Chelsey Hood
March 18, 2013
Environmental Science Magnet School
Hartford, CT
Getting to Know You Lesson Plan
Tell me who you are letters
Overview:
This is a lesson designed to be presented to a large group or small group of students. The lesson is designed to be presented as a getting to know your students activity as well as a writing activity. This lesson could be a spring board for a unit on authors purpose. In this lesson students write letters. This provides the opportunity for students to learn about letter writing if it is a new skill for them. If letter writing is not a new skill then the focus of the lesson could be on authors purpose or even supporting details. This lesson provides a lot of possibilities and could even be repeated throughout the year to assess writing skill development.
CT State Common Core Standard:
4.W.10 Range of Writing
Write routinely over extended time frames and shorter time frames for a range of discipline- specific tasks, purposes and audiences.
Objective:
The students will introduce themselves through writing. The students will write descriptive narratives that describe themselves to a stranger or new acquaintance. The students will write with a specific audience in mind. The students will write using descriptive details as evidence to support claims. The students will learn how to use proper letter writing format.
Assessment:
Students will be evaluated based on their use of descriptive details as supporting evidence. The students’ writing will be assessed for purpose. The teacher will be looking for the letter to be written with a specific audience in mind. The letter will be evaluated for proper letter writing format.
Materials:
Notebook paper and writing implement
Initiation:
I will begin by asking the students what are some things that make each of use unique. I will ask the question to encourage the students to brainstorm ideas for things that you would include when telling someone about yourself. As a class we will talk about what makes each of us different and what are some of the important things in our lives. I will share some of the things that are important in my life like my friends, family, boyfriend and school.
Lesson Development:
- After the initiation I will ask the students to take out a piece of paper and a pencil.
- Next I will tell the students that they are going to write me a letter telling me all about themselves.
- I will tell the students they should include any information about their lives that they want to share with me. I will explain that I expect them provide a reason why something is important enough to them to include in the letter. As a class we will discuss what details they could include in their letters.
- Next I will give the students 15 minutes spend writing their letters before I ask if anyone wants to share theirs out lout. I will collect the letters after this.
- During the writing process I can use this time as a writer’s workshop period. I can individualize the writing instruction to students who need support in writing. Students will be at different places in their writing skill development and I will use this time to provide guidance to students who need support or skill reinforcement.
Closure:
As a closure I will thank the students for writing letters to me and I will hand out a letter that I have written to them introducing myself to them. This lesson provides the framework for more letter writing in the future. Now that students have developed the skills to write a letter with a specific audience in mind they can use these skills to incorporate writing in their everyday lives. Using the skills developed in this lesson students can incorporate letter writing into any academic or personal aspect of their lives. If there is something the class or individual students feel passionate about they can use letter writing to make their claims. The students can write to fictional characters in books, historical figures, today’s politicians or futuristic audiences. The possibilities are endless with this valuable skill and it is a skill that will continue to develop with practice.
Here is the letter I wrote to the students that I will give to them after they write their own lessons. I made the decision to give them the letter after they write their own because I want their letters to include their own ideas rather than copy the format of mine. I want to see their creativity in their letters.
March 18, 2013
Dear Students,
I am writing this letter to tell you all about me and what is important in my life, just like the letters you just wrote to me about your lives. My full name is Chelsey Elizabeth Hood. I grew up in East Haddam, CT and still live there today.
I am a student at Central Connecticut State University where I am learning to become an elementary school teacher. In addition to being a student I also have two part time jobs that I work. I work at a consignment shop in Middletown as well as at Starbucks in East Lyme. When I am not at school or work I enjoy spending time with my friends and family.
My family is very important to me. I like to spend as much time with them as possible. My friends and family are important to me because they are the people who love me and know me best which is why I chose to spend as much time with them as possible. Also important to me is school. I love school and I am really excited to be a teacher when I finish at Central CT State University next spring.
Another important part of who I am is my love for traveling. I have been to Canada, Mexico and Jamaica. I have also visited many of the states in the United States of America. I once drove all the way to California and back with my mom and plan to do that again this summer. I think traveling is a lot of fun and I enjoy seeing the country. It is my goal to visit every state in the United States of America.
I hope that my letter has helped you get to know me and I am looking forward to reading the letters you wrote to me.
Sincerely,
Miss Hood
Criteria for Evaluation:
3 – Target: Addresses and meets ALL expectations/standards for each
component stated on the rubric
2 –Satisfactory: Addresses and meets most expectations/standards for each
component stated on the rubric
1 – Emerging: Addresses and meets few expectations/standards for
each component stated on the rubric
0 – Not suitable: Does not address or meet standards stated on the rubric
Reflective
Framework Overview
· Addresses all components in detail. States key
learner characteristics including prior knowledge from prior lesson(s).
· Gives rationale for teaching this lesson content to
these learners.
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TC
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Prof
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Relationship to
Standards
· Clearly cites standard(s) with author, date and title
of document.
· Indicates Grade Level Expectation (GLE) if
applicable.
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3 |
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Student Learning Objective(s) Includes
· WHAT? Content learners will learn, i.e., knowledge/understanding,
skills, dispositions;
· HOW? Behavior learners will observably demonstrate to show what they learn (measurable verb);
· HOW MUCH? What are the conditions/criteria learners have to
meet to show success?
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2 |
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Assessment
· States specific strategy used to collect data
(evidence) for each learning objective.
· Attaches assessment materials (worksheet, essay,
project, rubric, etc.).
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3 |
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Initiation Clearly includes elements below:
· Activates relevant prior knowledge
· Sets purpose and expectations for learning and
behavior
· Motivates learners
· Makes relevant real world connections (why learning
is important)
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3 |
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Lesson
Development
· Describes in detailed & sequential order all
learning experiences in which students are engaged.
· Explains how the lesson is guided or modeled.
· Labels key aspects of the instructional model.
· Indicates instructional groupings and resources used.
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3 |
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Closure
· Interacts with learners to elicit evidence of
students’ understanding of purpose(s) for learning and mastery of SLO’s; This
may include any of the following:
1)
Asking or
encouraging questions that elicit clear understanding of key learning
concepts/ideas/content.
2)
Asking learners
to “apply, analyze, synthesize or evaluate” the ideas that show
mastery/extensional thinking.
3) Eliciting from learners the purposes (or “so
what?”) for learning this lesson, or relevancy to the real world.
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2 |
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Differentiation
· Uses data reflecting students’ unique strengths and
needs to differentiate instruction.
· Uses a variety of differentiated instructional
strategies appropriate to the content, process (teaching), and product
(assessment) of the lesson.
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Accommodations/Modifications
· Uses appropriate strategies to accommodate and/or
modify the lesson for students with diverse learning needs.
· Uses assistive technology when appropriate.
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Mechanics
· Lesson plan communicates ideas clearly and is free
from errors in word choice and mechanics.
· +/- Professor Discretion
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Reflection on Practice
Student Achievement:
· Specifically analyzes student learning for
each SLO.
· Notes differences in the performance of individual
students. Cites needs or
opportunities for re-teaching or enrichment for specific learners.
Reflection
on Practice, continued:
Teacher
Efficacy: Examines/explains impact
of personal teaching practice by responding to following:
· What worked well and why?
· What did not work well and why?
· What actions will be taken now which are: a) immediate and b) long range?
· Describes ONE reasonable
alternative
approach that could be used to achieve
these same SLOs?
Reflective Framework Overview: Reflects back on overview.
· What do you know now that you will use to modify
follow-up lessons?
· What did you learn about your students, content,
instructional methods/models and learning environment?
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