Lesson Plan

Topic: Reading (Friendly and Formal Letters)

Grades: 2nd Date:

Standard(s): LAFS.2.RI.2.6 Time:

LAFS.2.SL.1.1 HOT Questions:

LAFS.2.SL.1.3 Page 6: What is the purpose of a

letter?
LAFS.2.SL.2.6
Page 7: How is a postcard different
Objective: Students will be able to: identify the purpose of a letter from a letter?
and the different parts of a formal and friendly letter.
Page 11: What is the different
Vocabulary: Formal Letter, Friendly Letter, Heading, Closing, Body, between a formal letter and a
Signature, Greeting. friendly letter? What are some
examples of both?
Materials: Parts of a letter graphic organizer. MyOn book: I Can
Write Letters and E-mails. Page 15: Why are the greeting and
closing different in a formal letter
Opening (Engage) and a friendly letter?
Time Task Assessment:

Type of assessment:
5 min Introduce the MyOn text: I Can Write Letters and E-mails Completed Graphic Organizer
Discuss what we know about letters, and try to make Edited writing piece.
connections to the parts of a letter that we already know.

Building Understanding (Whole Group Exploration / Core):

How will this assessment show
Time Task you that students have
mastered the objective?

15 min Read pages 1-15 in the text. Ask the different H.O.T. When students have accurately
questions that appear in the text. matched up the parts of a
letter it will show that they know
what a letter includes. When
students can edit their letters
and make sure that all parts of
Lesson Closure a letter are included, it will
Time Task show that they can

Introduce the Parts of a Letter worksheet. Students will cut

out the parts of a letter and match them up to the examples.
10 min Exit Question:
Students can work with a partner to complete this (they can
work with their shoulder partner). When students have What is the difference between
completed this, they can go back into their writing that they a friendly and formal letter?
did earlier in the day and make sure that their letter contains
all the parts that we talked about. During this time, my CT
 will be pulling small groups.

Differentiation:

The teacher will differentiate and provide support in the following

ways:

Reteach (Greatest Support)

These students will receive one-on-one support from me, and from
their shoulder partner.

Enrich (Least Support)

These students will be applying their knowledge to edit their writing

from earlier in the day. They can also assist other students in
completing their writing.

Accommodations:

(What students need specific accommodation? List individual

students (initials), and then explain the accommodations you will
implement for these unique learners.)

No students need specific accommodations.

Connections:

How does this lesson connect to the real world? How does this lesson connect to the interests and/or
cultural backgrounds of your students?

Students will be writing friendly letters for the rest of their lives. Whether it be through an e-mail or a
handwritten letter, they will need to be exposed to this type of communication.

Notes for Teaching: