Mail
Carrier
Unit,
Day
3
Teachers
Name:
Ms.
Moller
Group
setting
(whole,
small,
individual):
Individual
Lesson
Date
October
5
October
9,
2015
Student
Grade
level:
Kindergarten
Informal/formal
preassessment:
Review
how
to
write
a
letter.
Reference
back
to
Tuesday
when
we
wrote
a
letter
together
as
an
entire
class.
Review
that
a
letter
starts
with
dear
and
ends
with
from
Refresh
their
knowledge
on
how
to
write
letters,
read
Dear
Mrs.
LaRue
by
Mark
Teague
Common
Core
Standards
addressed
(include
code
and
standard
description):
SSKE1:
The
student
will
describe
the
work
that
people
do
(police
officer,
fire
fighter,
soldier,
mail
carrier,
baker,
farmer,
doctor,
and
teacher).
ELAGSEKW1:
Use
a
combination
of
drawing,
dictating,
and
writing
to
compose
opinion
pieces
in
which
they
tell
a
reader
the
topic
or
the
name
of
the
book
they
are
writing
about
and
state
an
opinion
or
preference
about
the
topic
or
book
(e.g.,
My
favorite
book
is).
ELAGSEKRL2:
With
prompting
and
support,
retell
familiar
stories,
including
key
details.
Central
Focus
of
the
lesson:
The
central
focus
of
this
lesson
is
to
continue
learning
about
this
weeks
community
helper:
mail
carriers.
It
is
also
to
practice
individual
writing
standards.
Learning
Objectives
(The
student
will
be
able
to):
The
students
will
be
able
to
practice
their
writing
as
they
write
letters
to
each
other.
Procedures
(What
will
the
teacher
do?
What
will
the
students
do?):
1. Read
Dear
Mrs.
LaRue
to
continue
showing
students
how
a
proper
letter
is
written.
2. The
teacher
will
review
how
a
letter
is
set
up.
(Review
Dear
and
From)
3. Each
student
will
draw
the
name
of
a
fellow
student
in
his
or
her
class;
this
is
whom
they
will
write
their
letter
to.
(The
names
will
be
on
a
sticker
so
they
can
stick
it
onto
their
letter
as
an
address)
(Each
letter
color
corresponds
with
the
color
table
each
student
is
sitting
at)
4. The
students
will
write
letters
to
each
other
5. The
students
must
make
sure
that
they
sign
their
letter
with
their
name
so
the
recipient
knows
whom
the
letter
is
from.
6. The
students
will
turn
in
their
letter
to
the
teacher
and
the
teacher
will
keep
them
overnight.
Formal
/informal
assessments
within
lesson
to
monitor
student
progress
While
the
students
are
writing
their
letters,
the
teacher
will
be
busy
circling
the
room,
monitoring
the
students
progress
on
writing.
Do
they
understand
the
format
of
a
letter?
The
teacher
can
also
help
students
sound
out
words
and
clarify
any
questions
about
writing
letters.
Materials:
Dear
Mrs.
LaRue
by
Mark
Teague
Red,
blue,
green,
and
orange
paper
Stickers
to
label
the
letters
Pencil
How
are
students
everyday
experiences
and/or
cultural
experience
evident
in
instructional
choices?
Since
we
are
learning
about
community
helpers,
we
are
learning
about
jobs
that
we
see
around
our
community.
The
students
will
be
able
to
connect
what
they
are
learning
in
the
classroom
to
the
outside
world.
In
this
case,
students
are
learning
how
and
why
letters
are
written
to
one
another.
They
are
simulating
what
happens
in
the
real
world.
Differentiation/Planned
accommodations:
Have
the
letter
already
written
out
in
highlighter,
so
the
kids
can
trace
the
letters.
This
will
help
them
practice
writing
their
letters,
which
needs
to
be
perfected
before
they
can
begin
sentence
contstruction.
