Writing Lessonpdf

Writing Lesson Plan Template CAEP K-6 Standards Elena Check LESSON RATIONALE The students will need to learn this standard, 2.W.3.3., because they need to be able to write a letter. Letters are used in today’s society frequently; we use them for jobs, college applications, and in our future schooling (high school). It is a strategy we can use to communicate with our peers, coworkers, friends, and loved ones. This relates to the students because it is a way for them to develop socially and academically. READINESS I. Goals/Objectives/Standard(s) A. Goal(s)—The students will be able to develop a letter. B. Objective(s)— - After the students complete the activity, they will be able to label each part of a letter. • Greeting • Heading • Body • Closing • Signature - After the students complete the activity, they will be able to develop a letter to a staff member of Allen Elementary. C. Standard(s): 2.W.3.3—Develop topics for friendly letters, stories, poems, and other narrative purposes that: - Include a beginning - Use temporal words to signal event order - Provide details to describe actions, thoughts, and feelings - Provide an ending II. Management PlanTime Management: 30 minutes; 1:30 - 2:00pm Lesson Element

Time

Location

Anticipatory Set

5 minutes

Carpet

Mini Lesson

9 minutes: 5 min Lesson Activity 4 min

Seats/In Groups

Transition

30 seconds

N/A

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Writing Time

10 minutes

Comfortable Spot

Transition

30 seconds

N/A

Closure

5 minutes

Seats

Space: Students desks, comfortable place in the room (their choice), and the carpet. Materials: Pencils, worksheets (pre-made letter template), and pre-cut outs. - Sticker stamps and envelopes for formative assessment. Expectations/Procedures: The students will be expected to follow the rules that Mrs. Satterlee already has in place. They will also be expected to follow directions at each station and complete the activities given to them with the help of an educator or on their own. PLAN FOR INSTRUCTION III. Adaptation to Individual Differences and Diverse Learners— - There are 6 students diagnosed with ADD/ADHD in this classroom: I will meet their needs by making the rotations active and engaging. Some of them will be working with an adult or with their peers, but never alone. I also designed the activities to connect to the students so they would be motivated to complete the assignment. - There is a student who shuts down when he does not understand the material or it is more difficult to complete a task: I implemented stations so that every student will get to “rotate” what they have to do. Therefore, if something is difficult for him or another student, there are multiple ways implemented in the lesson to collaborate, ask questions, and participate. - There are 3 ELL students in this 2nd grade class: there will be verbal and written directions for each activity they are to do; Mrs. Satterlee is also the ELL school teacher, so if they do not understand she would be able to explain it in Spanish. (CAEP K-6 1.b) IV. Lesson Presentation (Input/Output) Anticipatory Set: -

Have students sitting on the carpet. Write a letter of encouragement to each student. Dress up like a mailman Come in with a bag of mail I have some letters here for you all. Pass out the letters to each student. Have them read their letters quietly (to themselves).

Purpose Statement: Today we are going to learn how to write a letter! We all know what a letter is, but it is very important to know how to write them the correct way so that those who we write to will be able to read the letter that you send to them! Mini Lesson:

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Please walk back to your seats. We are going to be looking at the different parts of a letter! Can anyone look at their letter and take a guess how many parts there are to writing a letter? o 5! The 5 parts to a letter are: the heading, greeting, body, closing, and signature. The heading is where we put the date that we wrote the letter so that the person receiving the letter will know what day it was written. The greeting is where we greet the person we are writing to. o Dear, o Hello, The body is where the bulk of the letter comes from. This is where we write what we want to say to the person we are writing to. What is something that I put in the body of your letter? Talk with your shoulder partner. The closing is where we wrap up the whole letter. o Sincerely, o Love, o Always, Can anyone guess what we do in the signature section? o Correct, write your name. People usually do this in cursive writing, but print is acceptable as well. Now, we are going to complete an activity with our table. You are going to be given 2 groups of 5 cut outs. One of the cut outs has the 5 categories of a letter, and the other cut out is an example of each of those categories. You will play the matching game with your table and raise your hand when you are finished. Activity: 4 minutes; go around and observe how students are participating and if they are understanding.

You all did wonderful matching the correct cut outs! Now, we are all going to take 10 minutes to write our own letter to a staff member? - In my letter that I wrote to you, was it encouraging? That is what you are required to write—an encouraging letter to a staff member. Let them know what they are doing well and how they are positively affecting your schooling experience. I will come around and talk with you about how you are doing. You may look at the letter I wrote you if you are having trouble with spelling or ideas. - You may go to a comfortable spot around the room. Meet with each student to see how they are doing, if they are on track, and finishing the letter correctly. V. Check for understanding. a. The mini lesson will be in a whole group setting. I will check for understanding here by the participation of each student. Who is understanding versus not. b. I will be questioning throughout the mini lesson and listening to the students’ responses. c. During their writing time, I will go around and meet with each student individually and see how they are doing. i. Are they understanding?

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ii. Are they completing the letter accurately? d. With closure, I will observe participation while I ask questions. e. Finished assessments will let me know who is understanding and who needs more instruction (immediate feedback). VIII.

