Writing

STRUCTURE OF A LETTER OF INVITATION

EXAMPLE:

1. Salutation

Dear Pablo,

2. Introduction

Would you like to come to Scotland this August? /I'm writing to invite you to join me in
Scotland this August.

3. Details of the Invitation

Where: You can come to my house.

When: in August

Activities: We'll have a fantastic time. We'll go swimming in the swimming pool every day, and
we'll walk in the mountains. I'll take you to Loch Ness and perhaps we'll see the monster! You'll
learn a lot of English, too.

[Link] to Accept: A suggestion to confirm the invitation: "Say that you will come." I
will

5. Closing

Best wishes,

6. Signature

Full name: Sandra

Exercise 1: Write a letter inviting a friend to visit the City of Cayambe during vacations. Include
the following details in your letter. Use Be going to, Present continuous, and simple future will
where it´s necessary.

1. Salutation:

2. Introduction:

3. Details of the Invitation:

o Where:

o When:

o Activities: Describe planned activities to make

4. Encouragement to Accept:

o Suggest confirming the invitation:

5. Closing:
6. Signature:

o Full name

Lesson Plan: Writing a Letter of Invitation

Grade Level: Intermediate (B1)

Duration: 60 minutes
Topic: Writing a Letter of Invitation
Objective: By the end of the lesson, students will be able to write a structured letter of
invitation collaboratively using proper format and vocabulary.

Materials

 Sample letter of invitation (as provided)

 Graphic organizers (for brainstorming)

 Sentence starters and transition phrases handouts

 Colored markers and chart paper

 Digital tools for collaborative writing (e.g., Google Docs or Jamboard - optional)

Lesson Stages

1. Warm-Up (10 minutes)

Activity: Think-Pair-Share

 Display an image related to invitations (e.g., party, travel).

 Ask:

o What kinds of invitations have you received?

o What activities are usually mentioned in invitations?

 Students discuss in pairs and share their ideas with the class.

Objective: Activate prior knowledge and introduce the topic.

2. Presentation (15 minutes)

Step 1: Introduce the Structure

 Present the structure of a letter of invitation (salutation, introduction, details,

encouragement, closing, and signature).

 Use the example letter provided:

 o Highlight key phrases like “Would you like to…?”, “We’ll have a fantastic
time,” and “Say that you will come.”

Step 2: Analyze the Example

 Break the example into sections and discuss the purpose of each.

 Elicit possible activities and phrases for each section from students.

Objective: Familiarize students with the structure and vocabulary.

3. Guided Practice (15 minutes)

Activity: Collaborative Brainstorming

 Divide the class into small groups (3-4 students).

 Provide a scenario for the letter (e.g., inviting a friend to visit your town).

 Groups brainstorm:

o Where: e.g., "my house in [location]"

o When: e.g., "during the summer vacation"

o Activities: e.g., "visiting the zoo, hiking, going to the beach"

 Use a graphic organizer to plan the letter.

Objective: Practice generating ideas collaboratively.

4. Independent Practice (15 minutes)

Activity: Write a Group Letter

 Each group drafts a letter of invitation using their brainstormed ideas.

 Encourage them to use sentence starters and transition phrases.

 Rotate among groups to provide feedback and ensure adherence to the structure.

Extension (optional): Use Google Docs or Jamboard for a digital collaborative writing
experience.

5. Wrap-Up and Peer Review (5 minutes)

Activity: Letter Swap

 Groups exchange letters and provide feedback on structure and vocabulary using a
simple checklist:

o Is the salutation included?

o Are the details of the invitation clear?

 o Does the letter encourage the recipient to accept?

Objective: Reinforce learning and promote peer assessment.

Assessment

 Evaluate the final group letters based on:

o Proper use of the structure

o Creativity in details and activities

o Clarity and correctness of language

Homework

Write an individual letter of invitation to a friend or family member. Include all the elements
discussed in class.

