T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned
with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Madison Young, Madison Niksich, Amanda Nesseth, and Lauren
Brink
Date: December 1st, 2016
Cooperating Teacher: Kelli Cox Grade: 6th
School District: Pullman School District School: Lincoln Middle School
University Supervisor: Barbara Ward
Unit/Subject: Writing
Instructional Plan Title/Focus: Each Kindness and Kindness Writing Lesson

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

The purpose of this lesson is to teach students about empathy and how to treat
others with kindness. Throughout this unit, students have been learning what their
biases are relating to people with disabilities. Similarly, students have also been
learning about various types of disabilities and how they affect those who have them.
Prior to this lesson, students have completed an Anticipation Guide, which allows them
to fill out what their beliefs are about those with disabilities. Going along with the
Anticipation Guide, students learned what a bias is, and they completed a journal entry
about what biases they may have towards people with disabilities. Additionally, students
have learned about several types of disabilities prior to this lesson, including autism,
communication disorders, learning disabilities, vision impairments, hearing impairments,
physical disabilities and intellectual disabilities. Prior to the lesson we are doing today,
students will know how to recognize certain disabilities and the traits that go along with
each disability.
In this lesson, we will read aloud the book Each Kindness by Jacqueline
Woodson. Students will also have the chance to perform the drop in a bucket activity
the students in the book do, and students will practice their writing skills by writing a
kind letter to someone else. After this lesson, students will have a better understanding
of what it means to express empathy and kindness. Additionally, students will also
develop their writing skills by practicing how to develop a friendly letter. Throughout this
lesson, students will have the chance to compare a business letter to a friendly letter.
Previously, students have learned the components of a business letter, and today they
will learn what friendly letters are composed of, including the greeting, signature, and
addressing of friendly letters. Students will then compose a friendly letter to a friend,
family member, or staff member.

b. State/National Learning Standards:

CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

CCSS.ELA-LITERACY.L.6.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

c. Content Objectives (to be copied in Assessment Chart below) and alignment

to State Learning Standards:
SWBAT: write a letter in friendly letter format to a friend, family member, or staff
member.
Aligned Standard:
CCSS.ELA-LITERACY.L.6.2
CCSS.ELA-LITERACY.L.6.1
CCSS.ELA-LITERACY.W.6.4
CCSS.ELA-LITERACY.W.6.4
NCTE 5

SWBAT- employ all the steps of the writing process to create a polished and
publishable piece.
Aligned standard:
CCSS.ELA-LITERACY.L.6.1
CCSS.ELA-LITERACY.L.6.2

SWBAT: adjust their use of writing conventions, style, and vocabulary for a variety of
audiences and purposes.
Aligned Standard:
NCTE 5
NCTE 12
CCSS.ELA-LITERACY.W.6.4

Language Objectives:
SWBAT- Orally compare the differences between a friendly letter and a business letter
Aligned Standard:
NCTE Standard 12
NCTE Standard 5

d. Previous Learning Experiences:

For this past unit, students have learned about various types of disabilities, and
have also learned what their biases are towards others with disabilities. Much of the
current unit is learning about how to treat others, focusing on those with disabilities, with
kindness and respect. Students in the past have learned how to create a business
letter, but have not yet written a friendly letter. This is why we are comparing the two
different formats in this lesson. Students previously learned that business letters follow
a strict format with your address and the recipients address at the top. Tey have also
learned that business letters need respectful greetings and signatures. Students will
learn today how business letters differ from friendly letters.

e. Planning for Student Learning Needs

ELL students will be placed in classroom desks near someone who speaks their
native language and English, and can help the ELL student with unfamiliar
vocabulary.
English proficient student can answer questions when needed
Teacher will go around to students for one-on-one assistance when class begins
independent work.
ELL students will have sticky notes on their desk to write questions about what
does not make sense or to place on handout instructions when they cannot
understand the text.
Students will have access to a multilingual dictionary to help with writing
Instructions will be given aloud to ensure comprehension
Teacher will have handouts printed in native language if needed

Accommodations for Gifted/Talented Students

Gifted students have the option to write more than one letter for this assignment.
If completed, the teacher could ask the student to write a kind letter to someone
with special needs and deliver it to them in the special needs classroom, or write
a whole letter to the class to deliver.
If completed with their work, gifted students will be asked to read their
independent books, or asked to write a reflection in their writing journals how it
felt to write something kind about someone else. The student could also choose
to brainstorm a list of acts of kindness they can use on a day-to-day basis.
Gifted students have the option to continue working on their Disability Research
project when finished with their letter.

Accommodations for Special Education Students

Accommodations will adjust to each students individual IEP/504 plans.
Students with learning disabilities related to literacy may be paired with a non-
special needs students
If needed, students will be given more time to work on the activity.
Students with learning disabilities related to writing will be given special
accommodations, such as using verbal communication to answer questions, and
having teacher write their response while they copy the teacher writing.
 Teacher will walk around the classroom during individual work time to provide
students with one-on-one assistance.
For James, our student with a hearing impairment, the teacher should wear a
microphone around their neck, which amplifies the teachers voice.
Additionally, we will have James sit right next to us when we
read Each Kindness.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies

Content Objective 1 Formative:

SWBAT: write a letter in friendly (see attached- Figure )
letter format to a friend, family
member, or staff member. Formative:
(see attached- Figure )

Content Objective 2 Formative:

SWBAT: employ all the steps of Formative:
the writing process to create a (see attached- Figure )
polished and publishable piece.

Content Objective 3 Formative:

SWBAT- adjust their use of writing (see attached- Figure )
conventions, style, and vocabulary
for a variety of audiences Formative:
(see attached- Figure )

Language Objective 1 Formative:

SWBAT- Orally compare the (see attached- Figure )
differences between a friendly
letter and a business letter

(Add rows as needed)

g. Student Voice:
Student-based evidence to Description of how
 K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)

1. Explain student Exit Slip After the lesson is

learning targets and what complete, students
is required to meet them will complete an exit
(including why they are slip. The exit slip will
important to learn). ask students about
the learning
objectives, and what it
looks like to meet
them. The exit slip will
also ask students the
questions, why are
the learning targets
are important?
(see attached- Figure
6)

2. Monitor their own Exit Slip Students will use the

learning progress toward rubric to assess
the learning targets using where they feel they
the tools provided are in relation to the
(checklists, rubrics, etc.). learning targets.
(Scale of-;I Need
Some Help, Im
Getting There, and I
Got It!)
(see attached- Figure
6)

3. Explain how to Exit Slip The exit slip will also

access resources and ask students what
additional support when resources or tools
needed (and how/why could help them, and
those resources will help how these resources
them). will help them
 improve. The prompts
will be, Resources or
tools that could help
me and These will
help me by
(see attached- Figure
6)

h. Grouping of Students for Instruction:

The teacher will begin the lesson with whole group instruction while the teacher reads
aloud Each Kindness. The teacher can gauge how well students understand the lesson
on empathy by asking questions and keeping students accountable for paying attention.
After reading aloud as a whole class, the students will be asked to gather around the
center table for the Drop in a Bucket activity. Once done with this activity, students will
go back to their desks where the teacher will give a lesson on business letter format vs.
friendly letter format. This will also be whole group instruction/ discussion. Students will
receive a Letter Questionnaire which they are to fill out themselves, as this is a form of
assessment for understanding the first portion of the lesson. Students will also complete
their friendly letter by themselves. We want to make sure that all students comprehend
this lesson, so they will write their letters individually. The teacher will walk around to
check student comprehension. Individual work is best for this lesson because all
students read at various paces and levels, so the teacher wants to make sure their
students are able to understand how to write a friendly, thoughtful letter.

