Friendly Letter Writing

1A. Sunshine State Standards:

FL.LA.B.2.2 The student writes to communicate
ideas and information effectively.
FL.LA.B.2.2.3 ...writes for a variety of occasions,
audiences, and purposes.

1B. Goal 3 Standards

Information Managers- Florida

students locate, comprehend,
interpret, evaluate, maintain, and
apply information, concepts, and
ideas found in literature, the arts,
symbols, recordings, video and other
graphic displays, and computer files
in order to perform tasks and/or for
enjoyment.

2. Objectives
Students will learn that a friendly letter has 5 parts: heading, salutation, body, closing, and
signature.(Knowledge)
Students will write a friendly letter with all five parts: heading, salutation, body, closing,
and signature.(Application)
3. Assessment & Evaluation
Initial:
KWL (Know, Want to Know, Learn): Assess what the students already know about letter
writing.
Informal:
The student will be able to orally display the understanding of the concept during the
lesson.
Formal:
The student will create a letter containing the 5 parts
4. Introduction to Lesson:
KWL (Know, Want to Know, Learn): Assess what
the students already know about letter writing.

6. Technology Integration
None will be used with this lesson

of a friendly letter.
5. Materials
Grease Pen
White Board
Paper
Pencil
Graphic Organizer(s)
Example(s)

7. Teacher Presentation or Facilitation: (includes reviews, practice, and questions)

1. Ask students why they might want to write a letter to another person. Write the
2.

ideas on chart paper or a white board. Tell students that letters have some parts
that are different from other types of writing.
The teacher will introduce the components of a letter. ( use attached graphics to
show arrangement ) The teacher will demonstrate an example of each component
during this level of instruction. At this point the teacher will hand out to each
student the graphic of the gingerbread man. The teacher will label the gingerbread
man during discussion of each part of the letter and show children how they can
remember the parts.
Head = Heading
Hand = Greeting (shaking someone's hand to greet them)
Belt = Body
Foot = Closing (like you're going out the door)
Toe = Signature ( toe print)

a. Heading - The heading can include your address and the date. In casual, friendly
b.
c.
d.
e.

letters your address is not necessary.

Greeting - This usually begins with Dear_________. The blank is for the name
of the person you are writing. After you write the person's name you put a
comma ( , ) .
Body - The body of the letter is the information you are writing in your letter.
Closing - In the closing the first word is capitalized and you put a comma after
the last word.
Signature - This is your name. It goes under the closing

3. The teacher will draw a graphic organizer on the board and brainstorm some ideas
4.
5.
6.
7.

about who the class should write to and some ideas of what the body should contain.
The teacher will draw an outline on the board and walk the class through a friendly
letter with all of the components. ( see attachment)
Explain that it is essential to proofread before sending a letter, and go through a
checklist of what should be checked.( attached)
Assign students to write a letter to anyone (family, friend, character) using the 5
components of a friendly letter. Give students a graphic organizer so they can
decide what they would like to talk about in the letter.
Provide proofreading checklist.

8. Differentiated Instruction
The classroom setting is always structured in a manner that enables students to have
equal access to materials.

The teacher will use charts, graphic organizers and other ESOL appropriate
materials during instructions.
Dictionaries in different languages may be used.
If warranted, a buddy system may be used pairing students with others of their
native language to translate.
Teacher will speak clearly and slowly for all ESOL students based on their level of
English.
Teacher will use Spanish-speaking paraprofessional for translation as a last resort
when students are unable to understand vocabulary or directions.
More time on vocabulary will be spent if needed.
The teacher will take students IEPs into consideration for special modifications and
or time limitations that may be imposed.

8. Follow-up Reflection
The lesson went very well and the students seemed to stay focused throughout the
activity I felt that because I used a great deal of expression and analogies through the
lesson I was able to captivate some of the students. I also managed to bring real life
experiences from myself which made children access their own prior knowledge and
contribute it when appropriate.
The highlight of the lesson for me was how the children LOVED the gingerbread man
and said how it helped them think of all parts of a letter when they were writing it. In
addition to the Gingerbread man, some liked the checklist as well as it was there for
them to double check, however some were proud to say they really did not need it.
My cooperating teacher was thrilled with the result of this lesson, as was I!

a. Content: What should I teach next or

reteach?

b. Students: Who still needs support with

this content?

At this time I do not see a need to reteach

this lesson; however, as always I plan on
scaffolding the childrens learning by including
the usage of friendly letters in later writing
projects.

The class did very well on their letter

writings; I have permission from a few to
use them in my portfolio.

d = Heading
Hand = Greeting (shaking someone's hand to greet them)
Belt = Body
Foot = Closing (like you're going out the door)
Toe = Signature ( toe print)

Hea

Heading

Salutation (greeting),
Body_____________________________________________________________

Closing,
Signature

Letter Editing Checklist

Name____________________________

YES

NO

I used capital letters & punctuation correctly.

My letter has a heading
My letter has a greeting
My letter has a body
My letter has a closing
My letter has a signature
10. My letter is ready to be checked by the teacher.
If you answered no to any question above, please correct the problem in your letter.