Language Arts Lesson Plan
Lesson Plan Template
Standard:
6‐8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objective (Explicit):
Students will demonstrate writing clearly and coherently by developing a friendly or formal letter.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will learn parts of a friendly/formal letter and what the difference is
Students will learn the definitions of parts of a friendly/formal letter.
Students will learn how to format a friendly/format letter.
Students will be able to establish and maintain a letter style.
Students will be expected to write a friendly letter to someone to tell of their explorer experience.
Students will be expected to write a formal letter to the monarchs to tell them about their explorer experience.
Evidence of Mastery (Measurable):
Assess students while they are writing their letters.
A completed letter writing checklist.
A completed “friendly letter” or “formal letter” on a grocery bag.
Key vocabulary:
Explorer, Christopher Columbus, expedition, heading (if required, date, salutation or greeting, body of letter, closing, postscript (P.S.), signature
Materials:
Sample friendly letter, sample formal letter, letter template, pencils, paper bags, Christopher Columbus BrainPop, Dear Teen Me book By E. Kristin Anderson.
Opening (state objectives, connect to previous learning, and make relevant to real life)
Ask students if they have ever written a letter? Who they wrote to? Did they look different? Explain to students that letters take many forms and serve a variety of purpose. Do you think a letter to your parents would look the same as if you were to write a letter to the President? Explain how letters can tell others about us (how we are doing, what we are doing), request things from others (asking the President to think about passing a bill), and why? Depending on the letters purpose you
Standard:
6‐8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objective (Explicit):
Students will demonstrate writing clearly and coherently by developing a friendly or formal letter.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will learn parts of a friendly/formal letter and what the difference is
Students will learn the definitions of parts of a friendly/formal letter.
Students will learn how to format a friendly/format letter.
Students will be able to establish and maintain a letter style.
Students will be expected to write a friendly letter to someone to tell of their explorer experience.
Students will be expected to write a formal letter to the monarchs to tell them about their explorer experience.
Evidence of Mastery (Measurable):
Assess students while they are writing their letters.
A completed letter writing checklist.
A completed “friendly letter” or “formal letter” on a grocery bag.
Key vocabulary:
Explorer, Christopher Columbus, expedition, heading (if required, date, salutation or greeting, body of letter, closing, postscript (P.S.), signature
Materials:
Sample friendly letter, sample formal letter, letter template, pencils, paper bags, Christopher Columbus BrainPop, Dear Teen Me book By E. Kristin Anderson.
Opening (state objectives, connect to previous learning, and make relevant to real life)
Ask students if they have ever written a letter? Who they wrote to? Did they look different? Explain to students that letters take many forms and serve a variety of purpose. Do you think a letter to your parents would look the same as if you were to write a letter to the President? Explain how letters can tell others about us (how we are doing, what we are doing), request things from others (asking the President to think about passing a bill), and why? Depending on the letters purpose you