Review learning outcomes / Closure—5 minutes -

Have the students transition back to their seats. Would anyone like to share something that they wrote in their letter that they are proud of? Ask students: - Where do we write the date in the letter? o The top right corner, in the heading - Where do we sign our name? o The bottom of the letter (the last thing written); signature - Where do we put our closure? o Before our signature, after the body - What is the main part (bulk) of the letter called? o The body - What is it called before we begin our body paragraph? o The greeting I am going to collect your letters and look over them. If they are ready to send, I will put them in an envelope with a ‘stamp’ and you will have time to mail it to them tomorrow! PLAN FOR ASSESSMENT Summative: • Mrs. Satterlee will give them an end of unit test/quiz. Formative: • The students will turn in their letters by the end of the class time. - I will look over them and if they are ready to send, I will put it in an envelope with a sticker stamp for the students to deliver the following day. • I will check for understanding through the activity they complete in the mini lesson (did they put the labels in the correct place as a team? Who participated?). • I will observe them while they are writing and meet with each child to make sure they are on task and completing/understanding the assignment. 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?

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7. Were the activities given able to reach all tiered level students? Should I have altered the activities in any way (such as directions, language, ability)? 8. Were all of the students given enough time to complete their letter? If no, why not? 9. Should there have been more movement implemented into the lesson? If so, how?

Indiana Wesleyan University Elementary Education Lesson Plan Design and Assessment Rubric Rationale The Beginning Candidate

The Developing Candidate

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The Competent Candidate

The Accomplished Candidate

Revision Date: October, 2018

Rationale

Candidate demonstrates Relationshi little or no p to understanding of Science how planning is Content related to how children grow, develop, and learn. CAEP K-6 1.a

Candidate uses understanding of how children grow and develop across the developmental domains but is unable to state how the lesson is related to that knowledge.

Candidate uses understanding of how children grow and develop across the developmental domains while articulating the rationale for the lesson.

The Developing Candidate

The Competent Candidate

Candidate uses understanding of how children grow and develop across the developmental domains, and is able to articulate the theoretical foundations for the lesson. The statement of rationale describes developmentally appropriate and challenging learning experiences and environments.

Readiness The Beginning Candidate Goals/ Lesson objectives Objectives/ are poorly written Standards and/or have little or no connection to learning goals or standards. INTASC 4 Little connection exists between CAEP K-6 objectives and 3.c lesson activities and assessments.

The anticipatory set is missing or Anticipator has little or no y Set connection to the goal or content of InTASC 8 the lesson.

The Accomplished Candidate Lesson objectives The lesson plan The lesson plan are correlated contains contains clearly with learning objectives that stated content goals and connect goals and objectives. standards. The standards with Objectives are connection lesson activities logically between and assessments. connected to objectives and appropriate goals lesson activities and standards and and assessments are consistent with is weak or lesson activities unclear. and assessments. Instructional planning is based on individual student needs. The connection The anticipatory The anticipatory between the set is clear and set connects the anticipatory set direct and focuses current lesson with and lesson students’ attention previous and objectives and on the lesson. future learning and content is weak or focuses students’ unclear. minds and

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attention on the day’s lesson.

Purpose

The statement of purpose is ambiguous or worded so generally that the connection with the content of the lesson is not apparent.

Plan for Instruction The Beginning Candidate Few or no instructional opportunities are included. Any instructional Adaptation opportunities are to not Individual developmentally Differences appropriate or and Diverse adapted to Learners individual students. CAEP K-6 1.b

A statement of purpose is included in the LP, but has little power to motivate students and capture their imaginations.

The Developing Candidate Instructional opportunities are provided in this lesson; however, they are not adapted to individual students.

InTASC 2 Diversity

Plan for Instruction, cont. The Beginning Candidate

The Developing Candidate

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The statement of purpose is clearly connected to the content of the lesson and is presented in terms that are easily understood by students.

The statement of purpose has the power to capture the imaginations of students and motivate them to accomplish the expected learning.

The Competent The Accomplished Candidate Candidate Instructional Specific opportunities are instructional provided in this opportunities are lesson. The provided in this opportunities are lesson that developmentally demonstrate the appropriate and/or candidate’s are adapted to understanding of individual individual learner students. characteristics and how these differences might be used to maximize a student’s learning. Unique instructional opportunities are included for individual students. The Competent Candidate

The Accomplished Candidate

Revision Date: October, 2018

Lesson Presentatio n Explicit Instruction of Trait

InTASC 5 CAEP K-6 3.f

The candidate’s lesson is not developmentally appropriate. The candidate’s lesson does not use appropriate modeling and guided practice. The lesson presentation includes little opportunity for students to engage in relevant and active learning.

The candidate’s plan is not differentiated for subsets of students or Differentiat individual ed students. Instruction Conference Plan

The candidate’s lesson is somewhat developmentally appropriate. The candidate’s lesson includes the basic level of modeling. The lesson presentation includes activities that encourage student participation, but lack purpose or depth.

The candidate’s plan is differentiated according to a subset of learners and includes modifying content or instructional processes.