Section 2: Instruction and Engaging Students in Learning

a. Introduction:

The teacher will say:

Good Morning, Students! Would you please all join me at the carpet?
This week we have learned about many different disabilities, and what our biases are
towards people will disabilities. Can someone tell me what a bias is? Do you
remember two weeks ago when we wrote a formal business letter? Good! Well today
we will be comparing a formal business lesson to a friendly letter. You will even have
the chance to write a friendly letter of your own! Before we start writing our letters,
though, I want to read you a book that has touched my heart. Do you remember how
along with our disabilities unit, we have talked about how important it is to be nice to
 others, regardless if they are different from us? Well, this book has a very important
message for us about treating others with kindness. Lets read it!

b. Questions:

1. Can someone repeat to me what a business letter format includes? (Knowledge)

2. Can anyone describe why it is important we would write a friendly letter?
(Comprehension)
3. Who can demonstrate what the layout looks like in a friendly letter? (Application)
4. Can you compare and contrast between a friendly letter and a business letter?
(Analysis)
5. Can you create your own letter using friendly letter format? (Synthesis)

c. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)

Teacher will have the days learning Multiple means of representation

targets written on the board so all
students are aware of what they will
be learning.
Teacher says: Good Morning,
Students! Would you please all join
me at the carpet for reading
practice?
*Allow students time to gather on the
carpet. Teacher sits in the reading
chair.
(UDL principle)
Writing the Learning Targets on the
board and then asking students if
they have any questions is a way to
provide accommodations for all
students with learning needs or
those students that are ELL.

Teacher says:
This week we have learned about
many different disabilities, and what
our biases are towards people will
disabilities. Can someone tell me what
a bias is?
*Allow time for 2-3 responses
Teacher says:
Do you remember two weeks ago
-Taxonomy of Thinking
(knowledge)
- this discussion time will help
students reflect on what they know
and have learned in the past
(Bloom)
when we wrote a formal business
letter? *Allow students to nod their
heads* - Zone of Proximal Development
Who can tell me what the parts of a - Students prior knowledge can
formal business letter are? (Question help or hinder learning. If students
1) are making connections between
*Allow students time to answer previously learned vocabulary to
Teacher says: the terminology used in the lesson
Those are all great details in a today then there is a higher
business letter. Well today we will be possibility for learning and students
comparing a formal business letter to a connecting prior knowledge to their
friendly letter. You will even have the working memory, thus allowing the
chance to write a friendly letter of your knowledge to be stored and
own! Before we start writing our letters, maintained.
though, I want to read you a book that
has touched my heart. Do you
remember how along with our
disabilities unit, we have talked about
how important it is to be nice to others,
regardless if they are different from
us? Well, this book has a very
important message for us about
treating others with kindness. Today,
we will be reading the book called
Each Kindness by Jacqueline
Woodson.
*Show students the cover of the book.
As I read this book aloud to you, I
want you to think about the
characters feelings in this story.

Teacher transitions from introduction

to read aloud. (20 min).

Teacher begins reading Each

Kindness and stops on page 4.

Teacher says: Hmm I just noticed - Introduction is an example of

that this page said it was Mayas first modeling. Students learn from
day of class. How do you think she the teachers modeling of what
feels on her first day? they are expected to do.
*Allow students to answer (Bandura, Observational
Teacher says: Are there any clues Learning)
we can use from the text as to why
she would feel that way?
*Allow time for student response
Teacher says:
I also noticed that this page says that
Mayas clothes were worn and - Zone of Proximal Development
ragged. By looking at the picture, I We will model and scaffold our
can see just how tattered Mayas teaching so that all learners have
an opportunity to make connections
clothes are. She is even wearing
and problem solve throughout the
spring shoes in the winter. I might lesson. (Vygotsky)
make the inference that Maya cannot
afford new clothes. What other -Dual coding
inferences can we make about - teacher uses visuals to assist the
Mayas home life? oral instruction to help students
*Allow time for response. better understand the information
presented (Paivio)
Teacher keeps reading throughout
the rest of the book and stops
occasionally to ask the students how
Maya must feel after she is being
bullied.

After finishing the book, the teacher

will ask the students:
Do you think the Drop in the Bucket
Activity was significant in this story?
*Allow time for response
What do you think the teacher was
trying to teach her students
*Allow time for response
Do you think that the main character
would have known she was treating
Maya poorly if they hadnt done the
Drop in the Bucket activity?
*Allow time to respond
Do you think this is an activity that
could help a real life class understand
how important it is to be kind to one
another?
*Allow time for response

Teacher says:
Well, it just so happens that I have a
bucket and 26 pennies waiting for us
to complete this activity, too.

