Lesson On Writing A Letter

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content:

Group Size: 19
1st
ELA
Name: Jacqueline De Jesus

Date of Lesson:
3/30/16
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
LAFS.1.W.3.8- With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
LAFS.1.W.1.2- Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
LAFS.1.RL.1.1- Ask and answer questions about key details in a text.
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Given their knowledge on writing letters, the students will listen to the book Every
Cowgirl Needs a Horse by Rebecca Janni in order to get ideas when it comes to writing
their own letters.
Evaluation Plan- How will

you know students have
mastered your objectives?
I will know that students have mastered my objectives if they are being active listeners
as I read the story. The students should be focused, listening, and participate when I ask
questions. I will model to the students how to fill in the graphic organizer that they will be
able to complete and use when writing their letters. I will know that the students have
After the students have listened to the story, the students will be able to fill out a graphic
organizer which will aid them in writing the final letter.
The student will be able to correctly fill out the graphic organizer with the topic, or what
they are going to ask their parents for their birthday, give three detailed reasons, and
write the conclusion, with little to no errors.

Group Size: 19
1st
ELA
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in

Date of Lesson:
3/30/16
mastered my objectives if they are able to correctly fill out their graphic organizer with
their own ideas, not the example that I model. Also the students should be able to detail
their reasons well enough, as the character did in the book. Since this lesson is ongoing, I
will be able to evaluate the students when they complete the final letter.
Time
This
lesson
will take
place
after
the
student
s return
from
lunch. I
will
begin at
10:45.
The
lesson
will last
approxi
mately
45
minutes
Lesson
Who is
responsible
(Teacher or
Students)?
The
teacher is
responsible
for reading
the story to
the
students,
engaging
them in the
story by
asking
questions,
and
modeling
for
students
Implementation
Each content area may require a different step-by-step format.
Use whichever plan is appropriate for the content taught in this
lesson. For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Set up materials: Have the graphic organizers ready and
near you. Also, get a copy of the book and place it on the
reading chair. Check to ensure that the projector is on and
ready to use.
2. As students enter the classroom after lunch and are at
their seats, explain to the students that they will continue
learning about writing letters. Tell the students that they
are not writing the letter today. Rather, they will be read to
and then will complete a graphic organizer in order to
prepare them for writing the letter.
3. Call students to the carpet and read the jumbo book to the
students called, Every Cowgirl Needs a Horse.
4. While reading the book ask questions and make comments
to engage the readers. Explain that this girl is asking her

Group Size: 19
1st
ELA
how to fill
out the
graphic
organizer
that they
will need to
write the
letter.
The
students
will listen
to the
story, be
engaged,
and
complete
their own
graphic
organizers.

Date of Lesson:
3/30/16
the room doing? How are

they supporting students
learning?
What model of co-teaching
are you using?
parents for a horse for her birthday.

5. When done tell students, that just as the girl in the story
asked her parents for a horse on her birthday, they too are
going to write a letter to their parents explaining
something that they want for their birthday. But first, they
will have to complete an organizer to better help them.
6. Send the students back to their seats and model to the
students what their graphic organizer should look like. On
the organizer fill in what you are asking for, the three
reasons, and a conclusion.
7. Before you pass out their papers, tell the students that
they cannot simply copy your ideas. They must come up
with their own.
8. As students are filling out the organizers, walk around and
make sure all students are on task and doing well.
9. As students are finishing you can have students who want
to share their organizers with the class do so at this time.
The students can place it on the overhead and read it
aloud to the class. Not all students have to share. It is an
option.
Meeting your students

needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This will further help my students know why it is important to know how to
write a letter. With the reading, they will also be able to see a real world
connection. Since the students are just beginning to learn about writing
letters, modeling to them as well as having them fill out a graphic organizer
will help them.
Differentiationbased on
the needs of your students
how will you take
For the below level group, I will be differentiating by modeling to them. I will
also call them to the group table that way I can closely work with them when
the students are filling out the graphic organizers. Modeling to the students is

Group Size: 19
1st
ELA

Date of Lesson:
3/30/16
individual and group

learning differences into
account.
great for the visual learners. Also having students share will help those
students that are struggling to complete their work.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
I have read many times that it is important to make a lesson fun and engaging for the
students. I have learned that smaller children really enjoy read a louds, which is why I will
be incorporating this into the lesson.

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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

Name: Jacqueline De Jesus

Objectives- What are you

Evaluation Plan- How will

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jacqueline De Jesus

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jacqueline De Jesus

the room doing? How are

parents for a horse for her birthday.

Meeting your students

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jacqueline De Jesus

individual and group

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