This Year 5 writing unit uses a formal letter by published author Jon Mayhew, presenting new school rules from an imagined headteacher.
Pupils read and analyse the model, then create their own rules for a school or organisation and write them as a formal letter to parents.
Over two to three weeks, pupils practise formal tone, precise vocabulary, modal verbs and adverbs of possibility, and paragraph structure. All units in the Real Writing collection, including this one, follow a carefully mapped framework and match Year 5 writing objectives.
Curriculum links
English objectives
- Select appropriate vocabulary to create a formal tone
- Use modal verbs or adverbs to indicate possibility
- Organise writing using paragraphs
- Identify and use conjunctions
- Use fronted adverbials
- Practise précis (summarising) skills
Cross‑curricular or wider links (optional)
- PSHE / Citizenship – exploring rules, responsibilities, behaviour and respectful communication
- Writing for real purposes – formal communication to parents or stakeholders
Vocabulary focus
- Tier 2 vocabulary: conjunction, maximum, devise, tolerate, seek, direct, forbidden, indicate, acceptable, minimum, discipline, adhere, dignity, encounter, resolve, permission, consequences, orderly, reinforce, interact
- Tier 3 vocabulary: formal letter, modal verbs, adverbs, register, précis, annotation, greeting, closing
- Common exception / statutory spelling words: definite(ly), appreciate
Resources included
- Model text PDFs (plain, illustrated, annotated)
- PowerPoint presentations (annotated and non‑annotated)
- Word cards / vocabulary cards
- Rules planning sheets
- Formal letter margin planner
- ‘How to write a formal letter’ poster
- Writing skills checklist
- Activity sheets (comprehension, vocabulary, grammar)
Teaching activities
Phase 1 – Familiarisation
- Read the model text as a class; discuss what makes it a letter and whether it is formal or informal
- Highlight formal features (formal vocabulary, formal greeting and closing) and structural features of a letter
- Use vocabulary cards to explore Tier 2 words and statutory spelling words; infer meaning in context; complete matching activities
Phase 2 – Teaching and rehearsing
- Teach grammar focus on modal verbs and adverbs that indicate possibility; practise identifying these in sentences and then using them when writing rules
- Plan ideas for pupils’ own set of rules (e.g. for a school or club) using a rules planning sheet and the formal letter margin planner
- Practise précis skills: summarise each rule from the model text using the planning sheets
Phase 3 – Writing and applying
- Use the formal letter margin planner to structure pupils’ own letters
- Write the letter over one or more sessions, with opportunities to draft, proof‑read and edit using the writing skills checklist
- Share pupils’ finished letters by reading aloud to the class or peer‑group, focusing on clarity, formal tone and appropriate register
Outcomes
By the end of the unit, pupils will be able to:
- Identify the features and structure of a formal letter
- Choose vocabulary appropriate to a formal register
- Use modal verbs or adverbs to express possibility correctly
- Structure writing clearly using paragraphs, greetings, formal closing
- Summarise information (précis) effectively
- Produce a polished formal letter that communicates a set of rules for a school or organisation