Name _____Adrian Vega___________________________ Lesson Date __10-5-1__________ 

School__Entz Elementary_______ Grade/Subject____4​th​/Technology,ELA______________ 

 
LESSON PLAN: Writing to Learn 
PART A. BASIC LESSON INFORMATION
 
Lesson Subject/Topic:  
 
 
Planned Time: __________45-50 minutes__________________ 
ACCRS Content Standard(s)  ACCRS Writing Standard(s)
S3C2 PO 4. Use appropriate digital tools to 4.W.6 With some guidance and support from
synthesize research information and to develop adults, use technology, including the internet, to
new ideas.   produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient
command of keyboarding skills to complete a
writing task.  
Lesson Objective Differentiation   
Cognitive delay- These students will be supplied a
Students will conduct online research to find the list of sentence starters to assist in their
definition of a complimentary word provided by completion of the letter. Students will be able to
the teacher. ask for adult assistance in any computer functions
  or procedures.
Students will write a complimentary letter with a
checklist rating of 5/7 to show mastery.  Gifted- These students will be able to use an
 
additional or substitute words to use in their
letters.

ELL- These students will be supplied a list of

sentence starters to assist in their completion of
the letter. Students will be able to ask for adult
assistance in any computer functions or
procedures. They may also use
www.spanishdict.com to translate any language
confusions. Also, Students will be able to ask for
clarification from their desk/ tablemates.
 
 
 
 
 
 
Materials and Supplies: 
1.Teachers will provide a ​note card​​ with a complimentary word for the students to research the
definition.
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 A.) 10 words used for compliments: Positive, Intelligent, Humorous, Creative, Persistent,
Dependable, Encouraging, Selfless, Observant, and Witty.
B) Words for Gifted: Diplomatic, Exemplary, Commendable, and Serene.
2. Web Browser​​ ( Internet Explorer, Chrome, Firefox, or Safari)
3. Websites​​ for Definitions ( Dictionary.com, Spanishdict.com)
4. Gmail ​(Students will be creating letters to send in an email)
5. Paper ​to write down notes
6. ​List of ​Student emails
7. Note cards​​ to hand students their word, students name that they are writing the compliment too, and
their email.
8.​​Computers​​ to accomplish research, production, and producing words and letters.
9. ​An example that students will use as a ​structure​​ to their own letter.
10.​​ A ​list​​ of ​sentence starters​​ that cognitive delay and ELL students can use.

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PART B. LESSON SEQUENCE
 
1. Welcome and Lesson Hook/Anticipatory Set/Link, Connection, Rationale, or
Background.

I decided to teach this lesson because it teaches children how to use technology to further expand their
vocabulary, and how to use technology to produce something that not only showcases their
understanding, but also provides an opportunity to build confidence. Integration of writing and
technology standards were the main focus of this lesson plan.

Opening/Anticipatory Set: (3 minutes) 

1. Ask students to think of words used when complimenting others.
2. Write down some of the words students come up with on the whiteboard.
3. Ask students to do a quick table talk and use as many of the words on the board as possible with
their peers.
A.) While students are doing this, pass out note card to each student face down.
 

Statement of Objective(s).

Students will conduct online research to find the definition of a complimentary word provided by the
teacher.
 
Students will write a complimentary letter with a checklist rating of 5/7 to show mastery. 

2. Information/Input/Writer’s Workshop Mini Lesson.

Much of this lessons teaching will be done in a whole class setting. Students will be asked to
think about a question, share answers with their peers, and share answers verbally. Most of
the content will be geared towards coming up with their ideas. The templates and items
provided will help with the writing aspects, but the main point is to have a product that they
can finalize on a computer.

Instructional Input: (7 minutes) 

Teacher will... 
Once all students are quiet and note cards have been passed out, the teacher will ask students to take out
a piece of paper and open their web browser to go to the website ​www.dictionary.com​.

Inform students that they will have 5 minutes to conduct research and take notes to define their word and
learn how to use it correctly in a sentence.

On their paper they should write:

a) Listed definition from dictionary.com
b) A definition of the word in their own words.
c) Come up with 2 words that mean the same thing.
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Once students have the website up, students can flip over their notecard and start to research their given
word.

Student will… 
1. Open web browser and go to dictionary.com.
2. Research word and take notes.
a) Write down definition
b) Write down definition in their own words.
c) Give 2 examples of words that mean the same thing

Guided Practice: (10 minutes) 

Teacher will... 
1. Ask students who are done researching their given word to log into their Google Drive and open
up the letter template shared to them by us.
2. Ask students to use the template as a reference to start writing their own letter that will be sent to
their peer which has been specified on their notecard.
Student will… 
1. Log into Google Drive and open up letter template.
2. Write letter to assigned peer.
a. Use letter template for directions.
b. Include peers’ and teachers’ email in send line.
c. Letter must be complementary and use the word that was researched.

