Recent Changes

Standard: W310. Habit of Writing: Writing Process: Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. (Local)
Standard: W39.2. Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by: Using capital letters for the beginning of sentences and names (Local)
Educational Technology Standards:Standards for Teachers:
1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to face and virtual environments. Teachers:
a--promote, support, and model creative and innovative thinking and attentiveness.
3. Model Digital-Age WorkNational Educational Technology Standards for Students:
2. Communication and Learning: Teachers exhibit knowledge, skills,Collaboration: Students use digital media and environments to comunicate and work processes representative of an innovative professional incollaboratively, including at a globaldistance, to support individual learning and digital society. Teachers:
b--collaboratecontribute to the learning of others. Students:
b--interact, collaborate, and publish with students, peers, parents, and community members usingexperts, or others employing a variety of digital tools and resources to support student successenvironments and innovation.media.
Rhode Island Professional Teaching Standards
· 8.48.4 Use technological the school. TeachersTeachers know that the school.

ePals ReviewNew Lesson Plan
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​To make this lesson more interesting for students, we joined a website called ePals. This website allows teachers to collaborate globally with other classrooms by creating a blog, or connecting to other classrooms through e-mail. To enhance the lesson plan, students will not only learn the process of writing a letter to a friend, they will have the opportunity to write an e-mail to a pen pal either from another state in the U.S. or another country!
ePals

NewePals ReviewNew Lesson Plan
{email5.gif}
​To make this lesson more interesting for students, we joined a website called ePals. This website allows teachers to collaborate globally with other classrooms by creating a blog, or connecting to other classrooms through e-mail. To enhance the lesson plan, students will not only learn the process of writing a letter to a friend, they will have the opportunity to write an e-mail to a pen pal either from another state in the U.S. or another country!
ePals {EDUC5575_LESSON
Review of the website for credibility purposes:
{EDUC5575_LESSON PLAN.doc}

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Including technology into this lesson plan has many benefits for the students and the teacher. It will be easier to engage the students in the lesson if they know they are going to be using technology and connecting with another person in the country or from around the globe. They would look forward to coming to class to see if their pen pal responded or to write back to them. They could learn so much about the people, places, and cultures. Editing their writing on a computer is much easier than on paper and they wouldn't see it as a chore; its quick and easy!!!! What they could really focus on is the technique, content, writing style and letter format.The teacher could have the students email her their letters before they send them, she could correct them with the students or insert annotations for corrections, this would also allow the teacher to track students' assignments.

{email5.gif}
​To make this lesson more interesting for students, we joined a website called ePals. This website allows teachers to collaborate globally with other classrooms by creating a blog, or connecting to other classrooms through e-mail. To enhance the lesson plan, students will not only learn the process of writing a letter to a friend, they will have the opportunity to write an e-mail to a pen pal either from another state in the U.S. or another country!
ePals {EDUC5575_LESSON PLAN.doc}

