ED 306 Lesson Plan Template

Name: Nicole Putnam

Grade level: 3 Subject Area: Writing and Language

Date: January 27th, 2017 Estimated Time: 40-50 minutes
Lesson Title: Letters and Books Lesson Type: Read Aloud and CEPA

1. Brief Overview of Lesson: (big ideas and essential questions)

- Why do people write letters?
- What makes a good letter?
- How can we read with expression?
- What are some techniques effective authors uses?
- What are ways people can communicate?

2. Prior Knowledge Required: (vocabulary & possible learner perceptions or

misconceptions)
- Introductory lesson to Alma Flor Ada
- Lesson on fluency
- Lesson on word knowledge and vocabulary
- Love, Little Red Hen by Alma Flor Ada
- My name is Maria Isabel by Alma Flor Ada
- Love, Amelia by Alma For Ada

3. Resources for Lesson:

- Yours Truly, Goldilocks by Alma Flor Ada
- Poster chart paper with the letter format on it (heading on right with your
address, heading on left (with recipients address), greeting, body, closing,
signature). Must be large enough for all children to read.
- Text of Yours Truly, Goldilocks by Alma Flor Ada on the projector

4. Common Core and MA Frameworks:

- W. 3. 4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
- FS. 3.4 Read with sufficient accuracy and fluency to support comprehension.
- Phonics and Word Recognition: 3. Know and apply grade-level phonics and
word analysis skills in decoding words. a. Identify and know the meaning of the
most common prefixes and derivational suffixes. b. Decode words with common
Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate
irregularly spelled words.
- L.3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
- L.4.1f. Produce completes sentences, recognizing and correcting inappropriate
fragments and run-ons.

5. Objectives/ Student Learning Outcomes:

 - Given a situation, students will be able to write a letter in the correct format with
no more than 1 error in format, using at least 3 vocabulary words, and also read
the letter using fluency and expression.

6. Instructional Sequence:
- The teacher will gather all the students to sit at the reading rug or at the front of
the classroom.
- The teacher will introduce Yours Truly, Goldilocks as the sequel to Dear Peter
Rabbit. Remind students that it is written by the same author, Alma Flor Ada.
- Before reading: The teacher will show students the cover of the book. Hint to the
title and where it is located (on a piece of paper at the very bottom). Think out
loud, Im wondering if that is the ending or the closing of her letter?
- During reading:
o The map: The teacher will think out loud, I wonder if the characters will
use this map a lot?
o 1st page: The teacher will continue to think out loud, Yes, they did use the
map! See, whoever wrote this letter put the address of the person he/ she
sending it to as well as his/ her own address! I bet this is so that whoever
gets this letter can write back!
o 2nd page: Why did grandma write to Little Red Riding Hood? (She
wants her to visit!)
o 3rd page: Before reading: The teacher will say, What do you think hes
doing? He has some notes, a to do list, hes drawn a map. I wonder if hes
planning something?
o 5th page: The teacher will think out loud, Wow! Goldilocks letter to Little
Red Riding Hood had a lot in it! Not only did she respond to Little Reds
question and invitation, but she also asked Little Red some questions
herself. She definitely wrote a lot in this letter!
o 9th page: The teacher will say, Do you notice anything different about this
letter? Yes, the paper is different than the others! You can write a letter on
any type of paper, the choice is up to you!
- After the reading:
o The teacher will start class discussion, Do you guys remember the letter
that Baby Bear wrote (7th page)? Baby Bear says, I have always loved
getting letters. Have you guys ever gotten a letter in the mail before? Turn
to your partner and talk about a time you may have written or received a
letter. If you have never done either of those, talk to your partner about
which letter was your favorite in the book we just read and why.
- After allowing students to talk with one another for a few minutes, she/ he will
call on several students to share what they talked about.
- Next, the teacher will introduce the formatting of a letter
o First, the teacher will show the chart paper that has the proper format of a
letter on it.
o The teacher will then ask the students, What do you notice about this that
you might have seen in the book, Yours Truly, Goldilocks? Yes, this poster
looks just like the way all these letters were written!
 o The teacher will then point out each part of a letter on the poster and refer
it back to an example in the text by using the projector version of the text,
so that all students can see. When describing each part, the teacher should
include what each part is made up of, and its location.

HEADING
ADDRESS OF RECIPIENT
GREETING

BODY OF TEXT

CLOSING
SIGNATURE

- The teacher will then introduce the CEPA activity and say: You will all be book
experts and will be telling your friend about a particular book they enjoyed, either
from this year or your favorite book. How do you think we are going to tell our
friend about this fantastic book we read? Hint towards students that they are
going to be writing a letter!

CEPA Student Instructions:

You are all now book experts!

You have just read a wonderful book, and you want to tell your friend all about it so that
he/ she can read it!
You will be telling your friend all of this in a letter!
Your letter should include:
o The title of your book
o The author of your book
o An introduction to what the book is about (Be sure not to spoil the ending
for your friend!)
o Your favorite part of the book or favorite character (Add description, and
why that part or character is your favorite!)
o Recommend the book and dont forget to ask your friend if he/ she would
like to borrow your copy of the book to read!
o The proper format: heading, address of recipient, greeting, body, closing,
and signature
o At least 3 of the vocabulary words:
Convince (1) Exhausted (28)
Expensive (2) Rededication (38)
Enormous (7) Misunderstanding
Praised (13) (42)
Maintaining (23) Troublesome (44)
Crumpled (26) Tropical (53)
 Attentively (54)
You will be presenting your letter to the class so dont forget to practice reading it out
loud! You can practice:
o With your reading partner
o At home with your parents
o One-on-one with the teacher
o On your own
(All this practice can give you some great feedback on your letter!)
- The teacher will then give the students the rest of the class time to start their
letters. Remind students that they should have a rough draft of their letter so that
they can edit and revise it before they begin their final draft to read and hand in
within the next few days.

7. Provisions for Diverse Learners (Elements of UDL, multiple means of presentation,

actions and expression & means for engagement)
- The copy of the text is on the projector for all students to see.
- The poster chart has the proper format for all the students to see.
- Students who struggle with fluency are given the opportunity to practice reading
out loud one-on-one with the teacher before the presentation. The teacher can give
them feedback at this time.
- The students will read their letters out loud, and learn about other interesting
books they might want to read in their independent reading time.

8. Plan to measure Student learning/Assessment:

- Each student will read his/ her letter to the class and the teacher will check for
fluency.
- The teacher will collect the final copies of the letters the next day and read
through them to check for proper format.
- The teacher will check to see that all the requirements were met and that the
proper format of a letter was used by all students with no more than 1 error in
format.

9. Evidence of Student Learning/Candidate Learning: (analysis and reflection)

- If there is more than 1 error in the proper format of letters in the majority of the
students letters, then the teacher will revisit the format of a letter by doing
examples as a class.
- If there are more than three errors in fluency, the teacher will revisit modeling and
practicing fluency to the students.