This plan integrates collaborative learning through brainstorming, group writing, and peer
feedback while focusing on the structure of a letter of invitation.

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Lesson Stages

1. Warm-Up (Experience - 10 minutes)

 Activity: Think-Pair-Share
o Teacher asks students: “What can you do?” “What can’t you do?”
o Students think individually for 1 minute.
o Pair up to share their answers (e.g., “I can swim, but I can’t cook”).
o Volunteers share in front of the class.
 Purpose: Activates prior knowledge of can/can’t for abilities and prepares
students for group collaboration.
2. Conceptualization (10 minutes)

 Explanation: Teacher briefly explains the use of can/can’t to express abilities.

o Examples:
 "I can dance." = I know how to dance.
 "I can’t play the piano." = I don’t know how to play.
o Teacher writes example sentences on the board.
 Listening Task: Teacher shows a short video or presents pictures of people
performing actions (e.g., swimming, playing soccer, cooking).
o Students identify and say: “He can swim” / “She can’t ride a bike.”

3. Group Activity (Collaboration - 20 minutes)

 Activity: “What Can We Do?” Group Chart

o Instructions:
1. Divide students into small groups (3-4 students).
2. Give each group a set of ability cards (e.g., swim, draw, sing,
play soccer, etc.).
3. Groups discuss and write sentences about what they can and
can’t do as a team (e.g., “We can sing, but we can’t play the
guitar”).
4. Each group creates a poster or chart listing their team’s abilities
using “can” and “can’t.”
o Example:

1. Group 1: “We can dance, we can draw, but we can’t speak

French.”

4. Presentation (Application - 10 minutes)

 Each group presents their chart to the class, reading sentences aloud.
 Peers listen and provide feedback or ask questions.
o Example: “Can you swim together?” / “Who in your group can play
soccer?”
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5. Reflection (5 minutes)

 Students reflect by answering:

o “What new things did you learn about your classmates today?”
o “How did working as a team help you?”
Lesson Plan: Writing a Composition Using Collaborative Planning

Grade Level: Middle School (A1-A2 CEFR level)

Topic: My Friend
Skill Focus: Writing
Duration: 60 minutes
Methodology: Collaborative Learning and Process Writing

Learning Objectives

By the end of the lesson, students will be able to:

1. Write a short descriptive composition about a friend.

2. Use the simple present tense correctly.
3. Collaborate in groups to plan, draft, and edit a composition.

Materials

 A copy of the composition example “My Friend” (from the uploaded image).
 Whiteboard or chart paper.
 Markers, pencils, erasers.
 Writing template (for planning).

Lesson Stages

1. Warm-Up (Experience - 10 minutes)

 Activity: Brainstorming Descriptions

o Ask students:
 “Who is your best friend?”
 “What can you say about your friend (age, hobbies, where they
live, etc.)?”
o Students brainstorm adjectives and details on the board (e.g., “funny,”
“22 years old,” “likes animals”).
 Purpose: Activates prior knowledge and prepares them to describe someone.
2. Reading Model Text (Reflection - 10 minutes)

 Activity: Reading and Analyzing the Text

o Read aloud the sample composition “My Friend” together as a class.
o Highlight the structure:
 Introduction: Who is the friend?
 Details: Age, location, hobbies, and skills.
 Closing: Personal opinion about the friend.
o Discuss the questions from the text to ensure comprehension.

3. Collaborative Planning (Conceptualization - 15 minutes)

 Activity: Group Planning Chart

o Divide students into small groups (3-4 students).
o Give each group a “Composition Planning Template” with sections:
 Introduction: Name, age, and where the friend lives.
 Body: What the friend does (job/study), hobbies, and talents.
 Conclusion: Why this friend is special.
o Groups brainstorm ideas and agree on details for their “friend.”

Example Group Ideas:

Section Group Brainstorm Example

Introduction My friend Mia is 20 years old. She lives in Quito.
Body She studies biology. She loves painting and animals.
Conclusion Mia is kind and always helps me with homework.

