Valentine Letter Lesson Plan

Grade Level: 1
Arizona State/Common Core Standard(s):
(1.W.5) With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
(L.1.1) Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
(L.1.2) Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Content Area Objective(s) - Bloom's Taxonomy:
1. Students will describe key features of letters.
2. Students will write an informal letter
Language Objective(s):
1. Students will be able to use correct punctuation and capitalization.
2. Students will be able to write an introduction, details, and a conclusion.
Vocabulary: introduction, details, conclusion
Anticipatory Set: Teacher will ask the students to think about when they've written
letters to people before. Teacher will ask the students what they believe to be important
key features of letters and share it with their elbow partners. Students will then share their
ideas with the teacher.
Teacher Actions:
1. Teacher will put a copy of the blank lined paper up on the document camera.
2. Teacher will ask the students for ideas on how to give the Valentine letter an
introduction. Teacher will write the ideas on the board (lined paper).
3. Teacher will ask the students for ideas on supporting details. Teacher will write the
ideas on the board and inform students that they must have two or three supporting
details.
4. Teacher will ask the students for ideas on how to give the letter a conclusion. Teacher
will write ideas on the board.
5. Teacher will walk around to monitor and answer questions as the students write.
Student Actions:
1. Students will offer ideas for the Valentine letter introduction.
2. Students will offer ideas for supporting details.
3. Students will offer ideas for a conclusion.
4. Students will take out their privacy folders.
5. Students will write Valentine letters to their parents.
Modifications (corresponding to student actions):

1. Students who struggle with reading and writing will be allowed to write three
sentences instead of five. This encourages the students to focus more on the quality of
their work rather than the quantity. This will also allow them to finish in time, as opposed
to feeling rushed or not being able to finish.
2. Students who have difficulties focusing might need to work in the pod or at a back
table where there are fewer distractions.
Closure: The teacher will review the content goal with the class. The teacher will ask the
students if they feel they have met that goal. The teacher will ask students if any of them
would like to share their letters with the class. The teacher will collect the Valentine
letters from the students.
Assessment (formative and/or summative): Students will be assessed on their
Valentine letters. They are expected to have a letter that incorporates proper spelling,
punctuation and capitalization. The letter's sentences are also expected to flow nicely
together.
Materials/Resources:
blank lined paper (22)
pencils (22)