Rudy Ayala
Mt. Pleasant School,
Mount Pleasant School District
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CALIFORNIA STATE STANDARDS ADDRESSED
English Language Arts/3/Writing 2.3 Write personal and formal letters, thank-you notes, and invitations: 2.3 Write personal and formal letters, thank-you notes, and invitations: 2.3 Write personal and formal letters, thank-you notes, and invitations:
English Language Arts/3/Written and Oral English Language Conventions
BRIEF DESCRIPTION
Friendly letter:
Why do we write friendly letters?
To communicate with someone; to explain something; to let someone know how you've been.
To whom do we write friendly letters? Friends, family members, teachers, pen pals, and classmates.
What are the parts of a friendly letter: heading, greeting, body, closing, and signature.
Main Objective: Before beginning to write a letter, think about your audience and what you
want to say.
PROCEDURES
Goal(s):
Goal to further communication between young people from all around the country to learn more about the cultures from students from around the country or even the world.
Specific Objectives:
The different parts of the friendly letter in respect to writing to a pen pal.
Heading: The letter writers complete address and the date.
Greeting: usually begins with the word "Dear" followed by the name of the person to whom the letter is written and
and a comma.
Body: If you are writing to a pen pal, talk about yourself, how old you are, the interests and hobbies you have,
what is your school like. How big is your family, what does your neighborhood look like, and what is life like
for you. Hopefully, the pen pal will eventually share with you thier information too.
Closing, your name signed, and is lined up with the heading.
Main Objective: Students will learn to articulate themselves in a manner that will enable them to generate interest in their
lives, hopefully spark an interst in the reader, and hopefully result in a fascinating and engaging responses.
Required Materials:
The students will need to use a sheet of binder paper, some creativity, and a sense of risk in writing to someone
they don'r know.
Lesson Plan Procedure:
The lesson consist of three parts, the initial formation of the structure of a friendly letter, the pen pal connection,
and the follow-up letter.
1. We need to use a two hour introduction to the friendly letter and explaining the parts of the letter,
example: Link: http://wiki.answers.com/Q?Can_you_give_an_an_example_of_a_pen_pal_letter
2. Find a pen pal, use the links to find a pen pal connection.
3. Hopefully get a response from the pen pal and send a student responses to the pen pal.
4. Assess the learning and insight devired from this experience. Helping students gain more confidence
in their writing while learning about others.
Closure (Reflect Anticipatory Set):
State to the students that communication has been streamed lined with e-mail. And in the past
people communicated through snail mail and that writing a letter can be a really nice thing to recieve.
Students can share thier personal freedom through the selection of the stamp.
Assessments & notes
Plan for Independent Practice:
Independent practice can be done at home, with students writing letters to family friends, relatives, or classmates on their own.
Assessment Based on Objectives:
5 My letter uses the poper voice for my intended audience, excellent word choice that helps get my point across.
Letter contains information that would be meaningful to my intended audience. The letter has the right amount of
detail to support the points in the letter, and contains all the parts of a friendly letter.
3. My letter attempts to use the proper voice for my intended audience. My letter uses excellent word choice, but there
might be some parts that I could to revise for word choice. I need to either add more details or take out important details.
Possible Connections to Other Subjects:
The pen pal experience can be used to making connections to social students dependent on the other pen pals location in
the state or country communicated with. Students can get a deeper understanding of other communities of the person they
are communicating with.
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