Friendly Letter Structure 1) Envisioned Situation: This mini-lesson was made with a fourth grade class in mind.

It relates to SOL Standard 4.7 e) Recognize different modes of writing have different patterns of organization. This mini-lesson could be done at any point of the year. This lesson would be most helpful to students at the very beginning of the writing process. Students will most likely have already seen, and perhaps written a letter, but this lesson is to reinforce student knowledge on the structure of a friendly letter. 2) Purpose: The purpose of this lesson is to remind students of the different parts of a letter (heading, date, body, and closing). It also reinforces how all these parts should be organized. 3) Materials: Dear Mr. Henshaw by Beverly Cleary Handout on friendly letters for students 4) Content: Start the mini-lesson by reading some of the letters written by Leigh Botts in Dear Mr. Henshaw. Some suggestions are pg. 3; 9; and 37. These three letter give a variety of length and closings. Depending on time you could read less or more. After reading from the book, ask students: What did you notice about the type of writing that you just hear me read? When they say they were all letters ask students Could you picture the structure of the letter as I read it? To instruct students in what each part of the letter must include use the different parts of your body to explain the structure. Point to the top of your head and say that a letter heading starts with a date at the top right. Then point to your mouth and say that a greeting follows the date on the left. Usually a Dear _____, Point to your heart or torso and say the body of the letter comes next in which you write your message Next point to your knees and say that after the body comes the closing. This is usually something like sincerely, your friend Finally point to your feet and say this is where you sign the letter at the very end. Have students stand up with a partner and point to the different body parts explaining what part of the letter it is and what is included in it to their partner. Each partner should have a chance to point and explain. Walk around class to observe each set of partners. Bring the class back together and give out the handout. Have students work on the activity explained at the bottom. 5) Techniques Used:

Whole-class instruction practicing with a partner Giving example through reading