Jaci Stewart

Writing Lesson Plan Template

CAEP K-6 Standards

LESSON RATIONALE
This lesson is designed for second grade students to familiarize them with the proper way to read and write a letter.
Students will get to a part in their life where they will start to receive mail and it is important that they know how to read
the letter and how to respond back if necessary. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will identify parts of a letter and where to place them when writing.
Students will explain the relationship of the parts in a letter.
B. Objective(s)—
1. Given a letter, students will be able circle and label the different parts of a letter.
2. By completing the activity, the students will be able to write out the parts of the letter on their own in the
proper format.
3. After completing the lesson, the students will be able to receive mail, identify parts of the letter, and respond
back using proper heading, greetings, and closings.
4. Standard(s): 2.W.3.3 Develop topics for friendly letters, stories, poems, and other narrative purposes that –
i. Include a beginning.
ii. Use temporal words to signal event order (e.g., first of all).
iii. Provide details to describe actions, thoughts, and feelings.
iv. Provide an ending.
(CAEP K-6 3.c)
II. Management Plan-
 Anticipatory Set/Mini Lesson: 20 minutes
 Instruction:
o Writing: 20 minutes
o Sharing: 7 minutes
o Closing: 3 minutes
 Materials:
o Letters to all students
o Example letter with labels
o Blank card to write to Miss Cross
o 20 Blank cards for students to write on
o 20 Stamps to send cards
o Pencils
o Colored Pencils (if extra time)
 Space:
o Anticipatory set: at desks
o Mini Lesson: at carpet
o Letter: at desks
o Closure/Sharing: at desks
 Behavior:
o The students have cards on their desks, they start on green and move to yellow and red if they are
misbehaving after several reminders. The students use this method every day and if they receive five
days in a row staying on green the whole day, they will receive a prize at the end of the week.
o There is a chime that is rung when the class as a whole becomes too loud or needs to be redirected.
When this chime makes a sound the students know to put their hand in the air, stop what they are
doing, and look at the teacher for further directions.
o For students who are working beyond what is expected of them and are paying close attention to every
detail, they will earn dojo points at the end of the lesson. The class collects dojo points every day and
receive prices once they earn so many.

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners—
o For students who learn best through discussions, there will be many opportunities to talk with a partner
about findings and what to do next in the lesson.
 o For students who struggle with writing on their own, there will be examples shown to them through the
letter written to them and through the mini lesson of writing a letter to Miss Cross.
o For students who learn best through seeing an example and then completing a task, there will be many
examples given before having to write on their own.
(CAEP K-6 1.b)

