2018

Thankful Letter Writing

Violet R. Brooks

[THANKFUL LETTER
WRITING UNIT]
A Meaningful Letter Writing Unit for the 4th and 5h grade Classroom.
 Student Teaching UbD Unit Design Template

Student Name: Violet R, Brooks Intended Grade Level of Unit 4th-5th

Theme of Unit Thankful Friendly Letter Content Area: ELA

Writing, Thank you Note Writing
Classroom Demographics: 25 students: 3 on IEP’s, 2 in the ELL program, 3 members of
intervention groups for reading/writing.

Alaska Content Standards:

Reading Standard Literature
Conventions of Standard English:
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. a. Use nouns, pronouns, verbs, adjectives,
adverbs, relative pronouns (who, whose, whom, which, that), and relative
adverbs (where, when, why) appropriate to function and purpose in order to
apply the conventions of English. b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries
(e.g., can, may, must) to convey various conditions. d. Order adjectives within
sentences according to conventional patterns (e.g., a small red bag rather than a
red small bag). e. Form and use prepositional phrases. f. Produce complete
sentences, recognizing and correcting inappropriate fragments and run-ons.* g.
Correctly use frequently confused words (e.g., to, too, two; there, their).*
2. 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. a. Use correct capitalization. b. Use
commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence. d.
Spell grade-appropriate words correctly, consulting references as needed.
Craft and Structure:
5. Explain major differences between poems, drama, and prose, and refer to the structural elements of
poems (e.g., verse and rhythm) and drama (e.g., casts of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about a text.
Reading: Foundational Skills
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Writing Standards:
Production and Distribution of writing:
4.) Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)

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5.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–
3 up to and including grade 4.)
10.) Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline- specific tasks, purposes, and audiences.
Knowledge of Language:
3.) Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a. Choose words and phrases to convey ideas precisely.*
b. Choose punctuation for effect.* c. Differentiate between contexts that call
for formal English (e.g., presenting ideas) and situations where informal
discourse is appropriate (e.g., small-group discussion).

Transfer Goal(s) - Unpacked Standards

CofSE:
1.) Students will write grammatically correct sentences with the correct parts of speech.
2.)Students will appropriately punctuate sentences and correctly spell words.
C&S:
5.) Students will be able to identify and explain the different types of letters and when
they are to be used.
R:FS:
3.) Students will be able to read and decipher other students writing and use phonetic
awareness to spell out long or difficult words.
WS:
P&D of W:
4.) Students will create “fancy” letters through the writing process, appropriate for their
intended audience.
5.) Students will identify and work through the writing process, including peer editing
and revision, to create a meaningful artifact.
10.) Students will use the three day mini-workshop to build stamina in writing. They
will also, on day three, do impromptu quick writes, or short thank you cards, to deliver
to staff within the school.
KoL:
3.) Students will identify the correct time to use formal and informal voice when writing.
Students will use informal voice and choose appropriate punctuation for an intended
effect.

BIG IDEA of the Unit:

By using our best skills when writing, we present a respectful, thoughtful artifact into the
world that can show our appreciation of others. Authentic writing (writing done for a
real purpose) is done everyday and for many different reasons.

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) Essential Questions to be Considered:
Students will understand that grammatically Why is it important to write grammatically
correct students help readers to understand correct sentences?

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the student’s ideas clearly.
Student swill understand that appropriate
punctuation will allow readers to clearly
understand their message and ideas.
Students will understand that different
products require different writing styles.
Students will understand that they can use
phonetic knowledge to decode and spell
words as well as read them from other
people’s texts.
Meaningful writing takes time and effort. But
not all writing needs to be meaningful.
The writing process allows us to work over
multiple texts and pieces over larger amounts
of time and helps us to produce more
meaningful artifacts.
Authentic and meaningful writing is a way for
use to express our thoughts and feelings to
those around us.
Different writing styles are tailored to
different tasks.
Why do we need to appropriately punctuate
sentences?
What types of writing are there? Do we use
the same kind all the time?
What are some ways that we can read and
spell out words we don’t know or words that
are very long?
How long should it take to write a note? A
Letter? A short story? A book?
Why is it important we know the different
stages of the writing process? How can it
help to create meaningful and authentic
writing?
Why is it important to take time for
authentic writing?
Should we always write the same way at
school and at home? What are some reasons
that people might write differently?

STAGE ONE: (Bank of Objectives for Unit) STAGE TWO: (Bank of Assessments for
Unit)
Objectives/Learning Targets: Assessments Sources of Evidence of
Knowledge and Skills: K & S Learning
___________________________
Students will understand that different levels and
forms of writing have different expectations to be
______
considered complete. Graphic writing organizer

Students will understand how grammar, Rough draft

punctuation, and spelling affect the effectiveness
of their writing and can distract from their Edited draft
message.
Final draft
Students will understand that extended periods
of writing lead to more clear and effective
writing.

Students will understand that all writing has

value, but not all forms require the same
attention to detail.

Understand and use the pre-writing process

Students will understand that spelling and ideas

can be incomplete or incorrect as long as they get

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ideas on paper.

