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 Plan-

Time Management: 30 minutes; 1:30 - 2:00pm

Lesson Element Time Location

Anticipatory Set 5 minutes Carpet

Mini Lesson 9 minutes: Seats/In Groups

Lesson 5 min
Activity 4 min
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 The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate

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 Rationale Candidate Candidate uses Candidate uses Candidate uses
demonstrates understanding of understanding of understanding of
Relationshi little or no how children how children how children grow
p to understanding of grow and develop grow and develop and develop across
Science how planning is across the across the the developmental
Content related to how developmental developmental domains, and is
children grow, domains but is domains while able to articulate
develop, and unable to state articulating the the theoretical
learn. how the lesson is rationale for the foundations for the
CAEP K-6 related to that lesson. lesson.
1.a knowledge. The statement of
rationale describes
developmentally
appropriate and
challenging
learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
Goals/ Lesson objectives Lesson objectives The lesson plan The lesson plan
Objectives/ are poorly written are correlated contains contains clearly
Standards and/or have little with learning objectives that stated content
or no connection goals and connect goals and objectives.
to learning goals standards. The standards with Objectives are
or standards. connection lesson activities logically
INTASC 4 Little connection between and assessments. connected to
exists between objectives and appropriate goals
CAEP K-6 objectives and lesson activities and standards and
3.c lesson activities and assessments are consistent with
and assessments. is weak or lesson activities
unclear. and assessments.
Instructional
planning is based
on individual
student needs.
The anticipatory The connection The anticipatory The anticipatory
set is missing or between the set is clear and set connects the
Anticipator has little or no anticipatory set direct and focuses current lesson with
y Set connection to the and lesson students’ attention previous and
goal or content of objectives and on the lesson. future learning and
InTASC 8 the lesson. content is weak or focuses students’
unclear. minds and

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 attention on the
day’s lesson.

The statement of A statement of The statement of The statement of

purpose is purpose is purpose is clearly purpose has the
ambiguous or included in the connected to the power to capture
worded so LP, but has little content of the the imaginations of
Purpose generally that the power to motivate lesson and is students and
connection with students and presented in terms motivate them to
the content of the capture their that are easily accomplish the
lesson is not imaginations. understood by expected learning.
apparent. students.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no Instructional Instructional Specific
instructional opportunities are opportunities are instructional
opportunities are provided in this provided in this opportunities are
included. Any lesson; however, lesson. The provided in this
instructional they are not opportunities are lesson that
Adaptation
opportunities are adapted to developmentally demonstrate the
to
not individual appropriate and/or candidate’s
Individual
developmentally students. are adapted to understanding of
Differences
appropriate or individual individual learner
and Diverse
adapted to students. characteristics and
Learners
individual how these
students. differences might
CAEP K-6
be used to
1.b
maximize a
student’s learning.
InTASC 2
Unique
Diversity
instructional
opportunities are
included for
individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate

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 The candidate’s The candidate’s The candidate’s
lesson is lesson lesson
The candidate’s somewhat demonstrates an demonstrates
lesson is not developmentally understanding of strong
Lesson developmentally appropriate. developmentally developmentally
Presentatio appropriate. appropriate appropriate
n The candidate’s practice. practice including
The candidate’s lesson includes a variety of ways
Explicit lesson does not the basic level of The candidate’s to teach content.
Instruction use appropriate modeling. lesson includes
of Trait modeling and both modeling and The candidate’s
guided practice. The lesson guided practice. plan includes
presentation multiple ways to
The lesson includes activities The lesson model and guide
presentation that encourage presentation practice.
includes little student includes relevant
InTASC 5 opportunity for participation, but activities that The lesson
CAEP K-6 students to lack purpose or encourage student presentation
3.f engage in depth. participation and supports student
relevant and critical thinking. motivation
active learning. through relevant
and collaborative
activities to
engage learners in
critical thinking
and problem
solving.
The candidate’s The candidate’s The candidate’s The candidate’s
plan is not plan is plan is plan is
differentiated for differentiated differentiated differentiated
subsets of according to a according to according to
students or subset of learners learners and learners and
Differentiat
individual and includes includes a variety includes a variety
ed
students. modifying content of instructional of instructional
Instruction
or instructional approaches that approaches that
processes. address individual address individual
Conference
interests and interests and
Plan
preferences for preferences for
learning. learning.
CAEP K-6
3.d
The candidate
differentiates
content by
modifying
difficulty, depth,
or complexity of

