Reading Lesson Plans

February 21-24

Day Monday Tuesday Wednesday Thursday Friday

Students will be able to: Students will be able to: Students will be able to: Students will be able to:
Objective/EQ

identify the purpose of a
letter and the different
parts of a formal and
friendly letter.
LAFS.2.RI.2.6
Standard
compare postal workers identify the purpose of an
then and postal workers invitation including what
now. the author wants to
explain
LAFS.2.RI.2.6 LAFS.2.RI.2.6
identify the purpose of a
flyer including what the
author wants to explain.
LAFS.2.RI.2.6

LAFS.2.SL.1.1 LAFS.2.SL.1.1 LAFS.2.RI.2.7 LAFS.2.RI.2.7

LAFS.2.SL.1.3 LAFS.2.SL.1.3 LAFS.2.SL.1.1 LAFS.2.SL.1.1
LAFS.2.SL.2.6 LAFS.2.SL.2.6 LAFS.2.SL.1.3 LAFS.2.SL.1.3
Introduce the MyOn text: I Talk about the way that Have a class discussion Ask the class if they have
Can Write Letters and E- people get mail today. about things that we use ever seen a flyer before.
mails Have students discuss with invitations for. Have the Call on a student to explain
their shoulder partner. students discuss with their where they saw a flyer and
Warm Up

Discuss what we know
about letters, and try to
make connections to the
parts of a letter that we
already know.
Then have students discuss
with their face partner
how they think people got
mail back in the day.
Introduce Reading: Postal
Workers Then and Now
shoulder partners the what it looked like.
things that an invitation Have the students talk
needs to have. with their shoulder partner
about what they think the
purpose of a flyer is.
 Read pages 1-15 in the Read the first page with
text. the students. Call on
different students to read
H.O.T. Questions to ask: the captions.
Page 6: What is the
purpose of a letter? H.O.T Questions to ask:
Page 7: How is a postcard What is a colonist?
different from a letter? Using the text features as
Page 11: What is the clues, what is a
different between a formal stagecoach?
letter and a friendly letter? Do people still deliver mail
What are some examples on horses today? Why do
of both? we think that we do not
Page 15: Why are the deliver mail in this way
greeting and closing anymore?
Procedures
different in a formal letter
and a friendly letter? Have students pull out a
red, blue, and a green
crayon or colored pencil.
Tell the students that they
will be working with a
partner to text code this
piece of writing. Red-Past
Blue-Now Green-ways that
the mail is the same. Use
name chips to pick student
partners.
After students have text
coded and read the
passage, they will be
getting a Venn Diagram to
write the ways that mail is
different and ways that it
Introduce students to the Introduce students to the
invitation. (Display on the flyer. (Display on the Elmo)
Elmo) Ask:
Ask: What is the flyer
What is the invitation for? advertising?
When will the party take Who should join the
place? (shoulder partner) chorus?
Where will it be? (face Who is in charge of the
partner) chorus?
How long will the party How much does the chorus
last? How many hours is cost? What does it
that? include?
What will they do at the How many days will you
party? (shoulder partner) practice?
What else do you think this Do you have to tryout?
invitation needs? (face (Shoulder Partner)
partner) How many hours a week
will you practice? (Face
Pass out invitation partner)
worksheet. Students will What is the difference
work on creating an between an invitation and
invitation inviting their a flyer? (shoulder partner)
parents to field day on
March 10th. Tell the students that they
will be creating their own
Students will have to make flyer with a partner. They
sure that all parts of the can advertise whatever
invitation are covered. they want, as long as all
Students can whisper-talk parts of a flyer are
with their table groups to included. Pull name chips
talk about the different to choose partners.
things that the invitation
needs to include. During When the students have
this time, my CT will be added all necessary

Introduce the Parts of a
Letter worksheet.
Students will cut out the
parts of a letter and match
them up to the examples.
When students have
completed this, they can
Closure
go back into their writing
that they did earlier in the
day and make sure that
their letter contains all the
parts that we talked about.
During this time, my CT
will be pulling small
groups.
Completed graphic
organizer, completed and
Assessment
edited writing piece,
observations from
classroom discussions.
is the same. During this
time, my CT will be calling
students to small groups.
Explain to students that if
their partner is called, that
it is still an expectation
that they continue
working.
Call students back together
with an attention getter
Have students return to
their seats.
If there is time, have
students share out some
of their answers for the
Venn Diagram
Have students glue Venn
Diagram into their reading
journals.
Completed Venn Diagram
Completed text coded
article.
Observations from student
discussions.
pulling small groups and information, they can
working with the kids. decorate the invitation and
add color. During this time
Once the students think my CT will be pulling small
that they have an groups and working with
invitation with all the kids. Once the
appropriate details, they students thing that their
can color the front, finish flyer is complete, they can
up the writing from earlier, finish up the writing from
and then independently before, and then
read. independently read.
Call the students back Call students back together
together with an attention with an attention getter.
getter. Go over with the Have students return back
class the details that to their seats. If there is
needed to be included in time, pull some groups to
the invitation. share the flyer that they
made.
Completed invitation. Completed flyer.
Class discussion. Class discussion.
 Writing Lesson Plans
February 21-24
Day Monday Tuesday
Student will be able to:
Write a letter to the
teacher about something
that they want her to
Objective/EQ
know.
LAFS.2.W.1.2
Standard
Go over how to format a
letter. Explain to students
what their writing task is.
Prompt:
Warm Up
Write a friendly letter to
your teacher telling her
things you would like her
to know about you
Wednesday Thursday Friday
Students will be able to: Students will be able to: Students will be able to:
Write a formal letter using Write about their favorite Write about a club that
the prompt of their birthday using complete they are a part of or sport
choosing sentences and descriptive that they play. If the
words. student is not involved in a
club or a sport, they will
write about a club or sport
that they would like to be
a part of and why.
LAFS.2.W.1.2 LAFS.2.W.1.3 LAFs.W.1.3
Go over the differences Have the students close Ask the class:
between a formal and a their eyes and picture How many of you guys are
friendly letter. Go over their most favorite involved in a club or a
the language that is used birthday party. sport?
in a formal letter. Review Ask: Who did you invite? Have the students think
the parts of a letter GO What was the theme? about the things that they
What did you do? do in their club or sport,
What did you eat? and why they like it or
What kind of presents did dont like it.
you get?
What made this the best
birthday party ever?
 Have the students copy
the prompt at the top of
their writing journal.
Introduce the CHAMPS
rubric to the students. Fill
out the different parts of
the rubric and explain
what a purple, green,
yellow, and red papers
would look like. Display on
the board while children
are working so that they
can assess themselves.
Procedures
Tell the students that they
will be writing a formal
letter. Tell the students
that they will have the
opportunity to pick
between two prompts.
Prompt 1:
The Sweetest Job
Your favorite candy store
is hiring children. Write a
formal letter to the owner
of the store explaining
three reasons why you are
the perfect person for the
Introduce the writing Introduce the writing
prompt: Tell about your prompt: Tell about a club
favorite birthday party. or a sport that you are
Have the students copy involved in.
the prompt at the top of OR
their writing journal. Tell about a club or sport
that you would like to be a
Remind students to use part of and why
descriptive words to Have the students copy
explain their writing. the prompt at the top of a
clean page in their writing
Go over the CHAMPS journal.
rubric and explain what a
purple, green, yellow, and Go over the CHAMPS
red paper would look like. Rubric and explain what a

