Professional Documents
Culture Documents
Lesson Content
What Standards (national
or state) relate to this
lesson?
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or
section.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to
answer, explain, or
describe.
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and
clarify a text.
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about
grade 2 topics and texts
with peers and adults in small and larger groups.
Essential Understanding
I can write a formal letter with a clear purpose and all the necessary information.
With the provision a teacher model, students will show the ability to write a formal
letter with a clear focus that includes all the necessary components, in the appropriate
locations.
Rationale
Students must be able to master this concept because students will be asked to
produce different types of writing in high levels and they must have the foundational
knowledge to know how to do that.
Formative Evidence: Teacher will be taking observational notes throughout the lesson,
as well as asking students to turn and talk through out the lesson.
Summative Evidence: The student will turn in their letter. The letter should includes all
the necessary components, in the appropriate locations. As well as, answer with clarity
the prompt.
What background
knowledge is necessary
for a student to
successfully meet these
objectives?
What misconceptions
Student will probably struggle with including all the parts of a formal letter.
might students have about Students will probably struggle with the placement of the components.
this content?
Lesson Implementation
Teaching Methods
Modeling- Teacher will model how to identify the important information in text.
Gradual Release- Teacher will begin a letter example, then the students will discuss
what comes next and the teacher will guide. Finally the students will be sent out on
their own to complete the letter.
Time
Who is
responsibl
e (Teacher
or
Students)?
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interests of my students because they have probably, or
probably will receive a formal letter. Another connection to the interest of the students
is that because in the future depending on their careers they will need to write letters.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because they have mailboxes not only in
the classroom but also at home.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
During writing conferences students will be asked to make sure they remember to dig
deeper and the reader can hear their voice. They will also be instructed to include an
attention grabbing opener.
How will you differentiate instruction for students who need additional
language support?
During writing conferences students will be guided on any confusions that are still
apparent. Teacher will also read the students paper and guide them on any apparent
language issues in the writing.
Accommodations (If
needed)
D.S (ELL)- Student has access to Writing resource folder. Folder contains many
resources for student to use in their writing.
E.A (ELL)- Student has access to Writing resource folder. Folder contains many
resources for student to use in their writing.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)