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 materials.
Little or no A guided practice The lesson plan Plans to check for
provision is section is included includes a plan student
included to in the lesson plan, and the means to understanding of
Check for check for student but the connection check for student the content are an
Understand understanding or with the lesson understanding of integral part of the
ing to reteach presentation is the lesson. A lesson, and
concepts that weak and/or provision is include frequent
InTASC 4 elude students unclear. included to reteach questions and
during the initial all or part of the other actively
presentation. lesson to all or engaging forms of
part of the class. formative
assessment during
guided practice.

Lesson closure is Lesson closure is Lesson closure Lesson closure is

Review
not included, or weak and/or relates directly to clearly correlated
Learning
is not related to poorly written. the lesson purpose to the content of
Outcomes/
the goals and/or and/or objective. the lesson and
Closure
content of the actively engages
lesson. students in
Sharing
summarizing the
essential elements
InTASC 4
of the lesson.
No independent Independent Assignments or Independent
Independen
practice practice activities activities are practice activities
t Practice/
activities are are not well included that are highly
Extending
included in the conceived and/or provide students correlated to
the
lesson, or written; student with the lesson objectives
Learning
activities are accomplishment opportunity to and content and
unrelated to the of IP activities is practice learned lead to student
Writing
content of the not likely to result skills; All mastery.
Plan
lesson. in lesson mastery activities match
InTASC 5
lesson objectives.

Plan for Assessment

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 The Beginning The Developing The Competent The
Candidate Candidate Candidate Accomplished
Candidate
The lesson plan Formative and A plan for formal Formal and
Formal does not include summative and informal informal
and formative asessment assessment assessments
Informal assessment activities are throughout the strategies are a
Assessme activities, or there included in the lesson is included. seamless and
nt is little or no lesson, but they The assessment integrated part of
correlation are not well strategies are the lesson. The
CAEP K- between planned correlated to uniquely designed assessments are
6 3.a assessment and/or do not for the individual highly correlated
InTASC 6 activities and cover the full students. to the learning
lesson goals and range of LP goals objectives and
objectives. Any and objectives. promote
assessments The assessment continuous
included are not strategies do not intellectual, social,
developmentally promote emotional, and
appropriate for the development of physical
students. each individual development of
student. 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

10 Revision Date: October, 2018

 meet lesson terms or in terms needs and the learning process,
objectives. unlikely to impact curriculum. and/or extend
student learning. opportunities for
learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection Self-answer Self-answer The lesson plan Additional self-
and Post- questions are not questions are includes all answer questions
Lesson included in the included, but do required self- are included that
Analysis lesson plan. not fit the content answer questions. specifically address
or purposes of the Questions are unique lesson
CAEP K-6 lesson. included to plan, content and
3.b monitor, and adapt methodology.
instruction based Questions are
InTASC on the lesson included to plan,
Standard 9 assessments. monitor, and adapt
instruction based on
the lesson
assessments.

Lesson Plan Elements B D C A Score

Rationale
c c c c /4
CAEP K-6 1.a
Goals/Objectives/Standards
c c c c /4
CAEP K-6 3.c
Anticipatory Set c c c c /4
Purpose c c c c /4
Adaptations: Individual Differences
c c c c /4
CAEP K-6 1.b
Lesson Presentation
c c c c /4
CAEP K-6 3.f
Differentiated Instruction
c c c c /4
CAEP K-6 3.d
Check for Understanding c c c c /4
Review/Closure c c c c /4
Independent Practice/ Extending the Learning c c c c /4
Formal and Informal Assessment
c c c c /4
CAEP K-6 3.a
Integration of Technology c c c c /4
Reflection and Post-Lesson Analysis
c c c c /4
CAEP K-6 3.b

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