I.
Lesson Overview
Title: Letter to Future Self
Subject: Language Arts/Career and Technical Education
Grade Level: 6th
Lesson Description: Students will work in a brief mini Language Arts lesson/workshop on letter writing (and
review the components of letter writing) to their future selves, including (and not limited to) their goals for the
future, any hopes and aspirations in the future, and anything else they would like to share.
Enduring Understanding: Importance of setting goals and reflecting.
Essential Question: Is it important to set goals and to reflect?
Hawaii Content and Performance Standards (HCPS):
Standard Benchmark Performance Indicator(s)
Standard 4: Writing: Range LA.6.4.1: Students will write in a letter
of Writing Write in a variety of grade-appropriate format.
formats for a variety of purposes and
audiences.
Standard 5: Writing: LA.5.5.7: Adjust voice to suit the The writer writes in a style
Rhetoric purpose and form of writing (e.g., that suits themselves in order
funny story, report, serious poem). to express their thoughts to
their future self.
Standard 5: Writing: LA.6.5.1: Select appropriate details, The student will provide
Rhetorics examples, reasons, and/or facts to details, examples, and to
support an insight, message or thesis. express their goals and
aspirations in their letter.
Standard 2: Career Planning: CTE.6.2.1: Establish personal and The writer will advance
Explore and understand learning goals related to career and his/her purpose by expressing
educational and career life interests. their future goals and
options in order to develop aspirations in relation to
and implement personal, career and life interests.
educational, and career
goals.
II. Objectives
Overall Lesson Objectives
Students will review the components of letter writing, and create letters to their future selves (five years in the
future) expressing their future goals and aspirations in relation to career and life interests, as well as anything
else they would like to share.
III. Materials
- Interactive Letter Format (on a Chart Paper)
- Envelope with Letter Components
- Paper
- Pencils
- (Possibly) Computers/Laptops for them to type out their final draft (?)
IV. Instructional Methods
Teacher will Students will
1
Attending Cue: Teacher will ask students if they had one Share their thoughts in a
thing to put in a time capsule, what mini discussion.
would it be and why. (Explain time
capsule if necessary).
Anticipatory Set: Explain that today’s lesson will be Be interested to see what
closely related to the purpose of a time they will be doing today.
capsule, and is something that they all
should be familiar with doing.
Introduce and Model New State that they will be writing letters, and Be curious about the type of
Knowledge: not just any letters they have typically letters they will be writing.
done.
Ask: “What types of letters have you Discuss (i.e., say “Formal
written so far? Who was it written to?” letters,” “Thank you
letters,” “Letters to
Tell them that today, they will be writing relatives,” etc.)
to someone totally different; themselves.
State that before they can continue on to Pay close attention to the
the actual assignment, they must first clauses.
show me that they know the essential
components that goes into a letter and
the order it goes in (i.e., date, whoever
they’re writing to, actual content of the
letter, closing, and their signature).
Provide Guided Practice: Uncover the chart paper that is blank. Evenly disburse the letter
Inform them that they will work together components, and work as
to post/stick the specific component to one group to get the right
the right location. order down.
Hand out the envelope with letter
components.
Only when the students get it right (have
them tape it down), will I go over the
components:
*Put suggestions of the type of Share their suggestions on
salutations/closing/P.S. they know of. things they’ve seen in
(i.e., for greetings, “Dear,” “Hello,” etc.) letters.
Write down these suggestions near the
component.
*Talk about the “meat” of the letter,
where the teacher will state and post up Pay close attention to what
what will be asked of the students: will be asked of them in
- *How the 6th grade is going thus regards to the letter writing
far/how camp was (what did they assignment.
learn?)
- *Their personal goals.
2
- *At least one academic goal.
( * = REQUIRED of them)
Ask students for any other suggestions Provide and share
on what they should write about in the suggestions on the things
letter to themselves. they can possibly write
Go over the other elements (closing, about in their letter.
signature), have the students sign their
names so they can be responsible for Sign their names.
doing writing in letter format.
Provide Independent Allow students to start writing their Work independently and be
Practice: letters, mill around the class in case a on task, and be quietly
student needs help or is “stuck”. working.
Say out loud what makes a good
paragraph: details, more than one
sentences, etc.
If students finish early, have them Double check and revise, if
double check for any corrections (i.e., necessary.
spelling, conventions, etc.).
If the students are satisfied with their Type out their final draft.
work, they can work on a laptop to type
out their final draft on a Word
Document.
Include drawings.
If they are done with their final draft,
allow the students to draw on their
written draft anything they may want to
include.
Closure Tell students that they’re missing one Wonder and think about
more thing: “How will you read this in what they’re possibly
five years? How will this get to you?” missing. “In the mail!”
Tell students to write the address that
they will probably still be at on the
envelope.
“No, it wouldn’t be sent, we
Ask students: “If I were just to send it need a stamp in order for it
like this, would it be sent? Are we to be mailed to us.”
missing something?”
Stick on a forever stamp.
Close with thanking them, and saying
that they’ll really benefit from doing
this, and five years later, they’ll be able
to see if they’ve achieved their goals that
they set.
3
V. Assessment
For whole class:
Formative/Ongoing Students will be checked for understanding of their knowledge of the
Assessment: structure and format of letter-writing through the hands-on activity of
placing the components into its rightful location.
Summative/End Of Lesson Students will be able to create letters independently, keeping in mind the
Assessment: format and structure of letter writing. Know the process of letter writing
(letter writing, as well as addressing the envelope, putting a stamp on it,
etc.).
I. Modifications/Adaptations:
Students will all be able to have the opportunity to work together and collaborate together during guided practice.
Students will be given enough time to work on their letter, and if students finish early, they will be able to work
on a computer or typing device so they can print it out through a word processing program.
Letter Writing
Structure
Heading/Date
4
Salutations/”Gre
etings”
-> (Indent) Body
Closing
Postscript
“P.S.”
5
Signature
- What You’re up to
now.
th
- how the 6 grade is
going so far.
- Your personal
goals.
6
- At least one
academic goal.
