Writing to Self

Overview

This 40-minute lesson focuses on developing first-class students’ writing skills through a creative, goal-oriented task. Students will write a letter to their future selves, practicing sentence structure, vocabulary, and handwriting, while setting a personal goal to achieve within the next year. This activity aligns with the English curriculum strand for Writing as per the Irish Primary Language Curriculum (PLC) and incorporates elements of Social Personal and Health Education (SPHE) to foster self-reflection and goal-setting.

Curriculum Links

• Primary Language Curriculum (PLC) - English Strand: Writing

  • Strand Unit: Writing for different purposes.
  • Learning Outcome: Compose simple texts for a variety of purposes using appropriate form and features.
  • Grammar and Vocabulary: Use basic sentence structures with correct punctuation (full stops, capital letters).
  • Spelling: Write commonly used words and phonetically plausible attempts at unfamiliar words.

• SPHE Strand: Myself and the Wider World

  • Learning about personal goals, self-awareness, and time concepts.

Learning Outcomes

By the end of the lesson, students will be able to:

• Write a simple letter addressed to their future selves using appropriate letter format (greeting, body, closing).
• Express a personal goal in a clear sentence within their letter.
• Demonstrate basic sentence punctuation and spelling at first-class level.
• Reflect on personal growth and future aspirations.

Materials

• Writing paper with pre-drawn lines and margins suitable for first-class students
• Pencils, erasers, coloured pencils or crayons
• Sample letter template displayed on board/flipchart
• “Future Self” envelope or folder for storing letters
• Whiteboard and markers

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Lesson Structure

1. Introduction (5 minutes)

• Begin with an engaging discussion: “Have you ever wished you could send a message to yourself in the future?”
• Explain that today they will write a very special letter—to their future selves!
• Show a short example letter on the board or flipchart, highlighting the greeting (“Dear future me”), body (their goal), and the closing (“From, your name”).
• Emphasise that they will write about one goal they want to achieve by this time next year (it can be anything—learning to ride a bike, reading a new book, making a new friend).

2. Mini Writing Skills Refresher (7 minutes)

• Briefly revisit important features of writing a letter in first class: start with “Dear Future Me,” end with “From,” and uses sentences with capital letters and full stops.
• Introduce or review the idea of writing clear, simple sentences.
• Model writing a sentence on the board: “I want to learn to read three new books.” Ask for suggestions to improve or change it.
• Highlight the importance of neat handwriting and encouraging spelling attempts based on phonics.

3. Writing Time (20 minutes)

• Distribute writing paper and materials.
• Students write their letter independently (supported as needed).
• Encourage students to:
  • Begin the letter with a greeting.
  • Write at least 2-3 sentences: one saying who they are writing to (their future self), one describing the goal, one with a nice closing.
  • Use capital letters and full stops.
  • Draw a small picture that represents their goal in the margin or at the end of the letter.
• Teacher circulates to assist individual students with sentence formation, spelling, or encouragement.
• Use positive reinforcement and gently prompt students to sound out words rather than guess.

4. Sharing and Reflection (8 minutes)

• Invite volunteers to read their letters aloud with confidence, if they want.
• Discuss the variety of goals: Are they achievable? What will help you reach your goal?
• Emphasise how writing their feelings and goals helps them remember and keep trying.
• Collect letters in envelopes or folders labelled “Future Me” to be given to them next year as a reminder and keepsake.

5. Closure (Optional) (If time permits) (up to 5 minutes)

• Use coloured pencils to decorate the outside of their envelopes or write their names on them neatly.
• Remind students about the excitement of remembering their goal next year.

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Assessment & Differentiation

• Assessment:

  • Observe ability to form simple sentences with appropriate punctuation.
  • Check for presence of goal and letter format components.
  • Evaluate handwriting and spelling attempts in line with typical first class expectations.

• Differentiation:

  • Provide word banks or sentence starters for students who need extra support.
  • Allow higher achieving students to write longer letters or add descriptive sentences about why they have chosen their goal.
  • Pair students for peer support during writing if beneficial.

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Reflection & Extension Ideas

• At the end of the year, students can revisit their letters and discuss whether they achieved their goals and what helped or challenged them.
• Connect this writing activity with art by creating “future me” self-portraits or goal posters.
• Integrate ICT by recording students reading their letters or typing their goals on a class tablet for multimodal literacy experience.

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This lesson plan not only develops essential writing skills but also taps into students’ self-awareness and motivation, making writing purposeful and personally meaningful. It aligns well with IE educational standards while fostering creativity, reflection, and perseverance.