Teacher transitions from read aloud - Zone of Proximal

to Drop in a Bucket activity (20
minutes)
Teacher says: We saw just how big
of an impact the Drop in a Bucket
activity had on the main character in
Each Kindness. Today, we are going
to have an opportunity to do the
same activity. I am going to hand
you all each a penny, and I want you
to think carefully about a time when
you expressed kindness towards
someone else. I would like you all to
pay attention to the ripples that
happen once we drop our pennies.
Just remember, one simple small act
of kindness can go a long way, and
can send waves of happiness to
someone else. I will begin and then
we will go counterclockwise. Voices
should be off while one person
speaks, and I expect you all to be
listening to your other classmates.
Development- The range of skill
that is created with teacher
guidance is greater than the
range students could achieve on
their own. By modeling and
scaffolding our lesson, students
will have greater access to the
information being taught
because having teacher
guidance helps students have
more access to the information,
rather than students just
learning on their own.
(Vygotsky)

Teacher first says something kind

they have done for someone else,
then allows all of the students to
have a turn dropping their penny into
the bucket full of water, meanwhile
saying a time they did something
kind for someone else.

Teacher transitions from Drop in a

Bucket Activity to discussion on a
business letter vs. a friendly letter
(20 minutes).

Teacher says: Thank you all so

much for sharing your kindness
stories. I really appreciate you being
brave and courageous to tell us your
story. I would like you all to please
go back and sit down at your desks,
quietly.

*Gives time for students to transition

Teacher says: Two weeks ago, we

completed a business letter. Today,
we will be writing a friendly letter to
someone else. Right now, I am
going to pass out a handout that has -Social Interactions are Important
both a business letter and friendly in the Knowledge Construction
letter format. Process
*Teacher passes out Business/ -By personally interactive with the
Friendly Letter Comparison students, the teacher will be able to
Worksheets help students understand their
Teacher says: existing knowledge and learn the
I would like you and your elbow new strategy on a deeper level.
partner to turn and talk. Discuss
some of the differences you notice
while looking at a business letter and
friendly letter.

While students turn and talk, the

teacher creates a t-chart on the -Dual coding
board. One side has business letter, - teacher uses visuals to assist the
the other has friendly letter. After 2 oral instruction to help students
minutes, bring the class back better understand the information
together. presented (Paivio)

Teacher says:
After talking to your partner, who
can tell me some of the
characteristics of the business
letter?
*Allow students to answer and write
responses on the t-chart
What about for the friendly letter?
*Allow students to answer and write
responses on the t-chart
Looking at our t-chart, can you
compare and contrast between a
friendly letter and a business letter?
(Question 4)
*Allow students to answer
- Learners construct their own
knowledge
-Taxonomy of Thinking (Analysis)
- Students are distinguish what
makes business letters and friendly
letters alike and different.(Bloom)
-Taxonomy of Thinking
(application)
- Students apply what they learned
about friendly letter format to
demonstrate what it looks like.
(Bloom)

Teacher says: Who can

demonstrate what the layout looks
like in a friendly letter? (Question 3)
*Teachers calls on student to write
on the board what the layout looks
like without using notes.

Teacher reiterates:
Those are all great examples. Yes,
the difference between a friendly
letter and a business letter is that the
friendly letter is more casual. You
can be more casual in your greeting
and your signature. Additionally, you
do not need some of the formatting
that a business letter needs.
- Zone of Proximal
Development- The range of skill
that is created with teacher
guidance is greater than the
range students could achieve on
their own (Vygotsky)

Teacher says:
To check our understanding of a
business letter vs. a friendly letter, -- The Letter Questionnaire is
we will be taking a letter activity is an activity that allows
questionnaire. Please complete this
task by yourself and put away your
notes.
*Teacher passes out Letter
Questionnaire worksheet and allows
students 10-12 minutes to complete
this assessment.
students to actively engage with
new concepts rather than passively
absorbing information.
(Constructivism, learners construct
their own knowledge)

