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around the horseshoe having students each give something. If students run out of
ideas, help them come up with some.
C. When he comes back in, I want us all to clap for him and cheer, can we do that?
D. When Andrew comes back in, after we have cheered and he has read the nice things
written on the board. Tell him he can sit down. Then ask how it made him feel.
E. If I gave you the chance, how many of you would like to get a chance to go out in the
hallway and have us do the same thing for you?
IV.
Purpose: Today were going to learn how to write Thank You letters, and then use those
skills to encourage people who have impacted our lives.
o
o
o
o
o
o
o
o
o
(ACEI 2.4)
Okay so at the beginning of your letter youll write whats called a greeting. This is where
you write Dear and then the name of the person youre writing to. So lets review
abbreviations for name prefixes. Who would like to come up to the board and show me
how to write Mrs.? Okay, and Mr.? and Miss?
Does everyone agree with the way they have written it? If not, how can I help them fix
it?
Okay so then youll write your body. And then we have the closing. Here you will simply
write, Sincerely and then your name. I will keep it up here so you can spell it right on
your letter.
Students will then write their letters for the next 25 minutes.
Model: Provide example letter on document imaging camera for the students to see how
it will look when its all done. Ask students to check their letters for:
Greeting at far left
Comma after greeting
Indented paragraphs
Closing at far right
Comma after closing
Name, first and last
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did students seem to understand the bigger purpose behind writing thank you letters?
8. Is there a video, or a book that could enhance their understanding?
Revision Date: August 25, 2015
2007 ACEI Standard
Readiness
Goals
Objectives
Standards
Anticipatory Set
Purpose
Plan For
Instruction
Adaptation to
Diverse Students
ACEI Standard 3.2
Lesson Presentation
Social Studies
ACEI Standard 2.4
Lesson Presentation
ACEI Standard 3.3
Check for
Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.
Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.
Competent 3
Outstanding 4
The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.
The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.
A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.
The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.
Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.
Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.
The candidates
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.
The candidate does
not demonstrate
understanding of the
major concepts and
modes of inquiry from
the social studies, and
does not promote
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.
The candidates
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.
The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from
the social studies, and
minimally promotes
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.
The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.
The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.
Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
A guided practice
5
section is included in
the lesson plan, but
the connection with
the lesson
Competent 3
Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or
are adapted to
diverse students.
The candidate
demon-strates an
under- standing of
the themes,
concepts, and modes
of inquiry drawn from
the social studies in
his or her lesson
plan. He or she
develops experiences
to help elem.
students learn about
major social studies
concepts. The
candidates lesson
plan demonstrates an
understanding of the
major concepts and
modes of inquiry
from the social
studies, and enables
stu- dents to learn
about the major
themes that integrate
knowledge across the
social students and
helps them become
productive
participants in a
democratic society.
The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.
The lesson plan
includes a plan and
the means to check
for student
understanding of the
Outstanding 4
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidates understanding
of how students differ in
their development and
approaches to learning.
The instructional
opportunities are adapted
to diverse students.
The candidate
demonstrates in-depth
knowledge and
understanding of how the
major concepts and
themes of social studies
are integrated across
academic fields in his or
her lesson plan.
The candidates lesson
plan demonstrates an indepth understanding of the
social studies and a
significant ability to help K6 students learn the
essential concepts and
become productive
participants in a
democratic society.