Email Lesson Plan for Grade 1: Writing to an Author

This free email lesson plan helps Grade 1 students learn how email works as a real way to communicate with people outside the classroom. Students practice writing a short, polite message, revising it together, and sending one class email to a children’s author or illustrator, then reading and discussing the response when it arrives.

Overview

Students co-write a single class email to a children’s author or illustrator they have studied through read-alouds. The lesson builds curiosity about how messages travel quickly, and it teaches basic email structure and etiquette in an age-appropriate way. The focus is clear, respectful communication, plus listening and speaking skills during shared writing and discussion.

Subject Connections

This lesson supports writing as shared composition, speaking and listening during whole-class discussion, and reading comprehension through recalling details from books. Technology is used to model digital writing and sending a message in a safe, teacher-controlled setting.

Learning Goals

• Explain what email is and why people use it
• Contribute ideas for a class message that stays on topic
• Use polite language and complete sentences in a shared email
• Recognize basic email parts: greeting, message, closing, name
• Listen to a reply and respond with questions or reflections

Materials

• Read-aloud books by one children’s author or illustrator (class set not required)
• Projector or large display for shared writing
• Teacher computer with internet access
• Teacher-managed email account (do not use student accounts)
• Chart paper or whiteboard and markers
• Optional: printed “email parts” mini anchor chart

Preparation

• Select a children’s author or illustrator with a public contact method suitable for educators (official email or contact form)
• Decide on privacy rules: first names only, no student photos, no personal details, teacher sends the message
• Prepare a short class reminder of books read and favorite characters, settings, or illustrations
• Create a simple “Our Email Promises” list: kind words, clear sentences, one topic at a time

Teaching Procedure

Each session fits a standard class period of 45–50 minutes. The send-and-wait portion typically spans 1–2 weeks depending on when a reply arrives.

Session 1 – What Is Email and How Do We Write Politely?

1. Teacher explains that email is a message sent on a computer and received quickly. Students share times they have seen adults send messages. Students complete a quick turn-and-talk about why people send messages.
2. Activity: Teacher tells students they will practice a “polite message” routine. Using the board and markers, the teacher shows three sentence choices (one rude, one silly/off-topic, one polite). Students hold up a finger for the best choice, then say the polite sentence aloud together. Materials needed are a board and markers. Students physically signal their choice and demonstrate polite wording by repeating the improved sentence as a class.
3. Teacher introduces the parts of an email on chart paper: greeting, one or two main ideas, one question, closing, sender name. Students help label the parts using simple language.

Session 2 – Brainstorming: What Should We Tell an Author?

1. Teacher rereads short excerpts or shows a few illustrations from books the class knows well. Students name favorite characters, settings, and moments. Teacher records ideas in two columns: “Compliments” and “Questions.”
2. Activity: Teacher tells students to build a class “best sentence bank.” Using sticky notes and pencils, students write or dictate to the teacher one compliment or one question about the books. Materials needed are sticky notes and pencils. Students physically place their note on the correct chart area and demonstrate understanding by reading it aloud with help as needed.
3. Teacher guides the class to choose 3–5 strong ideas that are specific and on-topic. Students complete a quick check by repeating the chosen ideas in order.

Session 3 – Shared Writing: Draft, Revise, and Send One Class Email

1. Teacher opens a new email on the projected screen and models typing a greeting and a clear first sentence. Students suggest words while the teacher turns ideas into complete sentences.
2. Teacher pauses after each sentence to ask, “Is this clear?” Students respond with thumbs up or suggest a fix. Students help revise by replacing unclear words and removing repeated ideas.
3. Activity: Teacher tells students they will do an “email checklist read-through.” Materials needed are the projected email and a simple checklist on the board. Students physically track the text with their eyes while the teacher reads each sentence aloud. Students demonstrate understanding by answering yes/no as a class for each item: greeting included, kind words, specific detail, one question, closing, first names only.
4. Teacher sends the email from the teacher account and explains what happens next. Students create a prediction drawing of what the reply might say and add one speech bubble with a polite sentence they hope to hear.

Session 4 – Reading the Reply and Responding as a Class

1. When a reply arrives, teacher displays and reads it aloud, stopping to explain unfamiliar words. Students listen for answers to the class question and point to the matching idea on the earlier chart.
2. Teacher leads a discussion: “What did we learn?” Students share one new fact or one feeling about receiving a message. Teacher records responses.
3. Activity: Teacher tells students they will practice “reply manners.” Materials needed are paper and crayons. Students physically draw a quick “thank you” picture and dictate one sentence the class could send back. Students demonstrate understanding by sharing their sentence aloud using polite language.

Session 5 – Comparing Email and Regular Mail

1. Teacher compares email and regular mail using a simple T-chart: speed, how it travels, what it looks like, and when people use each. Students give examples and the teacher records them.
2. Students complete a short writing task: “Email is good for ___ because ___.” Teacher provides a sentence frame and students write or dictate their response.
3. Teacher closes with a class reflection on what made the email clear and respectful. Students identify one rule they want to keep for future messages.

Assessment

Assess informally through participation and the quality of student contributions during brainstorming and shared writing. Look for students who stay on topic, suggest clear sentences, and use polite language. Collect the prediction drawing and final sentence frame as evidence of understanding. Use a simple teacher checklist: contributed an idea, identified an email part, followed privacy rules, used polite wording, explained one difference between email and regular mail.

Differentiation

• Provide sentence stems for compliments and questions (for example, “I liked ___ because ___.” “Why did you ___?”)
• Allow students to draw their idea while the teacher scribes the sentence
• Preselect 2–3 question options for students who struggle with open-ended brainstorming
• Challenge advanced students to add a specific example from a book as evidence

Grade Adaptation

For Kindergarten, keep the email to 3–4 sentences and rely on oral contributions plus drawings. For Grade 2 and Grade 3, have students write individual drafts first, then combine the best parts into one class email and add a subject line discussion. For Grades 4–5, teach paragraph structure and require two sources of information about the author’s work (book jacket, interview, or official biography). For Middle School and High School, shift the focus to professional email etiquette, audience awareness, and revision for tone, including a formal subject line, concise paragraphs, and appropriate sign-offs.

Extension Ideas

• Create a classroom anchor chart titled “Our Email Etiquette” with examples of strong greetings, questions, and closings
• Practice emailing within the school community by sending a thank-you message to a staff member using the teacher account
• Have students record a short audio thank-you message and transcribe one sentence from it into a class email