Teacher transitions from business

vs. friendly letter discussion to -- The Letter writing activity is
independent letter writing work time an activity that allows students to
(40 minutes). actively engage with new concepts
rather than passively absorbing
Teacher says: Now that we have information. (Constructivism,
completed our mini-assessment, can learners construct their own
you create your own letter using knowledge)
friendly letter format? (Question
5)Taking the lesson we learned from
Each Kindness, your writing prompt -Taxonomy of Thinking (Synthesis
today is to write a kind letter to a and application)
friend, family member, or staff - Students combine and apply the
member in friendly letter format what they learned about friendly
expressing a loving memory, why letter format to create a friendly letter
you appreciate them, or what you of their own (Bloom)
admire about them. I will pass out a
check list, letter paper, and a rubric
for you to use as your tools. Please
use all steps of the writing process.
You may begin.
*Teacher passes out Letter Writing
Checklist, Letter Format, and
Friendly Letter Rubric worksheets.

Teacher allows time for students to

write their letters. While students are
independently working, teacher will
walk around the classroom asking
students what they are writing about
and checking to make sure students
are following friendly letter format.
*If students are still struggling,
teacher can stop the class to explain
more what each portion of their letter
should look like.

As students begin to finish their

letters, teacher will collect each
students letter.

Teacher will say: If you could

please slide all of your letters to the
center of your table, our paper
collector, (say student name whom
is paper collector for class job), will
go pick them up and set them on my
desk to turn in. Our goals for today
were compare the differences
between a business and friendly
letter. Today, we learned about the
formatting and characteristics of a
friendly letter, and you even had the -Taxonomy of Thinking
chance to write one yourself! Can (comprehension)
anyone describe why it is important - this discussion time will help
we would write a friendly letter? students reflect on what they have
(Question 2) learned in this lesson. (Bloom)
Tomorrow, I want you to remember
that we will be having our game day
with the Special Education class.
Remember the lesson we learned
today, and how important it is to be
kind to others. Lets practicing
kindness tomorrow when our guests
come! Before we go to lunch, I am
passing around an exit slip that I
need everyone to fill out. This just
checks to see how youre feeling
with todays lesson. Also, for
 homework tonight, I want you to
practice saying something kind to
someone else, and then write about
it in your writing journal. Also, I want
you to find an example of a
persuasive letter online and bring it
in to class tomorrow. We will
examine all the different examples
we have. Tomorrow, we will begin to
how we can write persuasively and
what characteristics make up a
persuasive letter.

*Teacher passes out exit slips and

writes homework on the board.

(Add rows as needed)

b. Closure: : I will conclude the lesson by bringing the class back together and
saying, Our goals for today were compare the differences between a business and
friendly letter. Today, we learned about the formatting and characteristics of a friendly
letter, and you even had the chance to write one yourself! Tomorrow, I want you to
remember that we will be having our game day with the Special Education class.
Remember the lesson we learned today, and how important it is to be kind to others.
Lets practicing kindness tomorrow when our guests come! Before we go to lunch, I
am passing around an exit slip that I need everyone to fill out. This just checks to see
how youre feeling with todays lesson. Also, for homework tonight, I want you to
practice saying something kind to someone else, and then write about it in your
writing journal. Also, I want you to find an example of a persuasive letter online and
bring it in to class tomorrow. We will examine all the different examples we have.
Tomorrow, we will begin to how we can write persuasively and what characteristics
make up a persuasive letter.
c. Independent Practice:

