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Instructional Plan Template

Teacher Candidate: Veronika Gerhold


Grade Level: Third
Plan # 1 of 4
(Example: Plan #1 of 3)
Unit Focus: ( What unit is this lesson a part
of?) Friendly Letters
Lesson Title: (Come Up with Title)
State Standard:
Alabama CCSS.26.) With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, and
editing. (Editing for conventions should demonstrate command of the
first three Language standards in Grades K-3.) [W.3.5]
Literacy Strategy:
Using the writing process to write a friendly letter (prewriting, revising,
and editing)
Related Literacy Skills:
Writing complete sentences, using correct punctuation
Learning Objectives:
After learning about the parts of a friendly letter, Third-Grade Students
will be able to list and describe the parts by completing an exit slip with
80% accuracy.
Academic Language
Language Function: Explain the parts of a friendly Vocabulary: friendly letter, date, greeting, body,
letter by using the acronym doing good by
closing, and signature
creating sentences (date, greeting, body, closing,
and signature)
Discourse: Students will complete a friendly letter Syntax: Students will complete a friendly letter
by using the format of a friendly letter.
by using the components (DGBCS) of a friendly
letter.
Pre-Assessment:
Relation to Personal,
Theoretical Links:
Student
How will you determine
How do the supports you
Cultural, or
Reflection: H
ow
prior knowledge?
provide align with best practice?
will you provide for
Community Assets:
students to reflect
upon their own
learning
(metacognition)?

How does this lesson fit your


learners?

KWL Chart- Students


will complete a KWL
Chart to determine
what they already
know about friendly
letters, what they want
to learn about friendly
letters, and will return
back to the KWL
Chart at the end of the
lesson to see what
they learned about
friendly letters.

My students will be
using the writing process
to learn about friendly
letters in order to thank
the PTO Members for all
they do for us. This fits
my students because
the PTO is very involved
in what goes on inside
the school. Recently
they helped do the Book
Fair, Grandparents Day
Lunch, Muffins for Mom,
and most recently the
Harvest Festival.

Vygotsky believed in
learning being like a
ladder. You cannot get
from the ground to the top
of the house without a
ladder He called this
scaffolding. By scaffolding
the lessons you not only
start them off easier and
get more difficult, but you
are taking the
responsibility off the task
and putting it on the
student. I do this in this
unit by starting off writing

Page 1 of 11

Students will
reflect upon their
learning at the
end of the day
when we look
back at the KWL
Chart in order to
see what they
have learned
about friendly
letters.

a friendly letter in a whole


group setting, then a small
group setting, and finally
the students will write one
by themselves.
Learning Segments and Pacing: W
hat strategies, procedures, and transitions will you
use? What essential questions will you address in each segment? What supports will you offer
to differentiate instruction?

1. Introduce todays lesson target: At the end of this lesson you


will be able to start pre writing your thank you letter to the PTO
Members.
2. Read Thank You Mr. Falker by Patricia Polacco.
3. Explain to students that this book is about a student who wrote
a thank you letter to her teacher. Ask students if they know
anything about friendly letters.
4. Complete KWL Chart
What Do I Know

What Do I Want
to Learn

E
N
G
A
G
E

Materials: What

materials will you use


in each phase of the
lesson to support
student learning?

Thank You Mr.


Falker by Patricia
Polacco
KWL Chart
Copy of
Introduction Letter

What Did I
Learn

5. Show students my copy of the introduction letter I sent home to


their parents. Read it to them.
6. Explain to students that the letter in the book and my introduction
letter are both friendly letters.
1. Have students brain storm what both letters have in common.
2. Discuss what the students found that they have in common,
and then go into what is in a friendly letter.
3. Introduce the acronym that explains the parts of the friendly
letter.
a. DGBCS (Doing Good By Creating Sentences): Date,
Greeting, Body, Closing, Signature
4. Use chart to show each part of a friendly letter.
5. Split students into groups and have them complete the chart in
their groups.
6. Put in something about rationale (study rationale)

Page 2 of 11

E
X
P
L
O
R
E

Create Chart
Create acronym
paper

1.
2.
3.
4.

