SUBSECRETARA DE EDUCACIN BSICA

COORDINACIN DE IDIOMAS
CICLO ESCOLAR 2015-2016

LESSON PLAN
ND

MARCH 2

Schools name:

Grade and unit:

th
6 Grade / Unit 4 Product A

CCT:

Product:
Invitation letter

Environment:
Familiar and community

TH

TO MARCH 15

Instructors name:

ID:

Social practice:
Read and write notes and letters
Specific competence:
Comprehend and respond to invitations through letters

Stage(s):

Doing with the language (Activities):

Knowing about the language

(Background):

Select an event to invite

people to.

Session 1:
10 minutes
Ask the students if they know what the word invitation is. Once they have identified the meaning of
the word ask them to mention different kinds of events that people can be invited to. Register the events
on the board (complement if needed: birthday, wedding, graduation, holiday party, school event). Tell
the students that during the following classes, they will make their own birthday invitation.
15 minutes
Show the different invitations represented on Image 3 (this can be complemented by showing them
actual invitations.) Ask them to pay attention to the style of language used in each invitation. Go over
each type of event and elicit the students answers. Tell the students that in some cases the language is
formal and in other cases it is informal.

Vocabulary:
invitation
letter
party
wedding
graduation
birthday
formal
informal
event

25 minutes
Tell the students that there are formal and informal invitations. This can be identified by the way the
invitation is written. Mention the characteristics in which these differ and provide examples in
accordance to the table below.

Characteristic
Greeting:

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Letters
Formal Example
Dear Mrs. Lee, Dear Sir

Informal Example
Dear Alex, Dear Dad

Lesson Plan designed by TPA Julio Csar Guajardo Trevio

Message:
Word choice:
Closing:

A celebration will be held

A celebration will be held
Sincerely/Regards

We will throw a party

We will throw a party
Yours/Love/Best wishes

Comment and contrast the differences between formal and informal letters.

Plan the writing of the letter

by listing the necessary
components for the
invitation (recipient, event,
date, place, time, additional
details, sender, etc.).

Session 2:
5 minutes
Using the flashcards remind the students about the different invitation letters discussed during the
previous class (birthday, wedding, graduation, holiday party, school event).
20 minutes
Use the invitation on Image 1 as an example and copy it on the board. Draw lines pointing to the
different elements (sender, recipient, place, date and time) as shown on Image 2-A. Ask the students to
tell you what the event is about. Once they have identified that it is a birthday party, proceed to gather
more information from them by asking who is being invited to this party. Then ask them when this party
is going to be held. Where the party is going to be? Who is the sender of this invitation? Label each of
these elements on the board and ask the learners to copy it in their notebooks.
5 minutes
While pointing at the initials RSVP on the invitation copied on the board, mention that in some
invitations there is a section which includes these initials. Tell the students that this provides indications
for a response from the recipient. In this case it provides a phone number to confirm attendance or to
decline the invitation. In some cases the sender will only ask the recipient to respond if they are not
attending the event.

place
date
time
sender
recipient

RSVP
Please reply

date
greeting
body
closing
signature

20 minutes
Hand out the flashcard with the invitations to the four different events (Image 3) and then ask the
student holding the flashcard to mention one of the following six elements: event, sender, recipient,
place, time and date corresponding to one of the four invitations (if possible use a die to randomize
which element will be required from the holder.) Tell the student to pass the flashcard to another
student and then ask for a different element on a different invitation; repeat this process allowing for
most of the students to answer at least once.
Session 3:
10 minutes
Start the lesson by presenting a general model for a birthday invitation letter (Image 1); copy the letter
on the board. State that letters have 5 basic elements. Ask the students if they know what these are,
elicit answers. Complete the information as it is shown in Image 2-B (date, greeting, body, closing and
signature). Tell the students to take note of these elements which are the same in all kinds of letters not
only invitations.

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Lesson Plan designed by TPA Julio Csar Guajardo Trevio

5 minutes
Have the students work in pairs where one will be the sender and the other the recipient of the
invitation letter. For this, give each student a number and tell number 1 to work with number 2; number
3 will work with number 4; number 5 will work with number 6; and so on. Odd numbers will be the
senders and those with even numbers will be the recipients of the invitation letters.
15 minutes
Remind the students that in order for them to make an invitation letter, they must first identify basic
information required. Write the following on the board:
Recipient: __________ place: ____________ date: __________ time: __________ sender: _________.
Ask the students to fill in the blanks with the information that they would like on their birthday party
invitation letter. The line for recipient will contain the name of the student with the even number and
the sender will be the student designated with the odd number.
Guide this activity by providing examples with the students information; ask them: Where is your party
going to be? When is your birthday? At what time will your party start?
20 minutes
Practice responding to an invitation using the following structure on the board:

event
place
date
time
sender
recipient

acceptance
refusal

(todays date)

Dear (invitation sender)

Thank you for inviting me to your
birthday party on (date) at (time).
(acceptance/refusal) your party.

Sincerely,
(signature)
(invitation recipient)

Acceptance:
I will be happy to attend
Yes, I will see you at
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Refusal:
Im sorry, but I cannot attend
Unfortunately I cannot go to
Lesson Plan designed by TPA Julio Csar Guajardo Trevio

Substitute the underlined parts for the corresponding information. Explain that for this activity they will
have two different options for accepting the invitation and another two for refusing the invitation. Ask
for volunteers to read the structure using their own information and allow them to choose which
acceptance or refusal to use.