​To make this lesson more interesting for students, we joined a website called ePals. This website allows teachers to collaborate globally with other classrooms by creating a blog, or connecting to other classrooms through e-mail. To enhance the lesson plan, students will not only learn the process of writing a letter to a friend, they will have the opportunity to write an e-mail to a pen pal either from another state in the U.S. or another country!
ePals
Who’s Got Mail? Using Literature to Promote Authentic Letter Writing
Grades 3-5
Lesson Plan Type Standard Lesson
Estimated Time Three 50-minute sessions
OVERVIEW
This activity uses literature and shared writing to teach letter-writing
format and promote authentic letter writing. Students listen to and talk
about stories dealing with correspondence before participating in a
collaborative, whole-group letter-writing activity. They go on to write
their own letters to deliver or mail to adult school helpers, family, or
friends. Students often go on to write letters on their own time, which
may generate ongoing correspondence.
FEATURED RESOURCES
*Letter Generator
<http://www.readwritethink.org/materials/letter_generator/>*: This
online tool allows students to read about the parts of a letter. They
can then write and print their own friendly or business letter
FROM THEORY TO PRACTICE
Rebecca Powell and Nancy Davidson draw the distinction between
school-based and situated literacy, noting that the former ?distances
students from the literacy event, treating written language as an object
for analysis rather than a medium for genuine communication? while the
latter ?is embedded in real-world events.? (249).
Offering young learners opportunities to communicate for genuine
purposes to real audiences engages them and makes their literacy
learning real and relevant. Powell and Davidson assert that ?[t]apping
into students? ?funds of knowledge? is inherently motivating, and hence
children are more engaged in learning when they perceive an authentic
purpose for their efforts? (254). Learning about the purposes and
conventions of letter writing, then, is made more meaningful and
relevant when done in a manner that bridges school-based literacy
learning with the personal communication needs and interests of the
learners, as outlined in this lesson.
Materials
Writing materials, decorative stationery, envelopes, and postage stamps
Copies of The Gardener by Sarah Stewart
Copies of Dear Mr. Blueberry by Simon James
Chart paper and markers
Sheet of construction paper
A container to hold letters waiting for mailing by the postal service, or an actual mailbox if letters will be distributed within the school only
Grades K – 12 | Student Interactive | Writing & Publishing Prose
Letter Generator
The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.
PRINTOUTS
Sample letter> >
Letter Writing Checklist
preparationPREPARATION
Determine whether students will be writing letters by hand or using the Letter Generator (or a combination of the two). If students will be using the Letter Generator, arrange for access to Internet-connected computers with printers for the appropriate sessions.
Obtain all necessary letter-writing materials.
Obtain copies of The Gardener and Dear Mr. Blueberry.
Print a copy of the Letter Generator to share with students.
Make copies of the Letter Writing Checklist.
If students will be using the interactive tool, test the Letter Generator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
STUDENT OBJECTIVES
Students will
discuss the purposes and conventions of letter writing.
learn the names and uses of the components of a friendly letter.
write for real purposes to authentic audiences.
session1SESSION ONE
Gather students together for a read-aloud of the book The Gardener. Explain that this is the story of a little girl who goes to live with her uncle in the city when her father loses his job, and that the story is written through her letters home.
Read The Gardener aloud. Ask students to take note of the different parts Lydia Grace includes in the letters she sends. As they identify the components, provide the labels for them if students do not know them:
date
salutation or greeting
body
closing
postscript (PS)
At the end of the story, have students respond to the story itself. Help students discuss the different purposes Lydia Grace uses letters to achieve. Possible
answers include sharing information, expressing something that is difficult to say face to face, expressing gratitude, and so forth.
Explain to students that the class is now going to write a letter together. Ask them to think about someone at school who has been helpful to them in some way. A good choice may be the principal, but students can help decide on any adult who has made a contribution.
After students choose the letter recipient, have them briefly brainstorm ideas to include in the letter.
Tape chart paper to the board to begin the shared letter-writing activity. Continue to elicit information for the letter from students through questioning. Make sure that all letter-writing elements are included: date, salutation, body, closing, and postscript.
After the letter is complete, label the components and keep the finished product on display for reference in the next session.
Tell students that in the next session, they will be writing a letter to someone. Ask them to think of someone they need to communicate with and consider what they need to share with/ask him or her. If students are going to be mailing their letters through the post office, ask them to write to one of their parents, or another relative or adult friend who is close to them. If they are going to be delivering their letters within the school, suggest that they write to an adult in the school who has done something to help them.
session2SESSION TWO
Begin the session by telling students they are going to continue their study of letter writing and gather them for a read-aloud of Dear Mr. Blueberry. Discuss the nature and style of ongoing correspondence between Emily and Mr. Blueberry.
Review with students the parts of the letter using the sample from the previous session. Share with them a copy of the Letter Generator to have another model for the product.
Share the Letter Writing Checklist so students can self-evaluate their letters before mailing them.
If students are using computers, have them open the Letter Generator for another review of the parts of a letter. Ask students to move on in the Letter Generator to begin their letters. Inform students that their work cannot be saved in this tool, so they need to print a copy of their work at the end of the session.
If students are writing by hand, ask them to use pencil so they can correct any mistakes in their writing easily.
As students write their letters, have them use the class-made references when necessary.
session3SESSION THREE
Have students share letters in small groups and help each other revise and expand on their thoughts where appropriate. Give students time to return to the Letter Generator to make revisions if necessary.
When students are finished, make a model of an envelope using a horizontal full sheet of construction paper, showing the correct placement of the return address and recipient’s address. Have them address their envelopes and affix stamps for mailing.
If there is a mail box or a post office near the school, the class can walk there to deposit their letters. If students will be distributing letters within the school, have a small group of students work together to sort all the mail for delivery, then have all students participate in delivering the mail around the school.
extensionsstudent-assessmentSTUDENT ASSESSMENT/REFLECTIONS
Use the Letter Writing Checklist to evaluate students’ understanding and application of friendly letter format.