Call students back to carpet area.


Review parts of a friendly letter.
Complete the L part of the KWL Chart.
Have students complete the exit slip.

Assessment: How will you document evidence of

E
KWL Chart
X
P
Exit Slip
L
A
I
N
Supporting Varied Student Learning Needs:

student learning? Is this formative or summative


assessment?

How will you adapt the instruction to meet the needs of


whole class, individual, and specific groups of students?
What strategies and materials will you use to support
identified learners?

Formative:Students will be asked to complete the


exit slip. This exit slip will have them identify and
describe the parts of a friendly letter. (Put smiley
face type thing on bottom of page)
Feedback: What specific feedback noting strengths and

I supported Caine by making his exit slip


matching and then asking him to provide
examples of each.

weaknesses will you provide to guide further learning?

Student Use of Feedback: W


hen and how will

students utilize given feedback to guide further learning?

Feedback might include: Good job on labeling


Students will use feedback in order to complete
each part. Can you think of a better example of a
the quick write on day two.
closing?
Future Planning: How does this lesson support the upcoming portions of the unit to guide further learning?
Students will use their knowledge of a friendly letter to write friendly letters in the upcoming parts of
this unit.

Instructional Plan Template


Teacher Candidate: Veronika Gerhold
Grade Level: Third Grade Plan # 2 of
4
(Example: Plan #1 of 3)
Unit Focus: (What unit is this lesson a part of?) Friendly Letters
Lesson Title: (Come Up with Title)
State Standard:
Alabama CCSS.26.) With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, and
editing. (Editing for conventions should demonstrate command of the
first three Language standards in Grades K-3.) [W.3.5]
Literacy Strategy:
Using the writing process to write a friendly letter (prewriting, revising,
and editing)
Related Literacy Skills:
Writing complete sentences, using correct punctuation
Learning Objectives:
After completing a whole group friendly letter, Third-Grade students will
be able to name the parts of a friendly letter with 80% accuracy.
Academic Language
Language Function: Explain the parts of a friendly Vocabulary: friendly letter, date, greeting, body,
letter by using the acronym Doing good by
closing, signature, and pre-writing
creating sentences (date, greeting, body, closing,
and signature)

Page 3 of 11

Discourse: Students will complete a friendly letter


by using the format of a friendly letter.

Syntax: Students will complete a friendly letter


by using the components (DGBCS) of a friendly
letter.

Pre-Assessment:

Theoretical Links:

How will you determine


prior knowledge?

Relation to Personal,
Cultural, or
Community Assets:
How does this lesson fit your
learners?

Quick Write: Students


will be asked to write
three to five
sentences explaining
what a friendly letter is
and reasons why we
might write one.

My students will be
using the writing process
to learn about friendly
letters in order to thank
the PTO Members for all
they do for us. This fits
my students because
the PTO is very involved
in what goes on inside
the school. Recently
they helped do the Book
Fair, Grandparents Day
Lunch, Muffins for Mom,
and most recently the
Harvest Festival.

Student
Reflection: How will

How do the supports you


provide align with best
practice?

you provide for students


to reflect upon their own
learning
(metacognition)?

Vygotsky believed in
learning being like a
ladder. You cannot get
from the ground to the
top of the house without
a ladder He called this
scaffolding. By
scaffolding the lessons
you not only start them
off easier and get more
difficult, but you are
taking the responsibility
off the task and putting it
on the student. I do this
in this unit by starting off
writing a friendly letter in
a whole group setting,
then a small group
setting, and finally the
students will write one
by themselves.

Learning Segments and Pacing: W


hat strategies, procedures, and transitions will

you use? What essential questions will you address in each segment? What supports will you
offer to differentiate instruction?

1. Introduce Learning Target: At the end of this lesson, you will be


ready to start pre writing your own friendly letter.
2. Quick Write: Instruct students to write three to five sentences
explaining what a friendly letter is and why we might write a
friendly letter.
3. Review what the parts of a friendly letter are after reading aloud
the book Dear Mrs. LaRue by Mark Teaque.
4. Complete the Parts of a Friendly Letter Chart
1. Pass out a friendly letter template
2. Complete a friendly letter in a whole group setting to Mrs. Pam
(cafeteria worker)
3. Complete pre-writing worksheet

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Students will be
able to reflect upon
their learning when
they complete the
exit slip At the end
of the day.