Students will understand the ways that one can

edit and respond to a fellow author’s paper,
including editing marks and spelling critiques.

Students will produce a final draft that they can

present to a loved one to show appreciation for
the things they are thankful for.

STAGE TWO: Culminating Performance Task

Culminating Performance Task –

Students will create a meaningful “Thank You” Letter and several “thank you” notes to
give out to friends and family.

STAGE THREE: Learning for Understanding/ Instructional Activities

(Make only as many lessons as are appropriate for your Unit)
Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to
have in place before starting this Unit of Study?
Students will need to have a basic understanding of grammar and sentence structure.
Students should know how to appropriately conference with other students.
Students should have the ability to sit and write for short periods of time.
Unit Overview/Introduction/Main Hook:
Read the book : “10 Thank You Letters”. Talk with students about the different types of
letters and when each might be appropriate. Ask students which letter probably made
the reader feel better reading it. Discuss the people students might want to write a
thank you letter too. Hand out the “Letter Writing Packet”. Letter writing packet should
have: Personalized letter from teacher, Pig Letter to Grandma, Rabbit’s letters to friends,
Common Core Writing Book example for a Friendly letter, Subject/predicate worksheet,
editing worksheets, common misspelled words sheet, writing rubric, and blank graphic
organizer for person 1,2,and 3. Give students time to look through the packet and explore
materials.
Action/ Mini-hook for Process:
Specific strategies
Lesson each lesson: Teacher does/ Student Does to accommodate
connection to prior Product: specific
learning/knowledg Assessment/ Evidence of Learning student
e Lesson closure variability/
accommoda
te all
learners
Materials for lesson #1: Manilla packet, “10 Thank You Letters” book, pencils, papers, pre-write
materials.
Objectives and Essential Questions for lesson #1: Why is it important we know the different stages of
the writing process? How can it help to create meaningful and authentic Objectives:writing?Why is it

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important to take time for authentic writing? Students will understand that different levels and forms of writing
have different expectations to be considered complete. Students will understand that all writing has value, but
not all forms require the same attention to detail. Students will understand that extended periods of writing lead
to more clear and effective writing.

Lesson Students are given time to
1 Title talk with peers about who
they would like to write
their letters to. (5 minutes)
Lead class discussion about who would For those
be a good candidate to write a that have
meaningful letter to. Who might not be difficulty
a good candidate. Discuss as a group, writing,
writing on board and getting ideas. remind them
Make a side list of characteristics that that at this
might help us decide if we should write point we
to that person. (10-15 minutes) aren’t
worried
Have students pick their person. Tell about
them that they will have the whole spelling or
weekend to pick two other people and punctuation.
they can begin writing on Monday Right now we
morning. As a group, work through just want
graphic organizer as a group. (I filled words on
out mine for my husband). If students paper and
cannot fill out every part of the graphic that if they
organizer, then they need to either can read it
think harder, or they need to find a and
better choice from the list on the board. understand
it, then it
counts.

For those
that need
help staying
on task, have
them join
you on the
front carpet
with
clipboards.
For students
that do not
enjoy
writing,
encourage
them to pick
somone who
will really
enjoy their
letter and to
remind
themselves
how

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 important it
is to show
them we are
grateful.
Materials for lesson #2: Pre-write materials, pencils, lined paper.
Objectives and Essential Questions for lesson #2: Why is it important we know the different stages of
the writing process? How can it help to create meaningful and authentic Objectives: writing? Why is it
important to take time for authentic writing? Students will understand that different levels and forms of writing
have different expectations to be considered complete. Students will understand that all writing has value, but
not all forms require the same attention to detail. Students will understand that extended periods of writing lead
to more clear and effective writing.

Lesson Have students discuss with Have students take out their pre-write Help
2 Title classmates who they chose material and show them how to use students who
and why. Ask if anyone, their pre-write to fill in information on are
over the weekend, decided their friendly letter. Remind them to struggling
to write a letter to indent, and that they should use their writers to
someone new. Ask the best handwriting. Fill in line by line build their
student to explain why. with three items from the top two endurance,
bubbles and 3 items from the bottom praising
two bubbles. They should end up with those who
2 complete paragraphs. When they are working
have written their paragraphs, observe hard and
around the room and suggest edits. keeping them
Have students write their “Dear” name on task.
at the top and then a “Love/ Yours Write and
forever, Your favorite *blank*” ect. At display
the bottom and add their signature. everything
Have students flip the paper over and on the
instruct how to write an introduction overhead so
paragraph. that students
Have students start with their greeting can follow
“Hello grandma, this is *blank*. Then along and see
explain why you are writing, then ask where you
them a question. Remind again that are getting
spelling and punctuation are not your ideas
important right now, just getting the from.
words out on paper.
Materials for lesson #3: Proofreading material, ways to avoid Very materials, editing marks
worksheet, red pens, timers, pre-write materials. Lined paper for second drafts.
Objectives and Essential Questions for lesson #3: Why do we need to appropriately punctuate
sentences? What are some ways that we can read and spell out words we don’t know or words that are very
long? Why is it important to take time for authentic writing? Should we always write the same way at school
and at home? What are some reasons that people might write differently?

