Letter Writing Adventure
English • 40 • 24 students • Created with AI following Aligned with the NCCA Primary Curriculum, Junior Cycle & Senior Cycle (Leaving Cert) specifications
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Teaching Instructions
Lesson 3: Strand(s): Oral Language, Reading, Writing Element(s): Exploring and Using: Revise key features of Letter Writing intro game stimulus is the words and elicit prior knowledge seeing what they remember from yesterdays learning /introduce walt;INTRO Revison game put all the key features title flash cards on board and as a class try order it correctly all together (teacher will put some of them in the wrong order on purpose and have fun with this we will all say the words ot loud in silly voices . Development (I do) Modelled writing by teacher and group work preparation for letter writing to someone who gives them light (their buddy class member). Teacher writes on her template key features to remind me of structure suggestion about using different colours for differrnt sections Writing/ key knowledge i know about buddy 1. what questions could I ask them 2.what could I tell them about my easter break or 3. reasons why they give me light .4 what do I want to know about fourth class how will i sign off. Exaplin each group is going to get a poster and work together to brainstorm for our letter writting tommorow (first draft) using the question on board as guidenace lets do the first question together (we do) refer to the questions on the board as reminders. Teacher gives class 10mins and curculates room for the you do to ans 2-4 Conclusion - gallery walk tps tell your partner I thing thats really important for starting letter writting tommorow indivdual and one thing you learned from someone else in the group. o Social: Children will put away books and clean up resources with teacher o Transition Children will line up in the classroom to prepare for their outdoor movement break. use this as template format
ST Name: ST Number: Class Level: Date:
Subject: Time: Duration of Lesson: No of Pupils:
Strand(s): Element(s): Learning Outcome(s):
Focus of the new learning/Learning Objectives: (Two are required. One other may be added if deemed necessary)
- The child should be enabled to:
- The child should be enabled to:
- (Optional) The child should be enabled to: Assessment:
- Method:
- Assessment of:
- To be recorded: Teacher Questioning: (Insert I, D, C for relevant part of lesson) Lower order questions (Closed Questions)
Higher order questions (Open Questions) 1. 2. 3. Language Development opportunities in this lesson: Literacy Development opportunities in this lesson: Teaching Methodologies: Please underline the primary methodology/ies to be used during the lesson. • All Subjects: Talk and Discussion, Collaborative/Co-operative Learning, Active Learning, Skills Through Content, Using Local Environment, Problem Solving
Introduction: Stimulus: Elicit Prior Knowledge: Share Learning Intention:
Development:
Conclusion: Cognitive: Social: Transition (if appropriate): Universal Design for Learning: State how you will provide an inclusive learning environment. You may consider how you use Lesson Content, Activities, Resources, Product/Expectations, Class Environment, Teaching Strategies, Pace or Groupings to provide appropriate Teaching, Learning and Assessment. Remember to consider different interests, learning styles, experiences and abilities. Please use generic identifier-pupil 1,2,3. Please do not use any criteria which identify the specific pupil by initials, date of birth, name etc. Insert additional rows as required.
Pupil(s) Reason(s) Method(s) Additional Comments
The Learning Environment Resources:
Letter Writing Adventure
ST Name: ____________________
ST Number: ____________________
Class Level: First Class
Date: ____________________
Subject: English
Time: 40 minutes
Duration of Lesson: 40 minutes
No of Pupils: 24
Strand(s):
- Oral Language
- Reading
- Writing
Element(s):
- Exploring and Using
Learning Outcome(s):
- The child should be enabled to: identify and articulate the key features of letter writing.
- The child should be enabled to: collaboratively brainstorm ideas for their upcoming letter to a buddy class member.
- (Optional) The child should be enabled to: express their thoughts visually through the use of a group poster.
Assessment:
- Method: Observation during group work and discussion.
- Assessment of: Understanding of letter writing features and ability to generate ideas.
- To be recorded: Participation level and contributions made to group discussions.
Teacher Questioning:
Lower order questions (Closed Questions)
- What is the first part of a letter?
- What do we write in the middle part?
- How do we finish a letter?
Higher order questions (Open Questions)
- How can we make our letters more interesting?
- What questions can we ask our buddy class?
- What do you think is the most important part of a letter?
Language Development opportunities in this lesson:
- Encouraging the use of descriptive language in their letters.
- Practicing turn-taking during discussions.
Literacy Development opportunities in this lesson:
- Identifying structure and purpose of letter writing.
- Engaging in written and spoken communication.
Teaching Methodologies:
- Active Learning
- Collaborative/Co-operative Learning
- Talk and Discussion
Introduction:
Stimulus:
A fun interactive game using title flashcards that represent different features of letter writing.
Elicit Prior Knowledge:
Ask the students to recall what they learned from the previous lesson on letter writing.
Share Learning Intention:
“Today, we are going on an adventure in letter writing! We will explore the key features, share ideas about what to write, and prepare to write to our buddies!”
Development:
1. Review Game (I Do):
- Time: 10 minutes
- Teacher displays flashcards of key features of letter writing (e.g., date, greeting, body, closing, signature) on the board, deliberately out of order.
- As a class, the students will help put the features of a letter in the correct order, using silly voices to say the words aloud.
2. Modelled Writing (We Do):
- Time: 10 minutes
- Teacher demonstrates writing a short letter to a fictional buddy on a whiteboard, highlighting the four key sections.
- Encourages students to suggest ideas about what to ask and tell their buddy.
3. Group Brainstorming (You Do):
- Time: 10 minutes
- Students split into small groups and are given a large poster to brainstorm ideas for their letters, referring to questions:
- What questions could I ask them?
- What could I tell them about my Easter break?
- Why do they give me light?
- What do I want to know about fourth class?
- Teacher circulates the room, assisting groups and prompting with questions.
4. Sharing Ideas:
- Time: 5 minutes
- Each group shares one key idea they want to include in their letters.
Conclusion:
Gallery Walk (Social):
- Students walk around the classroom observing each other’s posters and sharing one important thing they learned from their peers.
Clean Up:
- Students put away books and clean up resources while discussing their letter writing experience.
Transition:
- Students line up in the classroom for their outdoor movement break.
Universal Design for Learning:
- Inclusive Learning Environment: Providing materials in various formats (visual, auditory) to accommodate different learning styles.
- Groupings: Mixed abilities grouped for collaborative work, fostering peer support.
The Learning Environment Resources:
- Flashcards of letter writing features
- Large poster papers and markers
- Whiteboard and markers
Notes for Teachers:
Encourage creativity and individuality in letter writing while ensuring students understand the structure. This lesson emphasizes collaboration and brings an element of fun to learning. Through silly voices and group work, students engage not only with the material but also with each other, fostering community and support in the classroom.
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