For homework, students will be asked to perform an act of kindness and journal about
how it made them feel. Additionally, students will be asked to find an example of
persuasive writing and bring it in to class tomorrow. Our goal as teachers is to help
students recognize different styles of writing, and be comfortable writing in those styles
when asked. For different standardized test questions, many prompts have been to
write a letter, or write a letter persuading. We want to make sure students have all the
materials they need to feel comfortable writing in these styles. Also, letter writing is a
very common task that all humans do. Letters are sent for many different reasons, and
we want our students to know how to write a letter for when they actually need to write
one in real life. Aside from the literacy portion of this lesson, we also want students to
practice being kind to others. This past unit, we have learned about people with
disabilities, and we want students to understand that it is important we treat everyone
with kindness, regardless if they are not similar to you. Students need to practice this
skill at home in order to grow. Students will be told to be ready to discuss or share their
examples the next day in class. As teachers, we would send home an email or a
newsletter earlier in the week informing families of this homework. Families will be given
notification that students are practicing these writing and life strategies, and it would be
beneficial if family members discussed these writing styles at home with their students.
Parents or guardians could ask what elements are in a friendly letter, business letter, or
persuasive letter, and how each one is specifically used. Additionally it would be
beneficial for the parents to talk about what it means to be kind with their students so
they are also being reminded at home that this is an important life skill. Ideally, teachers
want students to talk about what they learned in school at home.

d. Instructional Materials, Resources, and Technology:

1. Letter Writing Checklist worksheet

2. Each Kindness by Jacqueline Woodson
3. Letter Format worksheet
4. Letter Questionnaire worksheet
5. Letter Rubric worksheet
6. Business/ Friendly Letter Comparison Worksheets
7. Exit Slip
8. Whiteboard and marker
9. Bucket filled with water
10. 26 pennies (or one penny for every student and teacher)

e. Acknowledgements:
http://www.mnhuntingcalendar.com/wp-content/uploads/2016/06/friendly-letter-rubric-
friendly-letter-rubric.jpg

http://www.readwritethink.org/files/resources/lesson_images/lesson85/LetterChecklist.p
df
Woodson, J. (2012) Each kindness. Penguin Young Readers Group: Westminster,
London.
Figure 1

Letter Writing Checklist:

Writing prompt:

After reading Each Kindness, we saw that the main character wanted to go back and say
something nice to Maya, but she did not have the chance before Maya moved away. Your
mission today is to write a kind letter to one of our special education friends who came to our
classroom yesterday for game day in friendly letter format expressing a fond memory, why you
appreciate them, or what you admire about them. This is your opportunity to say something kind
about someone else, what you say is up to you!

I have included all the parts of the friendly letter:

o Heading (if required)
o Date
o Salutation or greeting
o Body of letter
o Closing
o Postscript (P.S.)
o Signature

I have written my final draft on the provided Letter Format sheet

I have re-read my letter carefully to check for

o Correct spelling
o Correct capitalization
o Correct punctuation
Figure 2- Letter Format
Figure 3- Business/ Friendly Letter Comparison Worksheets
 Figure 4- Letter Questionnaire

Directions: The following questions ask you to think about letters and the
reasons that people write them.

1. Why do people write letters? What are some specific events or purposes
when letter writing is important or expected?

2. Letters can be written in different styles or formats. What are the two main
formats for writing letters?

3. What benefits result from following a specified format when writing a letter?

4. What are the characteristics of a friendly letter?

5. What are the characteristics of a business letter?

6. How is a friendly letter different than a business letter?

7. Comparing business and friendly letters, when is it appropriate to write a

friendly letter?
Figure 5- Letter Rubric

Figure 6
 Exit Slip

Learning Targets I Need Some Help Im Getting There I Got It!

I can write a letter Im not sure I know I can sort of I can confidently
in friendly format how to write a understand how to and correctly write
to someone else. friendly letter. write a friendly a friendly letter.
letter.

I can use all the I dont know what I can use some of I can correctly use
steps in the the steps in the the steps in the all of the steps in
writing process to writing process are. writing process to the writing process
create a create a to create a
publishable piece publishable piece. publishable piece.

I can adjust my I dont know how to I can change my I can confidently

writing alter my writing to writing somewhat demonstrate how to
conventions, style, make it suitable for between different change my writing
and vocabulary for my audience. audiences, but I to suit my audience
the audience of my need some help. in my friendly letter.
friendly letter.

I can identify the Im unsure of any of I can tell you some I can confidently tell
differences the differences differences you the differences
between a friendly between a friendly between a friendly between a friendly
letter and a letter and a letter and a letter and a
business letter business letter. business letter. business letter.

Todays learning targets were important because

Resources or tools that could help me...

These will help me by...