Lesson Have students begin by Let students know they will get 3 Pair students
3 Title taking out their rough minutes to edit with a classmate, then who are not
drafts and trading with a switch off to another person. Display strong
neighbor. Talk with the editing marks on the whiteboard writers with

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 students about class and have students carry their personal strong
expectations. Remind copies with them. There should be writers, so
students that they need to time for students to change off with at they can be
be respectful when least 3 partners. Remind students that edited by
correcting, but the idea is the best way to help their friends is to someone
to help them create focus and read as fast and accurately as who may
something nice for them to possible. Let the students work, more easily
give away. The best way to resetting the timer and moving around help them.
do that is to let them know the room observing to keep students Keep them
if there is an error. on task. When they have finished the together
3rd round, dismiss them back to their when
desks. Remind them where the working on
dictionaries are and ask them to start second
their second draft. As they ask for drafts. For
words, type up common misspelled students that
words on the board for students to use finish early,
as a tool. Print and send these home at but are not
the end of the day. Students will finish meeting the
their second draft at home if they run standards of
out of time. success for
the project,
remind them
to look at the
letter you
wrote them
length, then
the length
Pig’s letter.
Materials for lesson #4: Fancy Paper, Fancy Envelopes, stickers, colored pencils. Blue/black
pens, fancy note cards, thank you wreathe.

Objectives and Essential Questions for lesson #4: Why do we need to appropriately punctuate
sentences? What are some ways that we can read and spell out words we don’t know or words that
are very long? Why is it important to take time for authentic writing? Should we always write the
same way at school and at home? What are some reasons that people might write differently?

Lesson Have students pull out
4 Title their second drafts and
check again for last minute
errors. Have them hand it
to a neighbor for a final
check before asking them
to make their “Pretty”
draft. Their pretty draft
should be done in pen and
(if capable) in cursive so
they can slide the lined
paper under their fancy
paper.
Release students to start their pretty Students
drafts. When they have completed have until the
their pretty draft, have them come end of this
show you so that you can assess their class to finish
writing, letter length, and formatting. this project.
When it meets the students acceptable Students that
standard, give them the fancy paper, are
and a fancy envelope. Students then struggling
write onto their fancy paper and bring should be
it to you to make copies (for a writing brought into
grade). Students then may decorate small group
their envelope and put their letter to be given
inside. When they have completed additional

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 this, please have them write two things support to
they are thankful for on the “Thank work
You” wreath for the principal. After successfully
they have completed the Thank You including
wreath, they may have 2 fancy note spelling
cards to write a note for someone assistance,
within the school and someone at reminders to
home. Remind them that notes need stay on task,
less information but can be just as and
meaningful “Rabbit Letters” vs. “Pig encourageme
Letters”. nt to
continue
working.
Unit Closure: As students finish, ask them who they are giving ther letter to. Remind them that
this is a humongous task that they are completing and that many teachers in the building will
be very impressed that it was done. Also remind them that the most important thing is that
they are using their words to make a difference in someone else’s life. That by writing, they are
sending someone else all the wonderful words in their head without having to forget anything.
Thank every one of them for their hard work and diligence and remind them that their hard
work conveys respect for them and for yourself.

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Materials

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 Today’s Goals: Day 2
Capitalization review
Editing Cheat Sheet
Complete a first rough draft of letter
Conference and edit 1 other letter
Identify 5 things to change within your letter
Individual conferences with Mrs. Rainbeaux
Begin 2nd Draft (pencil)

Today’s Goals: Day 2

Capitalization review
Editing Cheat Sheet
Complete a first rough draft of letter
Conference and edit 1 other letter
Identify 5 things to change within your letter
Individual conferences with Mrs. Rainbeaux
Begin 2nd Draft (pencil)

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 Capitalization Rules:
At the Beginning of a Sentence

The Word “I”

A Person’s Name

Names of Street, Cities, Towns, States and

Countries

The Name of Specific Places

(“Knik Elementary School” vs. “elementary school”)

Days, Months and Holidays

Initials

Greetings and Closings of Letters

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 Tuesday Warm Up!

Please circle the simple subject and simple predicate (remember simple means
one word). THEN put a / between the complete subject and complete
predicate.
1.) Mrs. Rainbeaux’s hair is so frizzy because she spends the weekends wrestling
electric eels.
2.) Mr.Diaz sent two people to explore Mars yesterday.
3.) Mr.Diaz’s class is the most well behaved in the school.
4.) His students love writing with Mrs.Rainbeaux.
5.) I wonder what Bailey will have in her lunch box.

Capitalization:
Please use the correct symbol for all items that need capitalization. You got this!

dear abby,

yesterday i went for a walk down main street. it was a beautiful day and i met my friend frank
by goosedown park. frank told me his sister, ella, was not feeling well so he was off to old man
meyer’s pharmacy but couldn’t remember how to get there. I told him to take a left on madison
street, then a right on main until he got to the store. he thanked me and told me that he was
thinking of moving back to kentucky. i told him i would miss him and ella, but wished him a
good day. Should i bake him a goodbye cake?

sad and alone,

minnie
wasilla, Alaska

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Student Artifacts:

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