Instructional Planning Grid

Hewitt

Cheree

1. TEKS

All students will write formal and informal letters that convey ideas, include important
information, demonstrate a sense of closure, and use appropriate conventions (e.g.,
date, salutation, closing)
Subject: Language Arts Grade: 5 Standard 5.18 (B)

Objective- the students will discuss the purposes and conventions of letter writing,
learn the names and uses of the parts of a friendly/informal letter, and write to a
specific audience for a specific purpose.

2. Big Understandings

Informal letter-writing format

Conveying a message
Promote authentic letter writing

3. Assessment Evidence
Gather everyone together for a read-aloud of a letter that a fellow teacher wrote me.
We will discuss what the letter is about. I will ask the students to pay attention to the
different parts the fellow teacher included in the letter I received. As they mention
the different parts, I will let them know the correct name/label of the components:
date, salutation/greeting, body, closing, postscript (PS), and signature. Then I will
help the students discuss the different purposes of using a letter. I would then ask the
students to help me write a letter in response to my fellow teacher. As a class, we
would make sure all of the components of the letter are present. The finished letter
would be labeled and displayed for reference. I would also write the parts of a letter
on the dry erase board, each in a d
Next, I would inform the students that they would write their own letter in response
to their buddy. I would tell the students that their letter should have a pleasant
tone, and the message in their letter needs to respond back to what their buddy
asked or said in the letter they sent them.
I will share with the class the Letter Writing Checklist, to also serve as reference as
they are writing.
Once the letters are written/typed, I would have them work in small groups to help
each other revise and /or broaden their thoughts where needed. And then give them
time to make the necessary revisions. Once the students are finished, I would show
them how to insert their letter into an envelope and have them address their letters.
Then we would deliver our letters to our buddies within the school.

4. Opening Hook

I would have a mailbox and ask the class what type of items are put in the mailbox.
Once we get to letters, I would open the mailbox and reveal that their peer buddies
(from a general education class) have written letters to them. I would pass out the
letters and have them read the letters, and have some read aloud. I would also show
them the letter I received from the teacher of the class.
5. Instructional Strategies/Activities
The students need to know the components of a letter. This will be reinforced and
learned by the students looking at their own letters, and then together as a class by
reading my own letter and discussing the parts of the letter, labeling the letter, and
posting the letter as a reference. I will also write each part of the letter in a different

color on the dry erase board as a visual reminder; leaving it on the board for the
duration of the lesson, but erasing it before the assessment. As well as having the
students be apart of me writing my response letter. They will also be given a
checklist to reference, to ensure they include all components of the letter when
writing.
As the students are working on their letters, I will walk around the room looking at
their work to ensure they understand all concepts and if not, making sure they use
their resources and references and helping them along the way.

6. Materials/Resources

Writing materials, stationery, envelopes

ELMO Projector
Chart paper
Markers
Mailbox
Letter Writing Checklist
Labeled letter from fellow teacher
Dry Erase Board and markers
Computers and Internet access

7. Grouping Patterns
We will first come together as a whole group, and then work individually as I walk
around. And then I will group the students together by having them say A, B, C, or D.
All students with the same letter would work together during the revision process.

8. Ending, Summary/Reflection
I will give the students a card with an A on one side, and a B on the other. I will ask
them questions about the lesson and give them two answers to choose from, A or B.
As the students answer the questions, I will look around to see their answers and see
whether or not the lesson was understood.

Accommodation
If needed, students can use a computer to access the website
www.readwritethink.org/files/resources/interactives/letter_generator/. They can use
the Letter Generator to help compose their letter. The Letter Generator will reinforce
the learning of the parts of a letter, as well as serve as another method of expression.

Modification
Depending on the students level, I will reduce the complexity and/or number of
sentences that need to be written in the letter they write to their buddy.

LetterWritingChecklist
Ihaveincludedallthepartsoftheletter:
Heading(ifrequired)
Date
Salutationorgreeting
Bodyofletter
Closing
Postscript(P.S.)
Signature
Ihaverereadmylettercarefullytocheckfor
Correctspelling
Correctcapitalization
Correctpunctuation