Materials: What

materials will you use in


each phase of the
lesson to support
student learning?

E
N
G
A
G
E

Dear Mrs. LaRue by


Mark Teaque

E
X
P
L

Friendly Letter
Template

Parts of a Friendly
Letter Chart

O
Pre Writing
R
Worksheet
E
1. Have students share one thing they wrote on their prewriting
E
Pre Writing
worksheet.
X
Worksheet
2. Go back to Quick Write. Ask students to add anything they
P
learned but to not erase what they already put down.
L
Quick Write
3. Go over what students have already learned.
A
I
N
Assessment: How will you document evidence of
Supporting Varied Student Learning Needs:
student learning? Is this formative or summative
assessment?

How will you adapt the instruction to meet the needs of


whole class, individual, and specific groups of students?
What strategies and materials will you use to support
identified learners?

Summative Assessment: Students will be tested


on their quick write. On the quick write students
will be expected to explain the parts of a friendly
letter with 80% accuracy.
Feedback: What specific feedback noting strengths and

Caine will work with me one on one to be able


to complete the quick write and the pre-writing
worksheet.

weaknesses will you provide to guide further learning?

Student Use of Feedback: W


hen and how will

students utilize given feedback to guide further learning?

Feedback might include: Good job giving me an


Students will use feedback to correctly use the
example of the date. Can you pick a stronger
parts of a friendly in their letter to Me. Lewis.
greeting? Is your closing more appropriate as a
greeting? Fantastic example of the body of the
letter.
Future Planning: How does this lesson support the upcoming portions of the unit to guide further learning?
Students will be practicing writing a friendly letter which l help them use the parts of the friendly letter
correctly further in the unit.

Instructional Plan Template


Teacher Candidate: Veronika Gerhold
Grade Level: Third
Plan #
3 of
4
(Example: Plan #1 of 3)
Grade
Unit Focus: ( What unit is this lesson a part of?) Friendly Letter
Lesson Title: Come Up With Title
State Standard:
Alabama CCSS.26.) With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, and
editing. [W.3.5]
Literacy Strategy:
Using the writing process to write a friendly letter (prewriting, revising,
and editing)

Page 5 of 11

Related Literacy
Skills:
Learning Objectives:

Writing complete sentences, using correct punctuation

After completing a small group friendly letter, Third-Grade Students will


be able to complete the rough draft portion of the writing process with
80% accuracy.
Academic Language
Language Function: Explain the parts of a
Vocabulary: friendly letter, date, greeting, body,
friendly letter by using the acronym Doing
closing, signature, rough draft
good by creating sentences (date, greeting,
body, closing, and signature)
Discourse: Students will complete a friendly
Syntax: Students will complete a friendly letter
letter by using the format of a friendly letter.
by using the components (DGBCS) of a friendly
letter: date, greeting, body, closing, and
signature.
Pre-Assessment:
Relation to Personal,
Theoretical Links:
Student Reflection:
How will you determine
How
do
the
supports
you
How will you provide for
Cultural, or
prior knowledge?
provide align with best
students to reflect upon
Community Assets:
practice?
their own learning
How does this lesson fit
your learners?

Turn and Talk:


Students will turn
and talk to their
neighbor about the
vocabulary in this
unit.

(metacognition)?

My students will be
using the writing
process to learn about
friendly letters in order
to thank the PTO
Members for all they
do for us. This fits my
students because the
PTO is very involved in
what goes on inside
the school. Recently
they helped do the
Book Fair,
Grandparents Day
Lunch, Muffins for
Mom, and most
recently the Harvest
Festival.

Vygotsky believed in
learning being like a
ladder. You cannot get
from the ground to the
top of the house
without a ladder He
called this scaffolding.
By scaffolding the
lessons you not only
start them off easier
and get more difficult,
but you are taking the
responsibility off the
task and putting it on
the student. I do this in
this unit by starting off
writing a friendly letter
in a whole group
setting, then a small
group setting, and
finally the students will
write one by
themselves.

