Dear Fifth Grader
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark MS.1 Define and give an example of a for-profit corporation demonstrating community stewardship through corporate philanthropy.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.
      2. Benchmark MS.2 Describe the goals of the project and their impact.
      3. Benchmark MS.3 Describe the task and the student role.
      4. Benchmark MS.4 Demonstrate the skills needed for the successful performance of the volunteer job.

Students review the five parts of a friendly letter and then write a letter welcoming incoming students. The purpose of the letter is to help the fifth grader transition into middle school. The new students will come prepared with helpful suggestions, inside information, and a buddy in an older grade. The letters tell about the students own first experiences in middle school and their favorite parts about their school.

PrintOne Fifty-Minute Class Period

The learners will:

  • identify the five parts of a friendly letter.
  • write letters to the current fifth graders.
  • perform peer review and self-assessment according to a rubric.
  • Stationery
  • Class lists of (fifth-grade) students coming into the middle school
  • Copies of Letter-Writing Rubric (Handout One)
  • Group copy of Sample Letter (Handout Two)
  1. Anticipatory Set: In advance, the teacher writes a friendly letter to each student. Although the letter may have elements that are the same for every student, each letter contains a unique and special note to that student. Place the letters on the students’ desks prior to class (each in an envelope with the student’s name on it). As the students come into class they may read their letters. After all of the students have read their letters, ask them some questions to help them understand how meaningful a personal letter can be. Wasn’t it nice to receive a personal letter? How did it make you feel when you saw the envelope with your name on it? How would it make the fifth graders feel to receive personal letters from you? How would you have felt if you had received a letter from an older student welcoming you to their school?

  2. Tell the class that they are going to share a little of their time and talent with the fifth graders so they can come prepared to middle school with some inside information, hints, and a buddy in an older grade. As we discussed in the previous lesson, we want these students to feel welcome at our school so we are going to write each one of the fifth graders a personal letter.

  3. Put the Sample Letter (see Handout Two) on the board. Read the letter out loud with the class. Have the students identify the five parts of the letter (date, greeting, body, salutation and signature).

  4. Remind the students of their previous discussions regarding how to help the new students feel comfortable. Pass out copies of the Letter-Writing Rubric (see Handout One) so students know what to include in their letters.

  5. Give each student the name of a fifth grader to whom he or she will write. (Some students may have to write more than one letter to ensure that ALL fifth graders get a letter.)

  6. After students have completed their rough drafts, have them get into pairs, switch papers and peer review each other’s letters according to the Letter-Writing Rubric (see Handout One).

  7. After their letters have been reviewed, the students should make corrections to their letters and check their work against the rubric. Then, each student writes a neat final draft on stationery (or more final drafts if writing to more than one student). The teacher checks the final work before it is sent and grades according to the rubric.


Assess student letters using the Letter-Writing Rubric (Handout One). Teacher may add mechanical standards to the rubric.