3. Student Engagement/Practice/Learning Activity(ies) and Clear Directions.

The student engagement will primarily take place in them being able to hold conversations with their
tablemates. Once the students have shared their ideas, and had them reinforced, confirmed, or corrected
by partner conversations, they will have an opportunity to share these with the class. The activities will
primarily be based out of a packet. The instruction of the packet will happen verbally, and the students
will complete the pages together in class.

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Name:__________        Date:______ Number:___ 
 
Who am I writing too: 
 
____________________ 
Vocabulary 
 

Positive  Intelligent  Humorous  Creative  Persistent 

Dependable  Encouraging  Selfless  Observant  Witty 
Diplomatic  Exemplary  Commendable  Serene  Manared 
 
Definitions 
1. ___________ 
 
According to dictionary: 
____________________________________________
____________________________________________
___________________________________ 
 
In my own words: 
____________________________________________
____________________________________________
___________________________________ 
 

1. ___________ 
 
According to dictionary: 
____________________________________________
____________________________________________
___________________________________ 
 
In my own words: 
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____________________________________________
____________________________________________
___________________________________ 
 
1. ___________ 
 
According to dictionary: 
____________________________________________
____________________________________________
___________________________________ 
 
In my own words: 
____________________________________________
____________________________________________
___________________________________ 
 

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10/9/18 
 
 
 
 
 
 
 
 

Hello (​Recipients name here​), 

 
 
 
This is where you will use the vocab word, which you researched the definition online, and use it to
compliment your peer. Remember to check your spelling and punctuation. Don’t forget to make your
body paragraph at least 3 sentences long. 
 
 
Thank you, 
 
 
 
Your Teacher 
 
 
 
 
 

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___________ 
 
 
 
 
 
 

_____________ 
 

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________ 
 

_____________, 
 
_________________________ 
 
 

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Sentence Starters  

Dear (​Recipients name here​), 

Greetings   Hello (​Recipients name here​), 
Hi (​Recipients name here​), 
You are (insert comment here). 
Giving your  
You have (insert comment here). 
compliment  
 
You always seem to be (insert comment
here). 
 
I appreciate that you are (insert comment
here). 
 
You have an ability to be so (insert
comment here). 
It makes me happy because (why you
Explaining your appreciate the person and gave them that
compliment). 
compliment  
 
I admire when (why you appreciate the
person and gave them that compliment). 
 
I am motivated by your (why you
appreciate the person and gave them that
compliment). 
 

Sincerely, 
Closings   Yours truly, 
Best regards, 
Best wishes, 
Always, 
Take care, 
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 4. Lesson Closure/Summary of Learning/Parting Comments.

At this point students were able to work individually

Students will share their letter with their desk mate, peer edit, and then use Microsoft word to type their
letters. 

Closure: (5 minutes) 
Teacher will… 
1. Ask students to send their letters to their peer and the teacher.
2. Ask students to do a quick turn and talk about which word they researched and how they plan to
use it next.
 

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PART C. POST LESSON REFLECTION

​
Q. What about the lesson ​and​​ your teaching were you the ​most pleased?

I was most pleased in my ability to engage all of the students. I feel the prompt I selected had
all of the students excited. Students couldn’t wait to share why they wanted to write
about whomever the recipient would be, and why that person was getting the letter.

​
Q. What about the lesson ​and​​ your teaching were you the ​least pleased?

I was least pleased about my ability to accommodate the students who needed differentiations
I did not account for. For instance, one student has a physical injury to his hand, making
the pre-writing difficult. Unfortunately, I did not for see that coming so instead of being
prepared before; I had to make a differentiation during. With technology, I could have
allowed him to use a talk to text if I had known.

Q. What ​changes would you make or what you do differently​ if you did this lesson
another time?

I would break this lesson into two sections if I were to do it again. I feel the students could have
done the prewriting and drafting at one time, and then gone back and finished the typing
at another.

Q. Did the writing to learn component achieve its purpose (learning content)? If so,
how do you know? If not, why not? How might that be rectified next time?

I feel the writing allowed the students to achieve the purpose. At the end of the lesson the
students were able to accomplish a key boarding objective. Through writing a letter in a
proper format, and performing research, the assessment hit many nails on the head. I
don’t feel my lesson expectations or objectives should be adjusted for next time.

Q. What did you learn from this teaching experience? Explain.

I learned that children are capable of performing a heavy workload if there interest can be met.
Students were engaged through out all of the parts of the lesson, and I was nervous my
first lesson that didn’t have a body movement or manipulative based activity would lose
their interest. I will have to make a mental note of giving the students creative freedom to
objectives.

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