Learning Segments and Pacing: W


hat strategies, procedures, and transitions
will you use? What essential questions will you address in each segment? What
supports will you offer to differentiate instruction?

Page 6 of 11

Students will be able


to reflect on their
learning by
completing a
self-evaluation form
on their rough draft.

Materials: What

materials will you use in


each phase of the lesson
to support student
learning?

1. Introduce the lessons learning target: At the end of lesson


you will be ready to complete your friendly letter draft.
2. Students will participate in Turn and Talk. While they are
talking I will be walking around and listening to the
conversations going on. While walking around I will have a
checklist and I will be writing down students who I noticed
are still struggling with the words.
a. I say, Turn and talk about a friendly letter
with the person to your left. Students will
then turn to the person to their left and talk
about a friendly letter.
a. I say, Turn and talk about the word date to
the person in front of you. Students will
then turn to the person in front of them and
discuss the word date.
a. I say, Turn and talk about the word greeting
with the person to your right. Students will
then turn to the person to their right and talk
about the word greeting.
a. I say, Turn and talk about the word body
the person in front of you. Students will
then turn and talk about the word body with
the student in front of them.
a. I say, Turn and talk about the words closing
and signature to the person to your right.
Students will then turn to the person that is
to the right of them and talk about what the
words closing and signature mean.
3. Tell students that we are going to be creating a friendly
letter. They will be creating one friendly letter to send to
Mr. Lewis to thank him for all that he does at the school.
1. Put students into groups.
2. Tell them they are to first write their letter. Give them about
5 minutes to do so.
3. Then tell them they need to let someone else read it to
check for grammatical errors. Give them out 5 minutes to
do this.
4. Then tell them they are to write the final draft of their
paper.
5. Have students pick one person from their group to read
their thank you letter.
1. Turn in thank you letters.
2. Hand out pre-writing worksheet.
3. Explain to students that they will be beginning the rough
draft of their thank you letter to the PTO Members. Instruct

Page 7 of 11

E
N
G
A
G
E

E
X
P
L
O
R
E

E
X
P
L

them to use the pre-writing worksheet to help them get


A
started. Explain that they do not need to worry about
I
grammar or spelling as this is the rough draft.
N
Assessment: H
ow will you document evidence of
Supporting Varied Student Learning Needs:
student learning? Is this formative or summative
assessment?

How will you adapt the instruction to meet the needs of


whole class, individual, and specific groups of students?
What strategies and materials will you use to support
identified learners?

Post-Assessment:Students will be assessed


on their rough draft of letter to the PTO
Members. They will be assessed on correctly
using the format.
Feedback: What specific feedback noting strengths

Caine will be working with me to complete his


rough draft.

and weaknesses will you provide to guide further


learning?

Student Use of Feedback: W


hen and how will

students utilize given feedback to guide further learning?

Feedback might include: Good greeting. Is


Students will use feedback given to them to
this an appropriate closing for your audience?
make their final draft really strong on day 5.
Remember to put your finger down and indent.
Did all your sentences start with a capital
letter? Good job on remembering the format
for this letter!
Future Planning: How does this lesson support the upcoming portions of the unit to guide further learning?
Students will use their rough draft to make their final letter on day 5.

Instructional Plan Template


Teacher Candidate: Veronika Gerhold
Grade Level: Third
Plan # 4 of 4
(Example: Plan #1 of 3)
Unit Focus (Comprehension or Composition): Friendly Letter
Lesson Title: (Come Up with Title)
State Standard:
CCSS. 26.) With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of the first three
Language standards in Grades K-3.) [W.3.5]
Literacy Strategy:
Using the writing process to write a friendly letter (prewriting, revising,
and editing)
Related Literacy Skills:
Writing complete sentences, using correct punctuation
Learning Objectives:
After a review of the parts of a friendly letter, Third-Grade Students will
be able to complete a final copy of a friendly letter by using the parts of
a friendly letter and appropriate language for a friendly letter with 80%
accuracy.
Academic Language
Language Function: Explain the parts of a friendly Vocabulary: friendly letter, date, greeting, body,
letter by using the acronym Doing good by
closing, signature, revising

Page 8 of 11

creating sentences (date, greeting, body, closing,


and signature)
Discourse: Students will complete a friendly letter
by using the format of a friendly letter.
Pre-Assessment:
How will you determine
prior knowledge?

