Teacher: Christina Mastropolo

Lesson number: Lesson Title: Writing a letter to my Pen Pal

Grade/Subject: 2nd Grade
Learning Segment Essential Question: Am I ready to begin writing to my Pen Pal?

(If this is a literacy-based lesson, please complete this box)

Central focus: Composition
Essential literacy strategy: Describe a Topic
Requisite skills: Using descriptive language
Reading and Writing connections: Writing letters to our Pen Pals describing our life
Content/Common Core Standard(s):
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Learning Objectives associated with the content standards:

Students will be able to recall and define the academic vocabulary that we will use to put on our
word wall
Student will be able to analyze their letters from the previous class to see their strengths and
weaknesses. Students will be able to ask questions to further their understanding
Students will be able to summarize and recall how to write a letter and what describing words are
Students will be able to observe how the letters to our pen pals should be written
Students will be able to describe a topic when starting to write their letter to their pen pal

Academic Language Demands

Vocabulary: Heading,
Describe, Signature

Greeting,

Academic Language Supports

Closing,

Body, Vocabulary: Word Wall

Language function: Describe (Descriptive Writing)

Discourse or Syntax: Writing a Letter

Language function: Orally speaking about their

letter
Discourse or Syntax: A word wall will be created
and discussed with the class. Think time and
discussions will be allowed when open ended
questions are being asked. Students will participate
in a class activity where they will orally speak by
describing a student. Students will respond and ask
questions. Students will begin to write their letter to
their pen pal describing their life. Sample letters
and model letters will be show to the students.

Student Friendly Daily Learning Targets

I can recall and define the academic vocabulary that we will use to put on our word wall
I can analyze my letters from the previous class to see my strengths and weaknesses. I can ask
questions to further my understanding
I can summarize and recall how to write a letter and what describing words are
I can observe how the letters to our pen pals should be written
I can describe a topic when starting to write their letter to their pen pal

Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Formal Assessment- Collecting the students letters at the end of the class will give me a chance to see if
students were able to follow the topic for our descriptive writing letter. I will also be able to see if students
understand how to write a letter, including the correct format and structure.
Informal Assessment- While the students are working on the word wall I can observe the students who do
and do not know the academic language. While the students are analyzing their letters from the previous
lesson I will be walking around the room asking and answering the students questions to check their
understanding. While the students are participating in a group discussion I will be listening for academic
language. While students are working independently on their letters, I will be walking around the room
taking notes on a clip board. While students are participating in their turn and talk activity I will be walking
around to see how students cooperate while working with another student.

Description of formal/ informal assessments:

What is being assessed: Students understanding of academic language, students ability to participate,
ask and answer questions during a group discussion, students ability to write a descriptive letter based on
the topic we have chosen, students ability to correctly write a letter using the correct format, structure,
punctuation etc., and students ability to turn and talk with a partner about their descriptive letters for peer
review using C.U.P.S. a rubric can be formed with the class based on the peer review strategy C.U.P.S .
Assessment accommodations: Students will be given more time if needed to complete their letters.
Students who have trouble writing will be allowed to type their letter on the computer using the same letter
format as the other students. A labeled letter can be given to students to help them understand where the
components of a letter go.
Type of feedback that will be given to students: Verbal feedback will be given when students are
completing the word wall. Verbal feedback will be given to the students while answering their questions
about their letter they received back from the previous lesson and verbal feedback will also be given during
group discussion and when reviewing how to write a letter. Verbal feedback will also be given when
students answer any questions during our class discussion and during the lesson.
Written feedback will be given to the students on the letter they write to me about one thing they have
learned in class. I will use the method of Glow and Grow, where I will provide students with their strengths
(glow) and what they struggled with (grow) including specific instructions on how to improve.
What students will do with the feedback: When students hear feedback on their word wall
vocabulary, students will be given a list of academic vocabulary to be reviewed when needed. When
students hear the oral feedback given, they will be given an opportunity to respond and build more on their
ideas and thoughts during class discussions. The students will have an opportunity to read the written
feedback given and make necessary revisions, resubmit and talk to me if they need more help
understanding how to write a letter.
Instructional Resources and Materials: Projector, Format of a letter, Pencil, Journals
Connection to prior academic learning and prerequisite skills: Students will be able to recall what
they have learned from the previous lesson on how to write a letter. They will also be able to recall how to
write a descriptive piece of information from previous lessons.
Connections to cultural/personal/community assets: This particular lesson will help connect the
students with their community in further lessons when they write to their Pen Pals who are children from a
local foster home. The students will also connect to their community when raising awareness and asking for
help to help local foster homes in need.