Write the letter based on a

model and using bilingual
dictionaries.

Session 4:
10 minutes
Ask the students to get together with their partners from the previous class to make the invitation letter.
Remind them to use the information gathered during the last session: Recipient: __________ place:
____________ date: __________ time: __________ sender: _________.
20 minutes
Copy the model of the birthday party invitation letter found below on the board and describes how the
students will write the gathered information in place of its corresponding parenthesis. Promote the use
of a dictionary if they want to include vocabulary they dont yet know.

event
place
date
time
sender
recipient
regrets

reply

(todays date)

Dear (recipient)
Come celebrate my birthday party. Please
join us at (place) this (date), by (time) and
plan to have a great time. Of course,
dress will be casual.
Please RSVP regrets only.

Sincerely,
(signature)
(sender)

20 minutes
Tell the students to use their notes from the last class to write an appropriate response to the invitation
letter. They will continue to work in pairs deciding whether to use an acceptance or a refusal for their
response. The reply must have the information that corresponds to the invitation they have made.

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Lesson Plan designed by TPA Julio Csar Guajardo Trevio

 Check that the letter is

complete, the message is
clear and that it complies
with writing conventions.

Session 5:
5 minutes
Tell the students to join their partners from the previous lesson and have each pair work with another
pair to make teams of four. Ask the students to take out their invitations and its corresponding reply.
During this lesson they will check to see if their letters comply with writing conventions.
30 minutes
Tell the students to check structure: greeting, message and closing. Then they must check content:
event, place, date, time, sender and recipient. Finally they must check punctuation. This must be done
for both the invitation as well as the response.
15 minutes
Now that the invitation and the reply have been checked it is time to decorate the letter. Tell the
students to decorate their invitations with birthday related drawings (e.g.: gift, cake, party hat, etc.).

Send the letters to the

intended audience.
Achievements:
Identifies purpose, function,
intended audience, and
sender of diverse invitations.

Session 6:
20 minutes
Hand out a square sheet of paper to each student and use the diagram below to guide them in making
an envelope where they will place their letters.

gift
cake
party hat

envelope

How to fold an envelope

Identifies the parts of an

invitation letter.
Answers questions about the
event described in the letter.
Clarifies new vocabulary and
phrases by using bilingual
dictionaries.
Makes sentences to produce
a written response to an
invitation.
Writes and reads a reply
aloud.
Ask the students to take out their letters and insert them in the envelope they made.
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Lesson Plan designed by TPA Julio Csar Guajardo Trevio

20 minutes
Tell the students that today they will deliver their invitation letters and replies. To do this they will
roleplay using a provided structure. Write the dialogue on the board and model the activity with 2 or 3
pairs of students. They must substitute the underlined information accordingly. Once presented in front
of the class, tell the rest of the students to deliver their invitations using the dialogue.
Student A: Hello (recipient).
Student B: Hi (sender).
Student A: I would like to invite you to my birthday party this next (date).
Student B: Thank you for considering me.
Student A: All the information is on this invitation. (Student A hands the invitation to Student B)
Student B: I hope I can make it.
10 minutes
Ask 5 or 6 students to share their replies by having them read them in front of the class. Then have the
students deliver their reply letters to their partners.
Reference:
th
Syllabus Cycle 3, 6 grade
http://goo.gl/gP2OCl

http://goo.gl/v0xT6

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Assessment:
Have the students deliver the invitations to their corresponding recipients and then
have the invitees deliver their response. Register the findings of this product in your
evaluation record:
A+ for those who completed both the invitation and its reply.
A for those who completed only one of the two letters.
B for those who did not finish either of the two letters.
C for whoever was reluctant to participate in making the invitation and reply.

Lesson Plan designed by TPA Julio Csar Guajardo Trevio

Image 1

Image 2
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Lesson Plan designed by TPA Julio Csar Guajardo Trevio

TOGETHER WITH THEIR FAMILIES

Hannah & Robert

REQUEST THE PLEASURE OF YOUR COMPANY
AT THE CELEBRATION OF THEIR UNION

SATURDAY, THE TWENTIETH OF JUNE

TWO THOUSAND AND SIXTEEN
AT SIX OCLOCK IN THE EVENING

FRANKLIN FARM
541 ARBOR LANE | BURLINGAME, CALIFORNIA

YOURE INVITED TO JOIN US FOR A

HOLIDAY PARTY!
SATURDAY, JANUARY 2, 2016
EIGHT OCLOCK IN THE EVENING

THE SPHERICAL ARTS

900 MAIN ST. CHARLESTON, SC
RSVP TO JANIE AT
JDAWSON@ARTS.COM

Graduation Party
Honoring
Emily M. Gozdalski
---Class of 2016---

Arizona State University

Bachelor of Science in Design
Saturday May 7, 2016 at 5:00 PM
4837 Bromfield Ave Virginia Beach, VA
Please RSVP by April 20th

Escuela Lic. Benito Jurez

Spelling Bee
Competition

You are invited!

May 6, 2016
2:00 P.M.
Lute Auditorium
Image 3

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Lesson Plan designed by TPA Julio Csar Guajardo Trevio