Intern Name: Abby Frey

Lesson Title (Subject/Topic): Letter Writing

Grade: 2
Length of Lesson: 20 minutes
Date Taught: April 18, 2018
LESSON PLAN TEMPLATE
In this lesson…​ students will review the parts of a letter and then write one of
Overview their own to a Cox High School student to practice their writing skills.
Writing:
Standards of ● 2.12: The students will write stories, letters, and simple explanations.
Learning ● 2.13: The students will edit writing for correct grammar, capitalization,
punctuation, and spelling
What are the five parts a letter?
Essential Questions What punctuation is required in each part?

Students will be able to…​understand and identify the five different parts of a
letter and where they appear on the paper. Students will also be able to construct
Objectives a letter of their own to a Cox High School student with correct formatting and
correct punctuation.
I can identify the five different parts of a letter and format the letter correctly.
Learning Target I can construct a letter of my own and use all the correct punctuation required in
each part.
Necessary Prior The original lesson on how to write a letter as we review the topic.
Knowledge
One sheet of lined paper for each student, a pencil or other writing utensil, and
Materials colored pencils/ crayons are optional. Poster board and markers to make the
review poster.
The teacher will have a poster on the white board with the format and five parts
of a letter identified with numbers. For review, the teacher will ask the students
questions about the different parts including “Which part goes with which
Introduction/Hook number?” or “What punctuation goes here?” Once all parts have been identified
by the students and the review has been completed, the teacher will explain the
assignment.
1. Each student will be given a piece of lined paper
2. The teacher will explain the assignment
3. Students will use the information from the review to aid in writing a
Instructional letter to a student at Cox High School
4. The students can ask any questions they’d like about the students or
Activities & about the school
Strategies 5. The letter must have each part in the correct place and have correct
punctuation
6. When finished, the students will have the letter checked by the teacher
and read silently while waiting for everyone to finish
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 7. The teacher will have a Cox High School student respond back to each
student in correct letter format as well and deliver the letters back to the
students for their enjoyment
Key Vocabulary or Heading, Greeting, Body, Closing, Signature, Indent
Concepts
Letter written to Cox High School student: students are assessed on using the
Assessments correct format in the letter and the correct punctuation for each part.
Students will meet with teacher and make any adjustments/ fix any mistakes in
Closure Activity the letter
For chase (color blind): teacher will help the student differentiate between each
Accommodations of his colored pencils if he chooses to use them on his letter
Resources none

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Abby Frey
Lesson Title (Subect/Topic): Letter Writing
Date of Lesson Taught: April 18, 2018
Cooperating Teacher & School: Alicia Dudley at John B. Dey Elementary
Grade: 2
Time of Day: 12:15

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I came up with this lesson on my own and though hearing from students and high school would be really fun for
my 2nd grade students. I made a poster with the parts of a letter on them and revealed each part on the poster
after the students identified them.

2. How did the SOLs and Objectives help focus your instruction?
They helped me understand exactly what the students need to know and learn to move on to the next unit.
After reading them, it was much easier to plan the lesson and execute it.

3. What parts of the instructional plan worked as you anticipated?

The review worked out very well. It was completely discussion based and all the students participated in
answering the questions I asked. The students loved writing the letters and hearing back from the Cox students
was super fun for them.

4. What, if any, adjustments needed to be made once you began?

The only adjustment that I need to make was how strict I was on spelling in the letter. There just wasn’t enough
time to help correct the students but also wasn’t really necessary with second grade students.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
4. How well did you anticipate the materials needed?
Mrs. Dudley already had lined paper for the students to write their letters so there were plenty to complete the
assignment.

5. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
I think the assessment was very effective because it was easy to tell which students struggled or needed more
help. The students got feedback right away on what they need to fix in their letter which allowed the students
to easily learn how to improve for next time.

6. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
This lesson was very successful because the students had a lot of fun which was one of my main goals.
Students often learn more when they do an activity that is enjoyable for them. When correcting the students’
letters, they corrected their mistakes with ease and with out me telling them what needed to be altered.

7. How did the time spent preparing for your lesson contribute to it’s success?
I didn’t spend much time preparing for the lesson other than making the poster and creating points for
discussion, but the lesson was very successful due to the review and class discussion bacause it was very
engaging.

8. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would simply take less time correcting the students letters by being less strict with things such as spelling.

9. Any last comments/reflections about your lesson?

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written ​on​ your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II

Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)