Sie sind auf Seite 1von 4

Sarah Rehner

This lesson of organization and structure in writing is imperative for students to
comprehend and utilize as this is a skill that needs to be fostered throughout life.
Developing a proper establishment for writing and format can assist students in their
future growth further on in their educational careers. Students will need to know this
information for reading, writing, and practicing their knowledge in a myriad of ways. The
use of letter writing, especially, nurtures the importance of relationships and initiating
progress further. (CAEP K-6 1.a)

I. Goals/Objectives/Standard(s)
A. Goal(s)—The students will understand how to organize and write letters.
B. Objective(s)—
 By completing the writing activity, students will demonstrate understanding of
 At the end of this lesson, students will be able to compose a letter to support an
C. Standard(s): 5.W.3.1 Write persuasive compositions in a variety of forms that –
Use an organizational structure to group related ideas that support the purpose.
(CAEP K-6 3.c)
II. Management Plan- Time per lesson element, use of space, list of materials. Describe
expectations and procedures.
 Time Per Element
o Anticipatory set: 3 min
o Mini-Lesson: 15 min
o Writing: 20 min
o Sharing: 10 min
o Closure: 3 min
 Space: Students will be in their seats for majority of the lesson, but when I meet with the
students to conference we will be at the front kidney table to discuss and collect data.
 Materials:
o Example letters, white board, dry erase marker, papers, pencils
 Management:
o Dojo points for behavior management.
o I will be walking around and taking notes on student progress and writing.
III. Adaptation to Individual Differences and Diverse Learners—
 For students that may struggle with writing, I would give more guidance and
support. I might pair them with a buddy if need be.
 I will provide sample prompts if students need more examples and visual support.
 For the three students that need more time when writing, I will allow them to
continue working during their silent reading time.
(CAEP K-6 1.b)
IV. Lesson Presentation (Input/Output)

1 Revision Date: October 31, 2018

Sarah Rehner

 Mini-lesson (Whole Group)

o Anticipatory Set: I will start by simply stating a letter addressed to the 5th
grade class to get their attention.

 Dear Miss Corn’s 5th grade class,

Your students have shown me how well they can behave and their improvement
throughout the year has been amazing. Each of you students have unique
qualities about you that make you an essential part of this school, and this
classroom would not be the same without any one of you. Keep doing your best
and give Miss Corn your full attention, be engaged and respect one another,
and always remember that you are important, and you are smart.

Miss Rehner

o Purpose Statement: Today we are going to be learning about writing letters.

There is so much importance in learning this skill as you will use the ability of
organization and writing throughout your life and into your development of
relationships with those you are writing.

o Introduce Trait: In order to create a good letter, you need to pay close
attention to how you organize your thoughts and ideas in a way that will
present your information so your audience or the person you are writing to can
understand. In any type of writing, the skill of organization is all about how you
structure your paper and form your words. The letter needs to move naturally
from one idea to the next, each with a strong beginning and end.

 Share Examples (Short Text/Read Aloud): I will bring in some

example letters for students to observe and learn writing styles from.
These letters will be a variety of my own written letters, historical
examples of letters in war, and friendly pen-pal letters from post
 Provide Information (Model):
 To model, I will draw an outline of a body of a letter on the
board for all students to see. Before you begin writing the letter,
you have to first know a few important details about writing a
letter, such as the various parts that make up that letter. To start
any letter, you have to first make a greeting. On the board I will
write out greeting at the head of the “paper” and provide an
example of how one would begin their letter. Here at the start
of your letter, you need to address whoever you are writing, for
example if you wanted to write a letter to me or Miss Corn, you
would write here at the greeting, Dear Miss Corn/Miss Rehner,
and you must be certain to place the comma after the name.

2 Revision Date: October 31, 2018

Sarah Rehner

 Next, we are going to move down to the body of the letter. I will
then write body on the board, so students know that they are
going to place their content and actual writing in that area. The
body of your letter is probably the most important aspect of your
writing. In this part, you will be writing out whatever you are
trying to tell the person you are writing. This part will be the
majority of what your write.
 Finally, we will be ending our letter by closing it out, and this
means we are essentially saying goodbye to our friend. I will
then write closing at the foot of the letter on the board. By
closing the letter, you are ending the conversation and putting
an end to your words. To end you would want to say goodbye
with something like Sincerely, Your Name.

 Supervise Practice (Shared Writing): Students will write, and I will

conference with them during that time.

o Writing
 Students will be writing a letter to their parents explaining their
favorite subject and why. They must include supporting details to
back up their points and organize the letter in such a way that it
makes sense and follow the guidelines we already went over.

Describe your plans for conferences

 I will pull a few students aside once I see that they have made
good progress on their writing. I will conduct 3 conferences
with students that are making progress but may be struggling
in their writing processes and in creating effective
organization. Throughout the conferences I will be recording
anecdotal notes by sticky notes and then will transfer that
information to a more formal data recording device for future
o Sharing (Whole Group)
 Describe your plans for sharing
 Once students have finished up their writing they will turn to a
partner and share their letters.

V. Check for understanding.

 I will be observing students as they write, walking around to make sure they are
staying on track and writing the letter as we talked about.
 I will be conferencing with a few students to understand where they are at and
collect data on their writing processes in order to move further in their writing in
the future.

3 Revision Date: October 31, 2018

Sarah Rehner

 If at any point students are confused and don’t understand how they should
continue in their writing, I will stop, re-explain and give more guidance, making sure
to answer any questions they have.

VIII. Review learning outcomes / Closure

 Allow open discussion and possible whole group sharing if students volunteer to
share their letters.


 The letters the students create will show how well they can compose their thoughts,
as well as how they can follow structure and organization.
 The students that I conference with will provide me with information regarding
where those three students are at in their writing and how well they comprehend
(CAEP K-6 3.a)


(CAEP K-6 3.b)
 Was there enough support for students to understand the organization and
structure of writing a letter?
 How were the students engaged in the writing activity?
 Were the students capable of writing the letters efficiently and effectively?
 Was there enough support for students that may need extra guidance?

4 Revision Date: October 31, 2018