CAEP K-6 3.d

The candidate’s lesson demonstrates an understanding of developmentally appropriate practice. The candidate’s lesson includes both modeling and guided practice. The lesson presentation includes relevant activities that encourage student participation and critical thinking.

The candidate’s plan is differentiated according to learners and includes a variety of instructional approaches that address individual interests and preferences for learning.

The candidate’s lesson demonstrates strong developmentally appropriate practice including a variety of ways to teach content. The candidate’s plan includes multiple ways to model and guide practice. The lesson presentation supports student motivation through relevant and collaborative activities to engage learners in critical thinking and problem solving. The candidate’s plan is differentiated according to learners and includes a variety of instructional approaches that address individual interests and preferences for learning. The candidate differentiates content by modifying difficulty, depth, or complexity of

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Little or no provision is included to Check for check for student Understand understanding or ing to reteach concepts that InTASC 4 elude students during the initial presentation.

Review Learning Outcomes/ Closure Sharing

A guided practice section is included in the lesson plan, but the connection with the lesson presentation is weak and/or unclear.

The lesson plan includes a plan and the means to check for student understanding of the lesson. A provision is included to reteach all or part of the lesson to all or part of the class.

Lesson closure is Lesson closure is not included, or weak and/or is not related to poorly written. the goals and/or content of the lesson.

Lesson closure relates directly to the lesson purpose and/or objective.

No independent practice activities are included in the lesson, or activities are unrelated to the content of the lesson.

Assignments or activities are included that provide students with the opportunity to practice learned skills; All activities match lesson objectives.

InTASC 4 Independen t Practice/ Extending the Learning Writing Plan InTASC 5

Independent practice activities are not well conceived and/or written; student accomplishment of IP activities is not likely to result in lesson mastery

materials. Plans to check for student understanding of the content are an integral part of the lesson, and include frequent questions and other actively engaging forms of formative assessment during guided practice. Lesson closure is clearly correlated to the content of the lesson and actively engages students in summarizing the essential elements of the lesson. Independent practice activities are highly correlated to lesson objectives and content and lead to student mastery.

Plan for Assessment

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The Beginning Candidate The lesson plan does not include formative assessment activities, or there is little or no correlation CAEP K- between planned 6 3.a assessment InTASC 6 activities and lesson goals and objectives. Any assessments included are not developmentally appropriate for the students. Formal and Informal Assessme nt

The Developing Candidate

The Competent Candidate

Formative and summative asessment activities are included in the lesson, but they are not well correlated to and/or do not cover the full range of LP goals and objectives. The assessment strategies do not promote development of each individual student.

A plan for formal and informal assessment throughout the lesson is included. The assessment strategies are uniquely designed for the individual students.

The Accomplished Candidate Formal and informal assessments strategies are a seamless and integrated part of the lesson. The assessments are highly correlated to the learning objectives and promote continuous intellectual, social, emotional, and physical development of each student.

Instructional Technology The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students to achieve the expected outcomes. InTASC Standard 7 The Beginning The Developing The Competent The Candidate Candidate Candidate Accomplished Candidate Integration The lesson plan The lesson plan The lesson plan The lesson plan of reflects reflects reflects reflects Technolog educational insufficient or educationally educationally y decision making misaligned sound decisions sound decisions regarding decision making regarding regarding InTASC 7 available regarding available available technology that available technology technology Technolog adversely technology; (including, but not (including, but not y Thread impacts student statements limited to, limited to, learning and/or indicating the use instructional and instructional and fails to engage of instructional, assistive assistive students at the assistive, or other technologies) to technologies) that necessary level to technologies are support learner engage students, written in general enhance the

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meet lesson objectives.

terms or in terms unlikely to impact student learning.

The Beginning Candidate Self-answer questions are not included in the lesson plan.

The Developing Candidate Self-answer questions are included, but do not fit the content or purposes of the lesson.

needs and the curriculum.

learning process, and/or extend opportunities for learning.

Evaluation Reflection and PostLesson Analysis CAEP K-6 3.b InTASC Standard 9

Lesson Plan Elements Rationale CAEP K-6 1.a Goals/Objectives/Standards CAEP K-6 3.c Anticipatory Set Purpose Adaptations: Individual Differences CAEP K-6 1.b Lesson Presentation CAEP K-6 3.f Differentiated Instruction CAEP K-6 3.d Check for Understanding Review/Closure Independent Practice/ Extending the Learning Formal and Informal Assessment CAEP K-6 3.a Integration of Technology Reflection and Post-Lesson Analysis CAEP K-6 3.b

The Competent Candidate The lesson plan includes all required selfanswer questions. Questions are included to plan, monitor, and adapt instruction based on the lesson assessments.

The Accomplished Candidate Additional selfanswer questions are included that specifically address unique lesson content and methodology. Questions are included to plan, monitor, and adapt instruction based on the lesson assessments.

B

D

C

A

Score

c

c

c

c

/4

c

c

c

c

/4

c c

c c

c c

c c

/4 /4

c

c

c

c

/4

c

c

c

c

/4

c

c

c

c

/4

c c c

c c c

c c c

c c c

/4 /4 /4

c

c

c

c

/4

c

c

c

c

/4

c

c

c

c

/4

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