Letter Writing Basics

Overview

Unit: Letters from Magnus
Lesson 1 of 15
Duration: 60 minutes
Class size: 26 students
Year group: 3
Curriculum reference: National Curriculum for England – English Programmes of Study, Key Stage 2 (Years 3 and 4)
Focus: Introduction to informal letter writing — purpose and structure

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National Curriculum Links

English – Writing (Years 3 and 4):

• Pupils should be taught to:

  • Write for different purposes: including writing letters.
  • Organise paragraphs around a theme.
  • In narratives, create settings, characters and plot. (links to context)
  • Use appropriate features of standard English.
  • In spelling, punctuation and grammar: use capital letters, full stops, question marks, commas for lists and apostrophes for contractions.

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Learning Objectives

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

1. Identify the purpose of an informal letter (to communicate with friends or family).
2. Recognise and label the key parts of an informal letter: greeting, body, closing, and signature.
3. Understand the basic structure and language features of informal letters.
4. Begin to plan their own informal letter using a visual scaffold.

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Success Criteria

• Can explain why people write informal letters.
• Can name and place the greeting, body, and closing in an example letter.
• Can use key vocabulary such as “Dear,” “Yours sincerely,” and “From.”
• Can produce a simple plan of an informal letter using pictures and keywords.

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Resources

• Large visual anchor chart illustrating an informal letter with labelled parts.
• Example informal letter from 'Magnus' (fictional character) displayed on board.
• Individual letter planning templates with space for drawing and sentence starters.
• Interactive whiteboard or large paper for shared writing.
• Colourful sticky notes or magnetic labels for letter parts.
• “Letter Part” props/cards for sorting activity.
• Blank postcards or folded paper for mime/planning activity.
• Sentence strips with informal phrases for matching.
• Fun stickers or stamps for motivation.

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Lesson Structure

1. Warm-up (10 minutes): Hands-on Discussion and Predicting

• Show an envelope addressed to the class from “Magnus.” Pose curious questions: “Who might Magnus be? Why would he send us a letter?” Encourage speculation and excitement to spark imagination.
• Explain that today, they will explore what a letter is and how people write informal letters to friends or family.
• Use a tactile “Letter Part” prop – a physical letter cut-out with removable parts – to engage pupils visually and kinesthetically.

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2. Introduction to Letter Features (10 minutes): Visual and Interactive

• Present the large anchor chart with the example informal letter from Magnus on the board. Read the letter aloud with expression to model tone.
• Using sticky notes or magnetic labels, invite pupils to come up and place labels on the letter’s greeting, body, and closing.
• Discuss each feature:
  • Greeting: The opening (“Dear...”) to say hello.
  • Body: The main message or story.
  • Closing: How the letter ends politely and the writer’s name.
• Introduce and explain common informal greetings and closings (e.g., “Dear Mum,” “Cheers,” “From Magnus”).

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3. Guided Practice (15 minutes): Sorting and Matching Activity

• Split class into small mixed-ability groups (4–5 pupils each).
• Hand each group sets of “Letter Part” cards (greeting phrases, body sentences, sign-offs) scrambled up.
• Pupils sort cards into categories: Greeting, Body, Closing — working collaboratively.
• After sorting, one group shares their choices and explains why. Other groups discuss possible variations (e.g., different greetings).
• Extension for advanced: Groups create their own example greeting and closing with imaginative phrases and share with the class.

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4. Independent Activity (15 minutes): Plan Your Letter

• Provide children with a letter planning template featuring picture boxes and sentence starters (e.g., “Dear ___,” “I am writing to tell you…,” “From ___”).
• Encourage pupils to plan an informal letter they could write to a friend, family member, or Magnus.
• Circulate and offer support, encouraging use of descriptive language and correct letter structure.
• For lower-attaining pupils: provide a word bank and sentence stems; allow drawings in the body section with key words.
• For higher-attaining pupils: challenge to add an extra paragraph or use adjectives to describe feelings or events.

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5. Plenary and Reflection (10 minutes): Sharing and Review

• Invite a few pupils to read their letter plans aloud, praising use of structure and vocabulary.
• Recap the main parts of the letter using a fun mnemonic suggested by children (e.g., “Good Bears Clap”).
• Ask questions:
  • What is the purpose of an informal letter?
  • Which part do we write first?
  • What kind of words do we use to start and finish a letter?
• For assessment: Listen and observe pupils’ confidence in explaining letter parts and their ability to plan a letter.

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Differentiation Strategies

• Visual learners: Use anchor chart, props, and colour-coded letter parts.
• Kinesthetic learners: Handling letter parts physically and sorting activities.
• EAL and SEN learners: Sentence starters, word banks, and drawing to support writing.
• Advanced learners: Extended writing challenge, invent imaginative letter parts, and peer-teach letter structure.

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Extension Activities

• Design a “Letter from Magnus” mailbox in the classroom where pupils post their finished letters and receive peer or teacher reply letters in future lessons.
• Create role-play stations where pupils “write and send” letters and “read” their friends’ letters aloud with expression.
• Challenge pupils to write a letter using alternative informal greetings (e.g., “Hello there!”) or to include questions to the reader.

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Assessment

• Formative assessment throughout: teacher observes pupils’ ability to identify parts of a letter, participate in sorting and planning tasks, and articulate letter features.
• Collect letter planning sheets for feedback before next lesson’s letter writing drafting stage.
• Use reflective questioning in plenary to assess understanding verbally.

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Additional Notes

This lesson taps into pupils’ imagination and personal experiences by introducing a fictional character, Magnus, to make letter writing feel relevant and exciting. The hands-on and visual approach supports a range of learning styles, building confidence and enthusiasm for writing informal letters. The consistent use of terminology aligned with the National Curriculum prepares pupils for more complex writing tasks as the unit progresses.