Formal and Informal Writing

Overview

Age group: Year 4 (age 8-9)
Duration: 55 minutes
Class size: 17 students
Subject: English
National Curriculum references:

• English programmes of study: Writing – vocabulary, grammar, and punctuation
• Spelling – use of standard English
• Spoken language – developing understanding through discussion and explanation

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Understand and explain the difference between formal and informal writing. (NC English KS2 Writing)
2. Identify and create sentences using formal and informal language appropriately. (NC Writing – Vocab, grammar & punctuation)
3. Understand the use of contractions and abbreviations and recognise their roles in formal and informal contexts. (NC English KS2 Spelling)
4. Construct a word bank of common contractions and abbreviations and apply these to their own writing. (NC Writing – applied spelling & vocabulary)

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Success Criteria

• Pupils can confidently explain formal vs informal writing with examples.
• Pupils can distinguish and use contractions appropriately in informal writing.
• Pupils create a personalized word bank of contractions/abbreviations.
• Pupils write sentences showing appropriate use of contractions or fully spelled-out words depending on the context.

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Resources

• Whiteboard and markers
• Interactive projector or large paper for brainstorming
• Printed example sentences (formal/informal) for matching task
• Contraction and abbreviation word cards
• Exercise books or lined paper
• Post-it notes for pupil work
• Timer

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Lesson Structure

1. Starter Activity (10 minutes) – Spot the Difference

• Teacher writes two short sentences on the board: one formal and one informal (e.g., Formal: "I am unable to attend the party." / Informal: "I can't come to the party.")
• In pairs, pupils discuss and highlight differences in tone, word choice, and contractions.
• Whole-class discussion guided by teacher questions:
  • Which sentence sounds more like talking to a friend?
  • Which sounds like writing a letter to the headteacher? Why?
• Reference NC requirement to distinguish between standard and non-standard English and recognise formal language.

2. Explain and Explore (10 minutes) – Understanding Contractions and Abbreviations

• Interactive mini-lesson: Quick explanation of contractions (e.g., can’t, don’t, I’m) and abbreviations (e.g., Mr, Dr, etc.) with examples on board.
• Discuss that contractions are common in informal writing while abbreviations can appear in formal and informal contexts but must be used correctly.
• Use the National Curriculum focus on increasing vocabulary choices and using Standard English where appropriate.

3. Group Activity (15 minutes) – Word Bank Creation

• Divide class into 4 groups. Each group receives word cards: a combination of contractions and abbreviations.
• Task 1 (5 mins): Sort cards into ‘Formal’, ‘Informal’, or ‘Both’.
• Task 2 (10 mins): Each group writes sentences on post-it notes using their contractions/abbreviations correctly in context.
• Groups stick sentences to designated areas on a large poster labelled “Formal”, “Informal”, and “Both”.
• Teacher circulates, prompting and correcting as necessary.

4. Independent Application (15 minutes) – Writing Sentences

• Pupils write 4 sentences in their books:
  • 2 formal sentences without contractions (appropriate for letters, reports).
  • 2 informal sentences using contractions (dialogue or casual messages).
• Encourage use of the developed word bank—display it clearly in class for visual support.
• Teacher provides scaffolded sentence starters if needed.

5. Plenary (5 minutes) – Quick Quiz and Reflection

• Verbal quiz: Teacher reads out sentences aloud (formal/informal/contraction use) and pupils hold up colour-coded cards (e.g., green for formal, red for informal, blue for contractions).
• Pupils reflect aloud or write one thing they learned about contractions and formal/informal language.
• Reinforce National Curriculum aims: using Standard English appropriately and understanding different forms of written communication.

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Assessment

• Formative assessment through observation during group activity and independent writing.
• Check pupil workbooks for correct sentence formation using contractions and formal language.
• Use plenary quiz responses to gauge understanding of concepts.

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Differentiation

• Provide sentence starters and visual word banks for pupils with lower confidence.
• Challenge higher ability pupils to rewrite informal sentences in formal style without contractions.
• Use adult or peer support during group sorting task where needed.

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Extension Ideas

• Homework: Write a formal email requesting permission from school using no contractions; write an informal email to a friend using contractions.
• Drama activity: Role-play conversations (formal vs informal) to deepen understanding of tone.

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This detailed, engaging lesson equips Year 4 pupils to discriminate and use formal and informal writing styles effectively, applying National Curriculum standards in vocabulary, grammar, and punctuation. It uses collaborative, practical, and creative approaches to ensure deep understanding and application.