Student: Claire McKenna

Professor. Moroney

Course EDU 521

Date: December 14, 2016

Grade: 3

Content Area: Science

Topic: Sun
INSTRUCTIONAL OBJECTIVE

After a group discussion on the conditions of the weather over the period of a week, the students
will write a letter to a friend telling them the proper way to pack for their upcoming visit,
attaining a minimum score of 3 out of 4 on a teacher-created rubric.
CCLS/+NYS STANDARDS AND INDICATORS
1. Common Core State Standards Initiative
a. CCSS.ELA-Literacy.R1.2.2: Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
Indicator: This will be evident when the students incorporate language describing the weather in
their letter.
2. New York State P-12 Common Core Learning Standards
a. ESS2.D: Weather and Climate: Weather is the combination of sunlight, wind, snow or
rain, and temperature in a particular region at a particular time. People measure these
conditions to describe and record the weather and to notice patterns over time. (P-ESS21)
Indicator: This will be evident when the students incorporate the weeks weather patterns in
their letter.
3. International Society for Technology in Education: National Educational Technology
Standards
a. Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
Indicator: This will be evident when the students use technology in order to type their letter, in
order to send it to a friend.
INSTRUCTIONAL RESOURCES

Teacher-constructed rubric
Paper
Pens
Pencils
Letter writing example

Fill in the blank template

Computer
MOTIVATION

Together with the teacher the students will write a letter, this will present them with a visual to
refer back to when they independently write their letter to a friend.
DEVELOPMENTAL PROCEDURES
1. The teacher will begin the lesson by reviewing vocabulary words (What are the key terms
that we learned yesterday? Why do you think we spoke about these words? What do you
think we are going to do with them today?)
2. The teacher will then present to the students a letter and go over the contents of it (Has
anyone written a letter? To whom? What are things that we have to include in a letter?
Why? What would happen if we left out a salutation or a closing? Why?)
3. The students and the teacher will together write a mini letter incorporating a salutation,
sentences and paragraphs, correct grammar and spelling and punctuation, format and a
closing.
4. The teacher will present the students ways in which they can incorporate emojis or clip
art into their letter when they have completed the writing portion (Why do you think this
is an appropriate emoji/clip art to use here?Why? Do you think we should cover our
entire letter in emojis or clipart? What is a satisfactory amount that we should use?)
5. The students will then go back to their desks and begin drafting their letter to a friend.
The students will have the mini letter that they wrote with the teacher to refer back to as
an example.
6. The students once finished with their draft will begin typing it up and incorporating
emojis/clip art where they see fit.
7. As a closing the teacher will have students volunteer to read their letters aloud to the
class.
INSTRUCTIONAL STRATEGIES

Discussion (engaging in meaningful discussions about the content)

Indicator: This will be evident when students and teacher have a group
discussion about the conditions of the weather over the period of a week.

Direct Instruction (explicit presentation of information)

Indicator: This will be evident when the teacher and the students together write a
letter, which will serve as a visual guide for the students to refer back to.
ADAPTATIONS

The student who struggles to focus and attend will be re-focused and re-directed through
the use of specific non-verbal cues.
DIFFERENTIATION OF INSTRUCTION
Struggling Students
The students who struggle to recall information presented during the group discussion will be
assisted by the teacher and provided with a chart to help him/her in writing their letter to a friend.
Average Students
The teacher will assist the students as requested in order to recall information to include in their
letter to a friend.
Advanced Students
The students will independently recall information to include in their letter to a friend and once
completed they will include emojis and clip art into the letter in order to enhance it.
ASSESSMENT
Students will write a letter to a friend telling them the proper way to pack for their upcoming
visit, attaining a minimum score of 3 out of 4 on a teacher-created rubric.
INDEPENDENT PRACTICE
Following the lesson on writing a letter to a friend about the weather, the students will complete
a worksheet that requires them to dress a child so that he is safe when going out in the sun.
FOLLOW UP ACTIVITIES: INTERVENTION/ ENRICHMENT

Direct Teacher Intervention

The students, under direct intervention with the teacher will, use a fill in the blank
template for letter writing.
Academic Enrichment

The students will use emojis or clip art to enhance their letter, when they are finished
with the writing process.

TEACHER REFERENCES
(n.d.). Retrieved December 7, 2016, from
https://weather.com/weather/tenday/l/Kids Place A9704258:17:US
Sun Fun Facts for Kids. (2016). Retrieved December 7, 2016, from
http://easyscienceforkids.com/all-about-the-sun/
This kids' educational game requires a more recent version of Flash. (n.d.). Retrieved December
7, 2016, from http://www.abcya.com/friendly_letter_maker.htm