Saint&Joseph's&University&

Pennsylvania&Standards&Aligned&System&
Lesson&Plan&Format&&Modified&for&EDU&242&Field&Assignment&2&
Candidate&Name:&Carly&Calabrese& Course&Code:&EDU&242&&
Duration:&One&45&minutes&block&
Subject:&Writing& Grade&Level:&K& period&(for&each&letter,&but&this&
lesson&is&about&just&one&letter)&&
Lesson&Topic:&How&to&Write&a&Letter&
Learner&Outcomes&(Instructional&Objectives):&

! Students&will&be&able&to&know&who&they&can&address&a&letter&to.&&

! Students&will&be&able&to&structure&a&letter&with&its&basic&elements&(ex:&heading,&body,&closing,&

signature,&p.s.,&etc.)&&

! Students&will&know&what&types&of&questions&and&comments&to&ask&when&writing&a&letter.&&

! Students&will&be&able&to&write&a&letter&to&the&principle,&their&parents,&and&their&friend(s).&&

Related&Academic&Standards:&(Common&Core&and/or&PA&Standards)&
&
Identify&the&standards&(ISTE&NETs&for&Students&and&PA,&as&applicable)&that&are&addressed&by&this&lesson.&
&
ISTE&Standards:&
Q! Empowered&Learner:&Students&leverage&technology&to&take&an&active&role&in&choosing,&achieving,&
and&demonstrating&their&learning&goals,&informed&by&the&learning&sciences.&&
Q! Knowledge&Constructor:&Students&critically&curate&a&variety&of&resources&using&digital&tools&to&
construct&knowledge,&produce&creative&artifacts&and&make&meaningful&learning&experiences&for&
themselves&and&others.&&
&
PA&Common&Core&Standards:&
Q! CC.1.4.K.CQ&With&prompting&and&support,&generate&ideas&and&details&to&convey&information&that&
relates&to&the&chosen&topic.&
Q! CC.1.4.K.TQ&With&guidance&and&support&from&adults&and&peers,&respond&to&questions&and&
suggestions&from&peers,&and&add&details&to&strengthen&writing&as&needed.&&
Q! CC.1.5.K.AQ&Participate&in&collaborative&conversations&with&peers&and&adults&in&small&and&large&
groups.&
Q! CC.1.4.K.EQ&With&prompting&and&support,&illustrate&using&details&and&dictate/write&using&
descriptive&words.&&
Q! CC.1.4.K.LQ&Demonstrate&a&gradeQappropriate&command&of&the&conventions&of&standard&English&
grammar&usage,&capitalization,&punctuation,&and&spelling.&Capitalize&first&word&in&sentence&and&
pronoun.&&Recognize&and&use&end&punctuation.&&Spell&simple&words&phonetically.&&&
Instructional&Procedures(s):&&

Introduction:&&

Q! Students&will&sit&on&the&carpet&and&gather&around&the&smartboard.&&Then,&to&initiate&the&topic,&the&

teacher&will&start&a&discussion&with&the&students&by&asking&them&questions.&&Certain&questions&

that&you&can&ask&students&are:&&

Have&you&ever&written&a&note&to&someone?&What&was&it&like?&What&did&you&say?&Have&you&

ever&gotten&a&letter&in&the&mail?&What&did&it&say?&What&is&a&written&letter?&Who&can&you&

write&a&letter&to?&

Q! After&this,&the&teacher&will&show&children&an&example&of&letters&that&they&have&received.&&These&

letters&are&from&former&students,&the&principal,&and&a&family&member.&&The&teacher&will&read&

these&letters&out&loud&to&the&students&and&pass&them&around&so&they&can&see&what&a&letter&looks&

like.&&The&teacher&will&then&explain&to&the&children&that&today&they&will&be&learning&how&to&write&a&

letter&of&their&own!&&

Development:&&

Q! On&the&Smart&Board,&there&will&be&a&lined&worksheet&meant&for&a&letter.&&The&teacher&will&then&

explain&to&the&students&that&when&writing&a&letter,&it&is&important&to&start&with&a&greeting.&&The&

teacher&will&tell&the&students&that&they&can&start&their&letter&with&different&greeting&like:&hello,&

dear,&greetings,&etc.).&&Explain&to&the&students&that&letters&need&a&greeting&because&it&is&a&way&to&

start&out&your&letter&and&welcome&who&you&are&addressing&your&letter&to.&The&class&will&then&