Motivation/Hook/Anticipatory Set: ( 10 min)

Before moving on to writing our letters, a word wall will be made to review what we have learned so far
about the academic language used while writing a letter. This will help students recall what academic words
we have learned and the different components of a letter.
Students will be asked to recall what new words we have learned in the previous lesson when learning
about letter writing. I will give students time to think and reflect. Then I will ask students to recite the words
they remember and if they could tell me what the word means. Each word a student recites will have the
opportunity to put the word up on the word wall with its definition. This will continue until all the words are
up and shown on the word wall.
Procedure:
Time

Teacher Action

(5 min) As a class, we can review again what a

model letter should look like and what all
of the components it should include. At
this time students will also review their
short letters written to me about what
they have learned in the previous lesson

(5 min)

We will also review as a class some

describing words when bringing up a
students in front of the class to describe
them.

We will have a brief discussion on how

we are going to write our letters about
(3-5 min) describing our lives to our pen pals
today. I will then show the students my
finished letter to model how it should be
written. In this model letter, I will have a
description of my life.

(3 min)

Finally, I will give the students the

necessary materials to write the first
draft of their letters to their pen pals. I
will instruct for them to take out their
journals where they have already
described their life to use as a reference.
I will also provide sentence frames for
any students who need it.

Student Action
Students will join in when reviewing how to write
a letter. Students will review their short letter
.Students will ask questions if they do not
understand something about the letter writing
process.

Students will describe the student standing in

front of the class

Students will ask any questions they have during

this time.

Students will take out a pencil, their journals and

will be given material to write on.

( 30 min)
Students will begin writing their letters.

Students will begin writing their letter.

Closure (5-7 min)

Once students are finished, they will have the opportunity to switch with a partner to peer review each
others letters. They will follow C.U.P.S (Capitalize, Usage, Punctuation and Spelling) to the best of their
ability.
How students will reflect on their own learning
Students will reflect on their own learning when participating in the word wall activity and while they are
asking and answering any questions during class discussions. They will also be able to reflect on their own
learning when writing their descriptive letters, when discussing them with their turn and talk partner while
peer reviewing. Students can also take this time to reflect on if they understand or need further help on how
to write a descriptive letter.
Accommodations/Modifications to requirements in IEPs and 504 plans
There are no students with 504 plans in this particular classroom setting.
For students with special needs, they will be given sentence structures to help them formulate their first
letter. They will also be given along with the sentence structure, a labeled format so they can understand
where the contents of a letter should be. Having a labeled format of a letter will be able to help ELL
students as well. Students with special needs will also be modeled how to write a letter, they will be given
extra time to complete their letters and scaffolding will be used to help students focus on one topic while
writing their letters. A word wall will also provide students will extra help when learning and remembering
new academic vocabulary. It can be referred to at any time.
Differentiation
When students are completed with their letters, I can ask the students whether they are clear, buggy or
muddy on how they felt about their descriptive writing. Students will participate in a think pair share activity
where they will be able to discuss their letters. With their partner they will also work together to peer review
using the editing system C.U.P.S. A word wall will be created.
Technology Integration to Support Learning
When reviewing how to write a letter, a sample letter will be project on the screen in the front of the
classroom.