4. Group Writing (Application - 15 minutes)

 Activity: Collaborative Writing

o Groups write their first draft together on a large sheet or digital platform
(Google Docs).
o Assign roles (e.g., writer, idea generator, editor).
o Encourage clear, short sentences using the simple present tense.

5. Sharing and Peer Feedback (5 minutes)

 Groups share their drafts with the class.

 Students give constructive feedback:
o “What did you like about their description?”
o “What could they add or improve?”
Assessment

 Teacher monitors group participation and writing during the activity.

 Evaluate the final composition for:
o Structure (introduction, body, conclusion).
o Use of simple present tense.
o Descriptive details.

Extension Activity

 Students individually write a final version of their group composition for

homework.

UDL Considerations

 Use visuals and examples for students who need extra support.
 Allow groups to present their work verbally for students with writing
difficulties.
 Provide templates and sentence starters (e.g., “My friend’s name is ___.”).

This lesson fosters teamwork and guides students through the writing process, ensuring
everyone contributes while learning collaboratively. Let me know if you’d like me to
refine any part!

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Here’s a lesson plan for writing a composition using collaborative planning based on
the uploaded content.

Lesson Plan: Writing a Composition about "My Friend"

Grade Level: Middle School (A1-A2 CEFR level)

Duration: 60 minutes
Skill Focus: Writing
Grammar Focus: Present Simple, descriptive language, capitalization
Methodology: Collaborative Learning

Objectives

By the end of the lesson, students will:

1. Collaboratively plan and write a short composition about a friend.

2. Use the Present Simple to describe a person (age, hobbies, studies, etc.).
3. Apply proper capitalization for names, places, and languages.

Materials

1. Example composition (from the uploaded image).

2. Worksheets or graphic organizers for planning.
3. Markers, chart paper (optional).
4. Whiteboard and markers.

Lesson Stages

1. Warm-Up (10 minutes)

 Activity: Think-Pair-Share
o Ask students: “Who is your best friend? What do they like to do?”
o Students think for 1 minute, pair up, and share their answers.
o Write some of their ideas on the board (e.g., age, hobbies, place of
residence).

2. Model Analysis (10 minutes)

 Present the example composition titled "My Friend" from the image.
 Guided Discussion: Ask students to identify:
o The main points of the composition (age, residence, studies, hobbies).
o Capitalized words (names, places, languages).
o Sentence structure using Present Simple.
 Write key ideas on the board:
o Age: "22 years old"
o Lives: "Canada"
o Studies: "Spanish, French, Latin"
o Hobbies: "plants, animals, art"
3. Collaborative Planning (20 minutes)

 Activity: Group Brainstorm and Organize

o Divide students into small groups (3-4 students).
o Give each group a graphic organizer with these sections:
1. Friend’s name and age
2. Where they live
3. What they study or do
4. Their hobbies or interests
o Groups brainstorm details about an imaginary friend or a real friend they
all agree on.
o Encourage them to write notes in bullet points first.

4. Writing the Composition (15 minutes)

 Each group collaborates to write a composition based on their brainstorming.

 Encourage students to use:
o Simple sentences in the Present Simple tense.
o Correct capitalization for names, places, and languages.
 Example template to guide them:

My friend’s name is _______. He/She is ____ years old and lives in

_______.
He/She studies _______. He/She is very good at _______.
My friend’s hobbies are _______ and _______.

5. Presentation and Peer Feedback (5 minutes)

 Each group reads their composition to the class.

 Peers provide positive feedback and one suggestion for improvement.

Assessment

1. Group compositions: Evaluate grammar, sentence structure, and capitalization.

2. Participation: Monitor group collaboration and contribution.

Extensions

 Students write individual compositions at home using the group version as a

model.
This plan encourages teamwork, writing skills, and grammar application through
collaborative learning. Let me know if you’d like additional details!

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