come&up&with&a&greeting&and&decide&that&they&want&to&write&to&the&principal&of&the&school,&so&

together&they&will&come&up&with&a&greeting&and&the&teacher&will&write&it&on&the&Smart&Board,&with&

spelling&help&from&the&students.&&&&
 Q! Next,&the&teacher&will&explain&how&after&the&greeting,&you&need&to&have&a&body&paragraph&within&

your&letter.&Explain&to&students&that&within&the&body,&you&can&ask&the&person&you&are&writing&too&

different&questions&and&tell&them&why&you&are&writing.&&Ask&the&students&what&types&of&questions&

they&want&to&ask&the&principal.&&Come&up&with&around&3&sentences&for&the&body&and&collaborate&

with&the&students&on&what&to&write&and&how&to&decode&and&write&the&words.&&

Q! Move&down&towards&the&bottom&of&the&page&and&instruct&students&to&write&a&closing&in&order&to&

say&goodbye&to&the&principle&and&end&the&letter.&&Brainstorm&with&the&class&on&a&good&closing&and&

an&ending&signature&at&the&bottom.&&&&&

Closing:&

Q! Have&students&go&back&to&their&seats&and&write&their&own&letters&to&the&principal.&&The&teacher&

will&walk&around&to&make&sure&the&students&are&on&task&and&help&them&with&their&spelling.&&

Students&will&then&finish&their&letters&by&drawing&a&picture,&and&the&class&will&share&their&letters&

on&the&carpet.&&&

&

Addressing&Learners&Diverse&Needs:&

Q! For&students&that&are&struggling,&the&teachers&and&aids&will&walk&around&to&engage&in&more&oneQ

onQone&time&with&these&students&to&make&sure&they&understand&the&assignment&and&get&the&extra&

help&they&need&in&order&to&complete&it&properly.&&&

Q! For&students&who&are&advanced,&the&teacher&will&assign&these&students&to&write&an&extra&sentence&

within&the&body&and&encourage&them&to&write&descriptively&as&discussed&in&their&previous&

writing&class.&&
Formative/Summative&Assessment:&

Q! Students&will&be&assessed&formatively&during&the&instruction&of&the&lesson.&&The&teacher&will&be&

able&to&tell&if&the&students&understand&the&topic&based&on&their&responses&and&participation&

during&the&direct&instruction.&The&teacher&can&also&formatively&assess&the&children&by&walking&

around&while&they&are&partaking&in&their&independent&writing&and&briefly&making&sure&their&

work&is&what&it&is&supposed&to&be.&&

Q! Students&will&be&assessed&summatively&when&they&write&their&own&independent&letters.&&The&

teacher&will&read&over&each&independent&letter&and&give&children&a&grade&based&on&their&

understanding&of&the&lesson&reflected&in&their&letter.&&&

&
&
&
Reflection:&What&Technology&Was&Used&in&this&Lesson?&
&

& Throughout&this&lesson,&my&cooperating&teacher,&Mrs.&Fox&used&the&Smart&Board&and&

her&desktop&computer&as&forms&of&technology&within&the&lesson.&&The&Smartboard&was&used&

to&write&the&letter&projected&onto&the&screen&so&that&the&students&could&see&an&example&of&

one&cohesive&letter&that&they&collaborated&on&together&as&a&class.&&The&desktop&displayed&the&

lined&paper&that&was&used&to&write&on.&&I&think&that&while&this&lesson&did&have&some&aspects&

of&technology,&there&was&not&enough.&&Technology&is&such&a&useful&tool;&I&think&that&it&

couldve&been&incorporated&into&this&lesson&a&little&more.&&If&I&were&teaching&the&lesson,&I&

think&I&would&have&the&sample&letters&on&the&Smart&Board&instead&of&the&having&students&

pass&them&around.&&That&way,&I&could&be&interactive&with&the&letter&and&we&could&underline&

the&main&parts&that&we&found&within&them&and&dissect&the&letters&on&the&Smart&Board&so&that&

students&would&have&a&better&understanding&of&what&to&do,&even&before&the&activity&started.&&

I&also&think&that&maybe&a&video&of&how&to&write&a&letter&could&have&been&shown&as&another&
source&of&technology.&&Besides&this,&I&think&that&technology&was&used&to&the&best&of&its&

abilities&and&the&lesson&was&well&laid&out&and&ran&smoothly&within&the&classroom.&&The&

students&learned&a&lot&from&this&lesson&and&they&now&love&writing&letters&in&class&and&during&

their&free&writes!&

&