Writing Friendly Letters

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ST Name: ___

ST Number: ___

Class Level: First Class

Date: ___

Subject: English

Time: ___

Duration of Lesson: 40 minutes

No of Pupils: 24

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Strand(s):

Oral Language, Reading, Writing

Element(s):

Exploring and Using

Learning Outcome(s):

1. The child should be enabled to plan and write a first draft of a friendly letter using a template.
2. The child should be enabled to identify and use key features of letter writing, including capital letters, full stops, and commas.
3. (Optional) The child should be enabled to give and receive constructive feedback using the "Two Stars and a Wish" method.

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Focus of the New Learning / Learning Objectives:

1. Children will plan and write a first draft friendly letter using a familiar template.
2. Children will practise applying punctuation and letter-writing conventions (capital letters, full stops, commas).

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Assessment:

1. Method: Observation and review of pupil drafts using teacher checklist; peer feedback in partner sharing.
2. Assessment of: Letter structure, use of punctuation, use of key letter phrases, legibility, effort in drafting.
3. To be recorded: Teacher notes and checklist marking first draft letters; peer feedback documented informally.

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Teacher Questioning:

Lower order questions (Closed Questions)

1. What do we use at the start of a sentence? (Capital letter)
2. Where do we put a full stop?
3. Can you find a greeting in this letter?

Higher order questions (Open Questions)

1. Why do you think it is important to use capital letters in a letter?
2. How do you decide what to write in each part of a letter?
3. What could make your letter friendlier for your buddy?

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Language Development opportunities in this lesson:

• Reinforcing letter forms, punctuation names and purposes.
• Using phrases from yesterday’s poster for modelling language.
• Partner talk during feedback exchange promoting oral skills and listening.

Literacy Development opportunities in this lesson:

• Applying reading knowledge about letter structure to writing.
• Composing sentences using appropriate punctuation.
• Copying and extending model letter phrasing.

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Teaching Methodologies:

Talk and Discussion, Collaborative/Co-operative Learning, Active Learning, Skills Through Content, Using Local Environment, Problem Solving

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Introduction (10 minutes)

Stimulus:
Display a large sample letter (teacher-written) to the class called “Letter to My Buddy.” This letter will clearly show capital letters, full stops, commas, greeting, body, and closing.

Elicit Prior Knowledge:
Ask pupils what they remember from yesterday about writing friendly letters and the posters in their groups with useful phrases. Review key features of letters and punctuation briefly.

Share Learning Intention:
“Today we are going to write the first draft of a letter to a friend using the phrases and punctuation we learnt about yesterday. We will use our copybooks and a letter template, and then give feedback to our partners.”

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Development (20 minutes)

• I Do (Modelling) [Teacher-led]:
  Teacher writes “Friendly Letter Draft” as title and today’s date on the board. Then teacher writes a short letter draft on the board, speaking aloud the punctuation and letter features used, demonstrating how to use the template for greeting, body, closing.

• We Do (Guided Writing) [Whole class]:
  Together with the class, pupil volunteers write another short draft letter in a shared big copybook or on the projector screen, correcting punctuation and phrasing as needed.

• You Do (Independent Writing) [Children]:
  Pupils open their ruled copybooks, write the title and date, and begin writing their own first draft letter in the format shown, using posters from yesterday as prompts. Teacher circulates, offering help on key punctuation features and letter structure.

• Error Correction:
  Teacher and pupils self or peer-correct capitals, full stops, and commas visibly in their drafts with red/green pens or pencils.

• Preparation for Tomorrow:
  Once draft is corrected, teacher hands each pupil an envelope to write their name on, which will hold their final letter tomorrow.

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Conclusion (10 minutes)

Cognitive:

• Partner pairs share their draft letters aloud.
• Using “Two Stars and a Wish” approach, partners give two positive comments (“stars”) and one suggestion (“wish”) for improvement, focusing on punctuation and friendly phrases.

Social:

• Positive interaction and encouragement foster classroom community.
• Pupils learn to respectfully critique and accept feedback.

Transition:
Teacher explains how tomorrow they will write the final version of their letter in the envelope they labelled today, using their feedback and draft.

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Universal Design for Learning (UDL) / Inclusion

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupil 1	Difficulty with handwriting and letter formation	Provide printed letter template with larger writing lines and visual prompts	Allows focus on punctuation and content
Pupil 2	EAL (English as Additional Language) learner	Use visual aids/posters from yesterday, paired discussion in L1 if possible	Reinforces language understanding and letter structure
Pupil 3	Slow processing speed	Extended time to complete the draft within the lesson; partner support	Reduces pressure, allows participation at own pace

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The Learning Environment / Resources:

• Sample letter written by teacher on chart paper / board
• Poster sets from previous lesson with letter-writing phrases
• Pupils’ copybooks with ruled pages
• Envelopes for pupils to write names on (for final letter tomorrow)
• Red and green pens/pencils for correction and feedback
• Display area for “Two Stars and a Wish” visual reminder
• Quiet, well-lit classroom arranged to allow individual and partner work

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References to Irish primary curriculum:

• English Curriculum (Primary Language Curriculum, 2015):
  • Strand: Oral Language, Reading, Writing — Element: Exploring and Using
  • Writing: Compose texts using appropriate structure, punctuation, and vocabulary
  • Oral Language: Use of talk for reflection and feedback
• Emphasis on active, child-centered, co-operative learning aligns with IE best practice

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Additional teacher tips:

• Celebrate small successes in punctuation use to build confidence.
• Use the peer feedback to develop oral language and social skills in a positive way.
• Refer regularly to yesterday’s posters and the teacher model to reinforce consistency and familiarity for young learners.

This lesson plan integrates scaffolding, collaborative learning, and explicit teaching to support first class children in developing foundational writing skills within an engaging and supportive environment.