Lesson plan
|Reading Lesson: Appropriate Language |Grade Level: 3 |
|Lesson Summary: The teacher introduces the concept of formal and informal language in speech and writing. Students then inspect two samples of formal and informal |
|language on a similar topic and answer questions about situations where each form of language is appropriate. As students view 10 PowerPoint slides during Guided |
|Practice, they indicate whether the language is formal or informal. They write formal letters to a favorite author during Independent Practice. For a closing |
|activity, students explain situations in which they would send formal and informal correspondence. Advanced learners write and read persuasive letters. Struggling |
|learners write instructions for a simple task and then pantomime the task. |
|Lesson Objectives: |
| |
|The students will know… |
|that there are two types of language for writing or speaking: formal and informal. |
|that formal and informal languages include different types of vocabulary appropriate to the audience. |
| |
|The students will be able to… |
|identify the correct situations for formal language and for informal language. |
|use formal language to write letters and persuasive paragraphs. |
|Learning Styles Targeted: |
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| |
|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Remind students that we speak and write using two different types of language depending upon the occasion. |
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|Define formal and informal language, explaining that formal language is used in specific occasions and contains more difficult words, while informal language is |
|used more frequently and contains more casual and familiar words. |
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|Illustrate the difference between both types of language by reading a formal invitation to an event and an informal message sent to a friend. Ask students whether |
|the language is formal or informal. |
|Whole-Class Instruction |
|Materials Needed: formal and informal samples of writing on a similar theme, PowerPoint presentation*, pencils, paper, sample of a formal letter |
|Procedure: |
|Presentation |
|Display two samples of formal and informal language for the students. Both should be on a similar topic, such as a vacation. The formal sample could be a brochure |
|about Florida vacations; the informal sample could be a postcard that a third grader has written to a friend back home. |
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|Ask students why formal and informal language is appropriate for each type of audience. Have students pick out examples of formal and informal words. What would |
|happen if the languages were switched? Then ask students to discuss other situations where formal and informal languages are used. |
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|Guided Practice |
|Project the PowerPoint slides* containing 10 writing and dialogue samples. Students number their papers from 1 through 10, and then indicate whether the language |
|is formal or informal. |
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|Review each PowerPoint slide after students have completed viewing the slideshow. |
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| |
|Independent Practice |
|On the board, project a formal letter containing: return address, inside address, date, salutation or greeting, body of letter, and closing with signature. Review |
|each component with students. |
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|Ask students to write a formal letter to a favorite author, modeling their letters on the projected sample. Display the letters on the bulletin board. |
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|Closing Activity |
|Have students explain in which situations they would send an informal email or message and in which situations sending a formal letter would be more appropriate. |
|Advanced Learner |
|Materials Needed: pencils and paper |
|Procedure: |
|Explain to students that they will be writing a persuasive letter using formal language. Review persuasive language and have students brainstorm powerful words. |
| |
|Then ask students to write a letter to the editor of their school or neighborhood newspaper requesting that the school holds a fundraiser for the local animal |
|shelter. |
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|Students can read their persuasive letters to the class. |
|Struggling Learner |
|Materials Needed: pencils and paper |
|Procedure: |
|Divide students into small groups of 2–3. Tell them they will be using formal language to write instructions. Ask them to brainstorm a simple task, such as making |
|a peanut butter and jelly sandwich. |
| |
|Then have each group write a numbered set of instructions to perform the task. |
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|After instructions are written, groups can exchange instructions. Each group will read the instructions while pantomiming the task. |
*see supplemental resources
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