Relation to Personal,
Cultural, or
Community Assets:
How does this lesson fit your
learners?

Yes/No Game:
Students will be asked
questions about a
friendly letter and will
give a thumbs up for
yes and a thumbs
down for no.

My students will be
using the writing process
to learn about friendly
letters in order to thank
the PTO Members for all
they do for us. This fits
my students because
the PTO is very involved
in what goes on inside
the school. Recently
they helped do the Book
Fair, Grandparents Day
Lunch, Muffins for Mom,
and most recently the
Harvest Festival.

Syntax: Students will complete a friendly letter


by using the components (DGBCS) of a friendly
letter.
Theoretical Links:
Student Reflection:
How do the supports you
provide align with best
practice?

How will you provide for


students to reflect upon
their own learning
(metacognition)?

Vygotsky believed in
learning being like a
ladder. You cannot
get from the ground to
the top of the house
without a ladder He
called this scaffolding.
By scaffolding the
lessons you not only
start them off easier
and get more difficult,
but you are taking the
responsibility off the
task and putting it on
the student. I do this
in this unit by starting
off writing a friendly
letter in a whole group
setting, then a small
group setting, and
finally the students will
write one by
themselves.

Students will be able


to reflect on their
learning when they do
the self evaluation
after completing their
rough draft.

Learning Segments and Pacing: W


hat strategies, procedures, and transitions will

Materials: What

1. Introduce todays learning target: At the end of todays lesson.


You will be able to finalize your letter to our PTO members.
2. Pre-Assessment: Yes/No Game- Students will be given a card
that has the word YES on it and a card that has the word NO on
it. Students will be asked the following questions
Does the date go on the bottom of the letter?
Does the greeting go before the body?
Does the body contain the most words?
Does the closing always end in sincerely?

Yes/no checklist

you use? What essential questions will you address in each segment? What supports will
you offer to differentiate instruction?

Page 9 of 11

E
N
G
A
G
E

materials will you use in


each phase of the lesson
to support student
learning?

Thank You Mr. Falker


by Patricia Polacco
Friendly letter
template
Pre writing worksheet

Do you just sign your first name for the signature?


Students will hold up the card that they believe is the answer after each
question is asked and then I will mark on a spreadsheet who got it right
and who got it wrong. Then I will give them the correct answer.
3. Read aloud the book Thank you Mr. Falker by Patricia Polacco.
4. Ask students to remind you what the parts of a friendly letter
are.
5. Hand out friendly letter template and pre writing worksheet.

1. Give students time to work on rough draft that they started


yesterday.
2. Have students trade papers with a partner.
3. Have partner proof read the letter.

E
X
P
L
O
R
E
1. Hand out self-evaluation work sheet.
E Self-evaluation
2. Have students self-evaluate their own letter.
X worksheet
3. Complete final
P
L
A
I
N
Assessment: How will you document evidence of
Supporting Varied Student Learning Needs:
student learning? Is this formative or summative
assessment?

How will you adapt the instruction to meet the needs of


whole class, individual, and specific groups of students?
What strategies and materials will you use to support
identified learners?

Rough Draft: I will use their rough draft as the


assessment for this day. I will be looking for if
they have used all the parts of a friendly letter and
appropriate language.
Feedback: What specific feedback noting strengths and

I supported Caine by having him work with me


on his rough draft.

weaknesses will you provide to guide further learning?

Student Use of Feedback: W


hen and how will

students utilize given feedback to guide further learning?

Feedback might include: Good job on the


Students will use the feedback in order to
greeting. Can we work on the closing?
complete their final copy of the letter.
Future Planning: How does this lesson support the upcoming portions of the unit to guide further learning?
Students will use rough draft to complete their final copy.

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