learn the names and uses of the components of a friendly letter.
write for real purposes to authentic audiences.
x--SESSION ONEsession1SESSION ONE
Gather students together for a read-aloud of the book The Gardener. Explain that this is the story of a little girl who goes to live with her uncle in the city when her father loses his job, and that the story is written through her letters home.
Read The Gardener aloud. Ask students to take note of the different parts Lydia Grace includes in the letters she sends. As they identify the components, provide the labels for them if students do not know them:
date
salutation or greeting
body
closing
postscript (PS)
At the end of the story, have students respond to the story itself. Help students discuss the different purposes Lydia Grace uses letters to achieve. Possible
answers include sharing information, expressing something that is difficult to say face to face, expressing gratitude, and so forth.
Explain to students that the class is now going to write a letter together. Ask them to think about someone at school who has been helpful to them in some way. A good choice may be the principal, but students can help decide on any adult who has made a contribution.
After students choose the letter recipient, have them briefly brainstorm ideas to include in the letter.
Tape chart paper to the board to begin the shared letter-writing activity. Continue to elicit information for the letter from students through questioning. Make sure that all letter-writing elements are included: date, salutation, body, closing, and postscript.
After the letter is complete, label the components and keep the finished product on display for reference in the next session.
Tell students that in the next session, they will be writing a letter to someone. Ask them to think of someone they need to communicate with and consider what they need to share with/ask him or her. If students are going to be mailing their letters through the post office, ask them to write to one of their parents, or another relative or adult friend who is close to them. If they are going to be delivering their letters within the school, suggest that they write to an adult in the school who has done something to help them.
x--SESSION TWOsession2SESSION TWO TWOLESSONsession2
Begin the session by telling students they are going to continue their study of letter writing and gather them for a read-aloud of Dear Mr. Blueberry. Discuss the nature and style of ongoing correspondence between Emily and Mr. Blueberry.
Review with students the parts of the letter using the sample from the previous session. Share with them a copy of the Letter Generator to have another model for the product.
If students are writing by hand, ask them to use pencil so they can correct any mistakes in their writing easily.
As students write their letters, have them use the class-made references when necessary.
x--SESSION THREEsession3SESSION THREE
Have students share letters in small groups and help each other revise and expand on their thoughts where appropriate. Give students time to return to the Letter Generator to make revisions if necessary.
When students are finished, make a model of an envelope using a horizontal full sheet of construction paper, showing the correct placement of the return address and recipient’s address. Have them address their envelopes and affix stamps for mailing.
If there is a mail box or a post office near the school, the class can walk there to deposit their letters. If students will be distributing letters within the school, have a small group of students work together to sort all the mail for delivery, then have all students participate in delivering the mail around the school.
x--STUDENT ASSESSMENT/REFLECTIONSextensionsstudent-assessmentSTUDENT ASSESSMENT/REFLECTIONS
Use the Letter Writing Checklist to evaluate students’ understanding and application of friendly letter format.