IV. Lesson Presentation (Input/Output)

 Mini Lesson (Whole Group):
o Anticipatory Set:
 “In my hands I have 20 handwritten letters. Who do you think these letters are to?”
 Student response
 “Yes. These letters are to some very important people in my life. I had some extra time last night
and I was able to write every single one of you a letter to share with you how I think you are a
great student and maybe even more.”
 “Are you interested in reading these cards to find out what I said to each and every one of you?”
 “When I hand you the card feel free to open it and start reading it to yourself. Keep what it says
to yourself and then we will have a few minutes to share with a partner.”
 Students read cards
 “Now that everyone has read your card go ahead and turn to your shoulder partner and share
some ideas you have about the card. You can talk about what it might say, but also think of some
other observations you have made of the card and how it is written.”
 Collaboration time
 “Does anyone want to share something you observed about the card you read. Not what it says,
but how it might be written and how it looks different in writing compared to a book.”
 Students share ideas and then write them on the board
o Purpose Statement:
 “Today we are going to be talking about these different observations you have made about the
letter and how they are written. We are going to figure out if these descriptions have names and
how we read and write letters properly.”
o Modeling: Writing a letter to Miss Cross
 “Before you go and write a letter on your own, I first need some help with writing a letter to
someone who did something very nice for me. Her name is Miss Cross and she bought me
Starbucks this morning because I did not get enough sleep last night.”
 “Let’s first talk about all the different parts of a letter.”
 When you pointed out some different parts in the letters I wrote to you, you talked about most of
the parts and I want to help you be able to put a name with those parts.”
 Have example letter on doc camera when talking about parts of letter
 “First you mentioned that there was an address at the very top in the corner, this is called the
heading. Then you mentioned there was a part that said ‘Dear’ and then your name, and that is
called the greeting. Next is the part where all the writing takes place and that is the body of the
letter. And some of the last parts include the closing and signature, which is a way to end the
letter.”
 “Okay we talked about all the parts of the letter and now let’s test out writing these in a letter to
Miss Cross thanking her for buying me Starbucks this morning.”
 Walk students through each part of the letter and how to write it down using their
ideas that they give to the teacher
 “Now that we have identified the parts of the letter and we have practiced as a group; I want
you to go back to your seats and you are going to practice on your own this time.”
 Writing:
o “In this writing activity you are going to be writing a letter to your mom, dad, grandma, or whoever you
want to tell about your favorite part of school so far this year. “
o “You can write about all the friends you are making, or how you love your teacher, or maybe even how you
have an extra helper in the room on Tuesdays and Thursdays.”
o “You are going to be practicing writing the letter just like we have been talking about and then at the end
if they are done correctly we can get them into envelopes and send them in the mail.”
o “Let’s get started and raise your hand if you have any questions about writing the letter.”
 Give students around 20 minutes to complete letter
o Conferences:
 There are two students who need assistance in writing words down on a sheet of paper. I will
pull these students aside and help them write down their ideas in the letter by walking them
through the process slowly. I will help them in order of writing the heading and then moving
 onto the body part of the letter. Since the heading must be correct we will do that together
and then the body will be written just by them and the closing will be completed with
assistance as well.
 There are a few students who will complete this activity quickly because they are fluent in
spelling and reading. I will call them back to the table with me and will ask them questions
about their letter and how they went about writing them to get them thinking deeper about
the letter and what it means to write one.
 Sharing (Whole Group):
o Three students will be selected to share their cards on the doc cam with the whole class. Before they
are selected their cards will be read to make sure everything is properly placed and that it is
appropriate to share with the class.
o “I have selected three classmates to share their cards with the class because they are great examples of
what the finished card should look like.”
 Students share
o “Now that some classmates have shared, let’s turn to our shoulder partners and share what we wrote
about in the cards and if we think we put every part of the card in the correct spot.”

(CAEP K-6 3.f)

(CAEP K-6 3.d)

V. Check for understanding:

o During the anticipatory set, I will ask questions to see what they may already know about letters or through
observation of my letter what they see that is different than other writings.
o During the mini lesson, the students will guide me through writing a letter. The parts will be said and
repeated multiple times as well as a variety of students sharing ideas.
o I will collect student letters at the end of the lesson to read, check, and then send off.
o I will call struggling students and exceeding students back at separate times to break down the process or
ask for more information to see what they know already.

VIII. Review learning outcomes / Closure

o “Great work everyone. Let’s review the different parts of the letter again.”
 Point to letter parts and students give the names
o “Let’s check our letters to make sure we have all the parts that are needed and then fold the letters to place in
the envelopes.”
o “Do not seal the letters yet, we will do that tomorrow when we have more time.”
 Students put letters in boxes to look at again tomorrow

PLAN FOR ASSESSMENT

o Formative
 Ask questions while students work and discuss
 Take note of areas students may be struggling with the most
 At the end of the lesson ask students to check for every part of the letter in their written letter
o Summative
 Collect letters at the end of the day and check to see if every part is included in the letter and if it is
written out correctly.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

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?
7. Did students seem to take interest in what was being taught and stay engaged through lesson?
8. Did I move the students toward independence throughout my lesson?
9. Did students connect the activities to the real world of reading and writing letters?
Example Letter to Student:
2009 W Kem Rd
Marion, IN
November 6, 2019

Dear Lameck,

I enjoy having you in the classroom. You come to class with a smile every
morning and I love seeing a bright smiling face. You light up every room you
walk in with your energetic presence and charming ways of making everyone
laugh. You are a true blessing to this class and to this school. Keep up the hard
work and I know you will do great this year.

Your Practicum Teacher,

Miss Stewart