Teacher: Corinne Koval Grade Level: Kindergarten

Greeting Card Lesson Plan

I. Content and Standards:

PA.CC.RF.K1(d) Recognize and name all upper and lowercase letters of the alphabet.
PA.CC.RF.K.2(b) Count, pronounce, blend, and segment syllables in spoken words.
PA.CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
PA.CC.SL.K.1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.

II. Perquisites:
Students should be able to recognize and name all upper and lowercase letters of the
alphabet.
Students should be able to identify and describe events where a greeting card may be
used to express feelings.

III. Instructional Objectives:

Students will recognize and describe orally 1-2 characteristics of greeting cards that
they find appealing.
Students will analyze greeting cards to establish a purpose for writing a message.
Students will construct one sentence to be used as a greeting card message.

IV. Instructional Procedures:

Before: (5-10 minutes)
To activate students prior knowledge about greeting cards, place a variety of
greeting cards out for them to view at their tables.
Have students look at the cards and encourage them to share what they know
about them.
Discuss how some of the cards are similar and different.
Encourage students to look at the layout of the greeting card.
Have students open the cards and ask What is on the first page of the card?
What is usually on the inside of the card? What is usually on the back of
the card?
 A sample of the different types of greeting cards will be read to the students.
Students will be asked about how the cards are written and how it made them
feel.
Discuss with students about how the words are important on different types of
greeting cards.
During: (5-10 minutes)
Students will create a Get Well greeting card message for the classroom Foster
Grandmother who is ill.
Students will work collaboratively with teacher to compose a one sentence
message.
Teacher will model proper sentence structure with capitalization and period by
writing the sentence on the whiteboard.
Students will be encouraged to stretch out words for letter/sound
correspondence.
After: (5-10 minutes)
Students will create an individual Get Well greeting card for the classrooms
Foster Grandmother using color construction paper of their choice.
Students will be encouraged to include elements from the greeting cards they
viewed earlier in their creation.
Students will also copy the Get Well message from the whiteboard into their
greeting card.

V. Materials and Equipment:

Various greeting cards
Construction paper (assorted colors)
Crayons

VI. Assessment and Evaluation:

Formative student participation and completion of greeting card
Summative greeting card checklist

VII. Differentiation:
No IEP or gifted students
On level students (4) can sound out and stretch words to write in greeting card
Below level students (8) can draw an illustration on greeting card and give an oral
explanation of the picture
ESL Level 3 (1) can draw an illustration on greeting card and give an oral explanation
of the picture
ESL Level 1 (5) can draw an illustration

VIII. Technology:
No technology is used in this lesson
IX. Self-Assessment:
Was the student able to identify and describe the features on the different styles of
greeting cards?
Was the student able to understand how the words are different on different types of
greeting cards?
How did I manage my time? Did the lesson last longer or earlier than anticipated?
How did I handle classroom disruptions such as student behavior?
Were the materials used functional and is there anything else that can be added in the
future?