their letter writing. This will
act as a pre assessment for the final day of the unit.
Accommodations/Modifications to requirements in IEPs and 504 plans:
*none known
Differentiation (non IEP students: e.g., English Language learner , gifted, struggling readers,
underperforming students , those with gaps in knowledge, etc):
Gifted students in the class can engage in an anchoring activity where they work on a second letter
trading letters with a classmate responding as if they were the person that received their letter.
ELL students could have the definitions of the parts of the letter as supplementary if they needed as
guidance for where to place the correlating terms in their personal letter.
Technology Integration to Support Learning: video showing student reading letter to President
Obama