Writing a Letter to a Friend

 Designed by: Nancy Boggs-Walker    School: A.C. Moore Elementary

Grade Level: 1   Subject: Reading

Core Curriculum Objective(s):  Write compositions for different purposes and write various types of compositions (1WA3), (1WA4)

Observe the author's purpose and style of writing (1WS4).

Overview: Students and teacher will discuss different parts of a letter after teacher reads The Jolly Postman. Then they will listen to the story "The Letter" from Frog and Toad are Friends by Arnold Lobel. When finished the students will write a letter to Toad. The students will observe how the authors wrote these books (incorporating a letter) and examine the purpose of writing the books this way. The students' letters should include the 3 elements of a letter that were introduced - greeting, body, and closing/signature. Teacher and students will also participate in an e-mail classroom exchange.

Focus/Essential Question(s): What types of compositions can we write for different purposes? What is the author's purpose and style of writing?

Time Frame: 2 - 45 minute class periods

Resources/Materials: 

The Jolly Postman by Janet and Allen Ahlberg 

Frog and Toad are Friends by Arnold Lobel 

Paper for letter writing 

Pencil

At least one computer with Internet connections and a printer and an e-mail account routed through the teacher. 

Web Sites: 

Frog and Toad/SCORE 

Cyberguide by Linda Scott 

http://www.cdcoe.k12.ca.us/score/frog/frogtg.html 

e-mail Classroom Exchange - http://www.iglou.com/xchange/ece/index.html 

Additional resources used: The New York City School. Multiple Intelligences. New York City School, 1994.

Culminating Assessment: The following rubric will be used for grading the handwritten letter. If the teacher elects for students to write an e-mail letter also, please use the same rubric unless one wants to add computer technology basics as part of the scoring. 

       = 10 possible points 9/10 to 10/10 = (+ 7/10 to 8/10 = + 6/10/below = -

Instructional Activities:

Activity One (1 - 45 min. class period): 

1. The teacher will introduce the lesson by asking students what a postman does. 

2. The teacher will read The Jolly Postman by Janet and Allen Alhberg. 

3. The teacher and students will discuss the different types of letters in the story. 

4. The teacher will then tell students that there are 3 main parts to a letter - greeting, body, closing/signature. The teacher will explain how they must go in a sequence (correct order should be greeting, body, closing with signature.) 

5. The teacher will tell students to listen to a story about Frog and Toad, called "The Letter" (from Frog and Toad are Friends by Arnold Lobel). 

6. After listening to the story, the students will be asked to identify and name the parts of Frog's letter to Toad. 

7. The students will each write their own letter to Toad making sure to include the 3 main parts. 

8. Students may choose what they want to write about. Teacher and students can brainstorm a list of possible topics (invitation to a party, hope you're feeling better, come over and see me, etc...). After brainstorming and making a list, have students choose what they will write. 

9. While students are writing, the teacher will go around and monitor student's work. Students who are unable to write on their own can work with a buddy to get help and still feel successful at writing a letter. 

10. If not finished today, students can finish the next day. Students can share their letters with the class after they are through. A class book can be made of all of the letters also and displayed in the class library.

Activity Two (1 45-minute class period) 

1. Students can e-mail a letter through the classroom exchange web site, but first the teacher has to submit a classroom profile and select a classroom to correspond with (needs to be done ahead of time). Then the students can e-mail a letter to another class, including the 3 main parts of a letter. 

2. The teacher will follow the same outline as in Activity One. The teacher will have to have different groups or pairs of groups working on different types of compositions while she is working with the "e-mail" group. One group or pair of students will be using e-mail while the rest of the class will compose letters to students in other classes, or they may choose to write to someone else (movie star or singer, family member, the President, etc.). 

3. Teacher and students will brainstorm a list of possible topics. Explain to the students that when they e-mail a letter to another classroom in another state that they do not know, the topics might change. Their letters will include information about the students and their school (such as, "Hi, my name is...). They may also want to write about their state, or their favorite hobby, etc. 

4. Explain to students that the same guidelines for letter writing need to be followed even for e-mail. 

5. Teacher can pair students up or they may work in groups to compose their letters. Tell students that they need to wait before they press "Send" because the teacher will have to check their letters. 

6. Once the letters have been checked for correct organization (sequencing), grammar, and content they may be printed. Then they can be electronically sent. 

7. Tell students that they will periodically check their class e-mail for a reply to their letters. All students should feel successful because they will be working together with others and their letters will be corrected before being sent. 

8. The class can have an e-mail file to keep their correspondence in and they may also have a "snail mail" file (explain to kids that this term means regular mail). 

9. Ask students what they have learned over the last two days. Talk about when an author writes he has a purpose such as writing a letter to find out information. Discuss the order in which the letter writing and sequencing was done. Discuss how grammar was used and what types of words are used (which includes using only polite words). Teacher may complete a KWL chart, display letters sent back to them and publish correspondence in a book.`