NET-S Project

Title: International Pen Pals (4th grade)
Subject: Writing, Technology
Grade Level: 4th

Input: For this lesson students will be writing letters to a pen pal in a 4th grade class in Afghanistan. Students will establish a relationship through their letters by talking about their life. Students                will also have the opportunity to participate in a live video feed as a class with our Pen Pal class.

Instructional materials needed:
   * writing materials (pencil, lined paper)
   * example letter, showing format
   * blackboard and chalk
   * computers for word processing
    * computer with live video and internet capabilities

Lesson Objective/Learning Targets:
   Instructional: Use technology to adapt a pen pal lesson into an international experience.

    Informational:
       Student will be able to:

1. Demonstrate an ability to create a letter of at least 2 paragraphs.
2. Use and edit letters for correct grammar, spelling, punctuation, capitalization, and structure.

Standards:

NET-S:

Standard 1 – Student Learning & Creativity: model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
virtual environments.

Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments: design or adapt relevant learning experiences that incorporate digital tools and resources
to promote student learning and creativity.

Standard 3 – Model Digital-Age Work and Learning:

a.   demonstrate fluency in technology systems
       and transfer of current knowledge to new technologies and situations.
b.   collaborate with students, peers, parents, and
       community members using digital tools and resources to support student success and innovation.
c.   communicate relevant information and ideas
    effectively to students, parents, and peers using a variety of digital-age media and formats.

EALRs:

Writing 1 – The student understands and uses a writing process.

Writing 2 – The student writes in a variety of forms for different audiences and purposes.

Grouping Students for Instruction:
Students will work collaboratively to brainstorm ideas to write about in their letters. Students will also work individually when they write their letter. Peer-support will be allowed while the teacher moves about the class helping in the writing process.

Anticipatory set:

1. Ask students to define what they think a "pen pal" is.

2. Ask students if they have ever had a pen pal.

• Explain how when you were in the 4th grade, you started writing to a boy in Scotland. Talk about the experience and how you still stay in touch with him even today.

3.   Explain to class that they are now going to start writing to students in another 4th grade class, in Afghanistan.

4.   Ask a student to come to the map to point out Afghanistan.

5.   Brainstorm a list on the board as a class of things to talk about in their letters.

Modeling:

1. Either on the board or on a large piece of poster board, model a sample letter with the students.

Guided Practice:

1. Brainstorm ideas to write in the first letter. Make the first suggestion, and then ask the students for further possibilities. Remind the students that this other class lives in Afghanistan and
may have never been to Washington or even the U.S.A.

a. Suggested ideas: hobbies; what you did over the summer; talk about the town/state; if you have ever had a pen pal, who is in your family, do
you have an pets, favorite color, food, movie, music.

b. Remind student that they should try to ask their pen pal questions, so that
person has something to respond to.

2. Write all ideas on the board for the students to refer back to.

3. Review the format of a friendly letter. Create a large sample letter on the board,
      label the following: date, greeting, body, closing, signature.

4. Tell the students to refer back to the brainstorming list for ideas.

5. Define criteria: letters should have at least two paragraphs and must include
      capital lettering and correct punctuation.

6. Explain that because there a may be an uneven number of boys and girls in the
     two classrooms, boys may write to girls and visa versa. So, all the names of the
     students in Afghanistan are written on index cards. Students will pick from the
     face down cards, so it is all by chance who gets who.

Independent Practice:

1.   Have students begin writing their letters. Circulate around the room.

2.   Once letters are completed, they should be checked (and edited, if needed). Once     edited, they may begin writing their final copy of the letter.

3.   For the final copy, the students will go to the school computer lab and type they’re letters using Microsoft Word. The final draft will be mailed to our Pen Pal school in Afghanistan. All other copies should be kept in the writing folders.

Checking for Understanding:

1. Teacher will check for understanding by checking student’s final drafts for correct writing mechanics.

Closure:

1. Teacher will write a letter with multiple errors in writing mechanics and proper letter writing format and have the class correct it collaboratively.

2. Teacher will explain that after the class receives letters back a time will set for a video meeting with our Pen Pal class.

Assessment Strategy:

1. Rubric for letter components and mechanics.

2. Evaluation will be ongoing for staying on-task, and quality of work.

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