job. purple, green, yellow, and

red paper look like.
Prompt 2:
Going to the Fair
The School Board is
thinking about taking
away the field trip to the
fair because they think it is
not educational enough.
Write a formal letter to
the principal explaining
three things that you
learned on your trip to the
fair.

Have one student pass out

the first prompt to the
students that would like it.
Have another student pass
 out the second. Have the
students glue the prompt
to the top of a blank page
in their writing journals
and begin writing.
Call the students back Call the students back
together with an attention together with an attention
getter. getter.
Tell the students to put If the students have
Closure
away their writing. finished their writing, they
Explain that they will have can color their paper with
time to work on the letter the color that they feel
after reading. their work deserves.
Call the students back Call the students back
together with an attention together with an attention
getter. If there is time, getter. If there is time,
have some students share have some students share
about their favorite about a club or sport that
birthday. they are involved in.
Have students color at the Have the students color at
top of their paper the the top of their paper the
color that they think their color that they think they
paper deserves. deserve.
 Students will be self- Students will be self- Students will be self- Students will be self-
assessing using the assessing using the assessing using the assessing using the
CHAMPS model rubric. CHAMPS model rubric. CHAMPS model rubric. CHAMPS model rubric.

C-Conversation Level Rubric for this assignment: Rubric for this assignment: Rubric for this assignment:
H-What the students will C-Level 1 C-Level 1 C-Level 1
do if they need help. H-Raise hand H-Raise hand H-Raise hand
A-Assignment A-Writing a formal letter A-Writing a descriptive A-Writing about a club or
M-Movement to the teacher story about their favorite sport that they are
P-Participation M-Students can move to birthday. involved in or would like
the word wall and back M-Students can move to to be involved in.
Purple-Above Level P-Students will be writing the word wall and back M-Students can move to
Work the whole time. P-Students will be writing the word wall and back
Green-On-level Work the whole time. P-Students will be writing
Yellow-Below Level Purple: Students write in the whole time.
Assessment

Work complete sentences with Purple: Students write in

Red-No work correct punctuation and complete sentences with Purple: Students write in
capital letters. correct punctuation and complete sentences with
Rubric for this assignment: All parts of a letter are capital letters. correct punctuation and
C-Level 1 included. The writing has a lot of capital letters.
H-Raise hand The body of the letter has detail and descriptive The writing has a lot of
A-Writing a friendly letter a lot of detail (More than words. detail and descriptive
to the teacher three details) words.
M-Students can move to Green: Student mostly
the word wall and back Green: Student mostly writes in complete Green: Student mostly
P-Students will be writing writes in complete sentences with correct writes in complete
the whole time. sentences punctuation and capital sentences with correct
Most parts of the letter letters. punctuation and capital
Purple: Students write in are included The writing has a good letters.
complete sentences with The body of the letter has amount of detail and The writing has a good
correct punctuation and a good amount of detail. descriptive words. amount of detail and
capital letters. (At least three) descriptive words.
All parts of a letter are
included.
The body of the letter has
a lot of detail.
Green: Student mostly
writes in complete
sentences with correct
punctuation and capital
letters.
Most parts of the letter
are included
The body of the letter has
a good amount of detail.
Body of the letter has little
Yellow: Student has some
complete sentences
Some of the parts of the
letter are included
Body of the letter has
some detail
Yellow: Student has some Yellow: Student has some Yellow: Student has some
complete sentences complete sentences with complete sentences with
Some of the parts of the many punctuation errors. many punctuation errors.
letter are included Writing has some detail. Writing has some detail.
Body of the letter has
some detail Red: Student has little to Red: Student has little to
(Less than 3) no complete sentences no complete sentences
Writing has no detail. Writing has no detail
Red: Student has little to
no complete sentences
Little to no parts of the
letter are included
to no detail.
(0-1)

Red: Student has little to

no complete sentences
Little to no parts of the
letter are included
Body of the letter has little
to no detail.