Lesson 1 - The Letter

Curriculum Expectations	Learning Goals
Language Reading 1.5: make inferences using stated and implied ideas from the text as evidence Reading 1.6: extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them Writing 1.2: generate ideas about a potential topic using a variety of strategies and resources	Language When I read a text, I can tell who may have written it and what their purpose was by examining the vocabulary, structure and context of the work. I can make personal connections to the letter in this lesson. I can brainstorm and use shared writing to generate questions for KC, and write a reply.
Materials
Each student will be given a small blank book (i.e., journal) to record thinking, ideas and various BLM copies from the unit. This is an "Assessment for/as Learning" tool to be used throughout the unit. BLM #1: Letter

Approximately 15 minutes Minds On	Notes/Assessment
Whole Group > Setting The Context Inform the class that together you are going to collectively create a story, drawing upon everyone's imaginations and inferencing abilities to expand upon small bits of information. Explain that you will begin to establish the fictional world of the story drama, by sharing a letter with them. Ask students to listen carefully to a short letter that you found on your desk when you arrived at school that morning. (see BLM #1: Letter).	The purpose of this letter is to hook students into the world of this drama and build belief in the drama. It is suggested that the teacher bring a sense of intrigue into the finding and reading of the letter.
Approximately 30 minutes Action!	Notes/Assessment
Pairs > The Mystery Letter-Responding to Questions Read the letter to the class. Organize students into pairs to review and discuss the mystery letter Prompts: Who is the author? What is the purpose of KC's letter? ^CL "My friends are losing their homes" - what might this mean? Why might he be writing to us? How does this letter make you feel? What do you think KC is asking? What do you think we should do? How can we get more information? These questions can either be posted in the class (chart paper/white board) or could be photocopied and pasted into the students' journals. Whole Group > Share/Read-Aloud/Shared Writing Invite pairs to share some of their ideas with the whole class and record their responses on chart paper. Ask students to consider how they should respond to KC's request for help. Prompt: Do we know enough to be able to help him? Use a think-aloud to model a question that could be asked in the letter. Organize students into groups of 2-3 and direct them to come up with 3 questions they would like to ask KC and to record these in their journals. Prompt: We don't learn very much about KC in this letter. ^CL What kinds of things do you wonder about him? What parts of his letter are unclear? Engage the class in a shared writing activity. Ask students to help you compose a carefully worded letter to KC. Decide together what questions should be asked in the letter.	Assessment for Learning Consider students' schema/prior knowledge of letter writing The students will use their journals to keep a record of questions, ideas, and responses throughout the unit. Notes When students ask personal questions about KC, respond that you only taught him for 2 weeks and you never really got to know him/her. Also explain to the class that you are sharing the letter with them because you are not sure what to do and you need help from the class. Suggested Script for the Think-Aloud "KC mentions that "his friends" are losing their home....I wonder who these friends might be....I think he may be referring to a friend at school but I'm not sure. Maybe we should explicitly ask him who these "friends" are. The question I want to ask is, Who are these friends and where are their homes?"
Approximately 5 minutes Consolidation	Notes/Assessment
Whole Group > Writing Instruct students to record one question they have for KC that they feel is the most important.