Your Name: Lauren Ramsower, April Ellis, Melanie Valadez, Ashleigh Anderson EED 511: Elementary Principles of Curriculum

Development, Dr. Tovar Instructional Plan Type: S2- Subject/Standards Grade Level: 1st Grade Living Curriculum: Friendly Letters to Bucket-Fillers Big Idea: Citizenship CCSS: 1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. 1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings. Goals/Objectives: SWBAT identify who are bucket fillers within the community. SWBAT understand the parts of a friendly letter. SWBAT compose a friendly letter to a community helper that they have identified as a bucket filler. Sub-Objectives: SW include picture or illustration to accompany their letter. SW use their best handwriting. EQ: When do people use friendly letters and what do they use them for? Topical Questions: Why would we write a friendly letter to bucket-fillers within our community? What would our friendly letters include to our

Goal/Outcome

Essential Question

bucket-fillers? What are the parts of a friendly letter? Engage: TW introduce and teach students the Friendly Letter Chant:

Learning Structures/Activiti es

http://www.teachingmaddeness.com/2012/07/writing-workshopsseries-post-4.html

Explore: TW show students this video about the parts of a friendly letter: http://www.youtube.com/watch?v=83uFQyjms50 TW lead a whole class discussion regarding the parts of a friendly letter. Class will popcorn out ideas for the different parts of their letter, such as who they will address in their greeting, what they might say in their closing or content they may include in the body of their letter. Elaborate:

Group Practice: Teacher will model writing a friendly letter on chart paper, with student input. TW leave example letter up on board for student reference during drafting time. Individual Practice: SW fill out a RAFT (Role, Audience, Format, Topic) graphic organizer as a first draft of their friendly letters. (Day 1) SW write sloppy copies of a friendly letter. TW review first drafts individually during writing center time. (Day 2) SW complete a Final Draft of the friendly letter. (Day 3) TW collect letters. Letters will be presented to community helpers during field trip to firehouse. Extension: Students can participate as Pen Pals with students in other classes, more community helpers, etc.

Friendly Letter Chant Friendly Letter Video: Resources/Materia http://www.youtube.com/watch?v=83uFQyjms50 ls

RAFT Graphic Organizers

R.A.F.T Organizer

Chart Paper, Markers Letter writing materials, such as lined paper/pencils. Evaluate: Informal Assessment: Students will be informally assessed throughout the lesson with teacher observation during chant and letter writing model activity. Student understanding of the purpose and parts of a Friendly Letter will be assessed by collection of RAFT Organizer and during one-on-one Writing Center Draft time. Formal Assessment: Letters will be collected and evaluated according to the rubric.(see below) This lesson plan focuses both on meeting specific standards, extending the knowledge of previous lessons, and on citizenship. The technical purpose is to give students practice in writing conventions but also to use those conventions in a real world capacity. It is not just writing for writings sake. In writing to community bucketfillers, students are able to not only look outside themselves but also to reflect inwardly. They will look at others and discover what traits those people possess that the student feels is most important in a bucket-filler. This may initiate an internal reflection for the student to determine if they possess the same qualities or, if not, how they can gain them. Citizenship is also promoted in this lesson because students are ultimately reflecting on what traits good citizens have. This is in line with Henderson & Gorniks Reflective Poetic Inquiry. The main questions students will be pondering will be, Do my actions align with my values and beliefs? and How do I communicate professionally with those around me? (Henderson &

Assessments

Rationale

Gornik, pg 73) The first question will be answered internally. As students learn what it is that makes bucketfillers good citizens, and what traits they deem most important, they will be able to see if they behave in line with or against those beliefs. The second question will be answered through the drafting of a letter. Although a friendly letter, students will learn how to write politely and neatly and understand that their words can make a difference in the lives of others. Rubric Below---

Works Cited Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership. Upper Saddle River, NJ: Pearson Education, Inc.