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Learners examine an email’s five-part structure—header, greeting, body, closing, and signature—and identify subtle formatting differences such as digital delivery, subject lines, and electronic signatures. Students then practice proofreading by checking for a clear subject, correct capitalization and punctuation, spelling accuracy, and complete parts. The lesson ends with discussion questions assessing understanding.",{"@graph":63,"@context":109},[64,80,100],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":41,"@type":70,"position":76},"https://docshare.wps.com/template/letters/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/writing-emails-lesson-essential-question/678152/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":94,"encodingFormat":93,"isAccessibleForFree":95,"interactionStatistic":96},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/writing-emails-lesson-essential-question/678152.png","ImageObject",442,249,{"name":88,"@type":89},"Jiven","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-11-04",true,{"@type":97,"interactionType":98,"userInteractionCount":4},"InteractionCounter",{"@type":99},"ViewAction",{"@type":101,"mainEntity":102},"FAQPage",[103],{"name":104,"@type":105,"acceptedAnswer":106},"What proofreading guidelines should students use for emails?","Question",{"text":107,"@type":108},"Students should check that the email has a clear and specific subject line, includes a greeting, closing, and signature, uses proper capitalization and punctuation, and has correct spelling.","Answer","https://schema.org",{"og:url":78,"og:type":111,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":113,"canonical":78},"index,follow",{"doc_id":115,"site_id":56},678152,1793789942,{"code":4,"msg":5,"data":118},{"doc_id":115,"user_id":119,"nickname":88,"user_avatar":120,"doc_module":9,"category_id":40,"category_name":41,"doc_title":59,"doc_description":61,"doc_content":121,"file_id":122,"file_url":123,"file_type":124,"file_size":125,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":126,"language":127,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":128,"faqs":129,"seo_title":130,"seo_description":61,"update_tm":116,"read_time":73},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","## Essential Question\n\nEstimated time:45 minutes  \nHow is writing an email similar to or different fromwriting a letter?  \n## Standards Alignment-\n\nCommon Core:  \n## Lesson Overview\n\ngrade K:RI.1,RI.10,RF.1a,RF.1b,RF.1c,RF.4,W.2,SL.1a,SL.1b,SL.2,SL.3,SL.5,SL.6,L.1f,  \nStudents explore the components of a well-written email.They learnthat such emails have a5-part structure that is similar to that oftraditional letters.Students then analyze the parts of an email,makingnote of the subtle differences.Lastly,students try to identify and correctseven errors in an email,keeping in mind five proofreading guidelines.  \nL.2a,L.2b,L.6  \ngrade 1:RI.1,RI.10,RF.1C,RF.4a,RF.4b,W.2,SL.1a,SL.1b,SL.1c,SL.2,SL.3,SL.6,L.2a,  \n## Learning Objectives\n\nL.2b,L.6  \nStudents will be able to...  \ngrade 2:RI.1,RI.10,RF.4a,RF.4b,W.2,SL.1a,SL.1b,SL.1C,SL.3,SL.6,L.2b,L.6  \n·identify the five main parts of letter/email writing.  \n·compare and contrast the format of letter writing to that of writingemails.  \n·proofread a draft of an email.  \nNETS·S:2b,5a,5b,5d  \n## Materials and Preparation\n\nKey Vocabulary-  \n·Chalkboard or whiteboard  \nemail:electronic mail sentthrough the Internet  \n·Optional:Preview the Venn diagram tool at ClassTools.net(www.classtools.net/education-games-php/venn_intro)prepare toproject it for students to see.  \nheader:information at the topof a message that contains thesender's address and the date  \n·Copy the You've Got Mail Student Handout,one for each student.  \n·Review the You've Got Mail Student Handout-TeacherVersion.  \ngreeting:the opening orsalutation  \n·Preview PBS Kids's Arthur's Letter Writer Helper:Email(www.pbskids.org/arthur/games/letterwriter/email.html).  \nbody:the main part of amessage  \nclosing:the sign-off orgoodbye  \n## Family Resources\n\nsignature:the sender's name  \n·Send home the Effective Email Communication Family Tip Sheet(Elementary School)  \n## introduction\n\nWarm-up(10 minutes)  \nDEFINE the Key Vocabulary term email.  \nDRAW a Venn diagram on the board or on chart paper.Label one circle “EMAIL”and the other“LETTERS.”Youcan create the Venn diagram online at ClassTools.net(www.classtools.net/education-games-php/venn_intro)and project it for students to see.  \nASK:  \n### How are emails and letters similar?\n\nSample responses:  \n·People use them to communicate.  \n·People write them.  \n·They can be sent to people you know or don't know.  \n·They can be formal or informal.  \n### How are emails and letters different?\n\nSample responses:  \n·Emails are digital.People create emails on a computer,tablet,or smartphone.  \n·Emails can be sent and received right away through theInternet.  \n·Emails can be deleted.  \n·People write letters on paper.  \n·Letters go though the U.S.Postal System and require astamp.  \n·Letters take longer to receive.  \nEXPLAIN that email is a popular way to send messages to one another digitally.If a person has an email account,that person can send and receive emails through the Internet.Tell students that,as a class,they are going toexplore how writing emails and writing letters are similar,as well as different.  \nteach 1  \n### You've Got Mail (15 minutes)\n\nDISTRIBUTE the You’ve Got Mail Student Handout.Work through the student handout as a class.Use theYou've Got Mail Student Handout-Teacher Version as a guide.  \nDEFINE the remaining Key Vocabulary terms by reviewing the five main parts of a friendly letter:  \n·  Header:sender's address(street,town,state,ZIP code)and the date  \n·  Greeting:also known as the salutation;commonly\"Dear.    _\"followed by a comma(colon used inbusiness letters)  \n·  Body:letter’s message  \n·  Closing:a sign-off such as“From”or “Sincerely”followed by a comma  \n·  Signature:signed name (handwritten,often in cursive)  \nPOINT OUT similarities between the parts of the letter and the email on page 1 of the You've Got MailStudent Handout by comparing how both examples have a header,greeting,body,closing,and signature.  \nHAVE students circle the subtle differences in formatting as t","cbCaisY069x4tdmB","https://ap.wps.com/l/cbCaisY069x4tdmB","pdf",2164557,6,"English","# Essential Question\n# Lesson Overview\n# Learning Objectives\n# Materials and Preparation\n# Introduction\n## How are emails and letters similar?\n## How are emails and letters different?\n# You've Got Mail\n# Email Errors\n# Wrap-up","[{\"question\":\"What proofreading guidelines should students use for emails?\",\"answer\":\"Students should check that the email has a clear and specific subject line, includes a greeting, closing, and signature, uses proper capitalization and punctuation, and has correct spelling.\"}]","Writing emails Lesson - Essential Question | PDF"]