Jessica Markowitz Lesson Plan 4
Cooperating Teacher: Mrs. Connie Medlock Grade Level 2
Signature for Approval (Cooperating Teacher) __________________________________
Date Prepared: January 23, 2004 Date Taught: January 26, 2004
Topic: (key point; concept; skill)
Beginning letter writing
Objective: (TSWBAT + performance, conditions, criteria):
In order for the students to begin writing letters, the student will be able to pick out
important parts of a letter as a class, begin writing a rough draft at their seats during the
A page copied from Click, Clack, Moo Cows That Type by Doreen Cronin
Illustrated by Betsy Lewin
The book America is… by Louise Borden Illustrated by Stacey Schuett
I. Procedures: (teacher and student tasks)
A. Beginning of lesson
1. Classroom management step (to have students ready to learn, in listening position,
where they need to be):
First I will whisper what the students are supposed to do. The students that are
listening will do so until I have the whole classes attention.
2. Statements to initiate or set the stage for the lesson; motivation; review:
“Last week you heard the book Click, Clack, Moo Cows that Type, what
did the animals do to communicate with the farmer?” (Hopefully they will
say that the animals wrote letters to the farmer). “Today we are going to
start writing letters!”
B. Modifications (strategies to meet individual, special needs: either at a
particular step or in general for the lesson)
1. I will pass out the letter from the book to the class that is from the book along
with the highlighters.
2. Next, I will ask the students the important words on this page that are always in a
letter (Dear and Sincerely).
3. Then, I will also tell the students that there is also punctuation that stays the same
in every letter you write (comma after Dear and a comma after Sincerely).
4. I will then ask what else is important about a letter hoping that a greeting is
important to them. “Hi, Joe! How are you? Would be much more appropriate”/
5. Next we will talk about an introduction, middle, and the end when you say good
6. When I think they are ready I will send their first rough draft paper around the
room to every student and let them know they are writing to a boy that is across
seas in Iraq because he is in the army. I will then give the class some time to
discuss this and understand why they are writing someone so far away.
7. I will give them 20 minutes to get started with their letter and I will go around and
check on how the students are doing.
8. To better explain why we are writing Joe, I will read parts of America is… to the
students so they understand why it is important to be a soldier. I will also remind
the students that Joe does not know who he is getting letters from, so they need to
introduce themselves to him.
C. Closure statement
“Ok, don’t you think that Joe is going to be excited when he reads your
letters? Jackie, what are you writing Joe about? Tyler, what about you?”
II. Assessment (objective met by students: observation, written work,
presentations, quiz, etc.)
For the assessment I will go around the room and see how well the students are
doing on their rough draft.
The students will have about 25 minutes to work on their letters hopefully even
more time, but that depends on the other plans Mrs. Orem has for the morning.
III. Extension and Remediation
Extension time deserves praise, so I will make an effort to tell the students how
proud of them I am for paying attention and catching on so quickly. We will
work on a more detailed letter to Joe.
If the class as a whole is struggling, I will write an example letter on the board
for the students to see.