SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D

DETAILS
CK
Stephanie Sholtis
Reading/Writing
2nd
11/10/14 45 mins
CC.1.4.2.A: Write informative/ explanatory texts to examine a
topic and convey ideas and information clearly.
CC.1.4.2.F: Demonstrate a grade appropriate command of
the conventions of standard English grammar and spelling.
Capitalize proper nouns.
Use commas and apostrophes appropriately.
Spell words drawing on common spelling patterns.
Consult reference material as needed.
CC.1.4.2.G: Write opinion pieces on familiar topics or texts.
CC.1.4.2.T: With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed by revising
and editing.
CC.1.4.2.W: Recall information from experiences or gather
information from provided sources to answer a question.
5.2.2.C: Identify community projects/activities that support
leadership and public service.
Formal Evaluation
Teacher will point to the larger examples of the letter
template and the envelope and ask the students the
parts of the letter and envelope.
Informal Evaluation
Before the lesson teacher will ask the students if they
know the parts of a letter and envelope. Teacher will
review the parts of the letter and envelope with the
examples provided by the teacher.
All second grade students will identify the parts of a letter
and envelope, as well as construct a letter to send to a
soldier. This will be achieved with 100% accuracy.

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Teacher will ask students if they have ever received a

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

letter in the mail.

Hook/Lead-In/Anticipatory Set
Teacher will ask the students what holidays are coming
up (Thanksgiving and Veterans Day).
Teacher will ask students what thankful means.
Teacher will ask students what a Veteran is.
Teacher and students will discuss what they are thankful
for.
Teacher and students will discuss why we are thankful
for Veterans.
Big Idea Statement
Focus, content, organization, style, and conventions
work together to impact writing quality.
Essential Questions
To what extent does the writing process contribute to the
quality of writing?
Key Vocabulary
Greeting
Closing
Signature
Thankful
Body
Return Address
Receiver
Stamp
Pre-Assessment of Students
Teacher will ask if the students have ever sent or
received a letter before.
Teacher will ask the students if they can tell me the
parts of a letter (greeting, date, closing, body,
signature).
Modeling of the Concept
Teacher will use larger example of the letter template
and envelope at the board and walk to students through
the parts of a letter and envelope step by step as the
lesson is presented.
Teacher will have students come to the board one at a
time and place the correct parts on the envelope and
letter.
Guiding the Practice
Teacher will ask the students what holiday is coming up
(Thanksgiving and Veterans Day).
Teacher will ask students what thankful means.
Teacher and students will discuss what they are thankful
for.
Teacher will ask students what being a Veteran mean.
Teacher will ask students if they have ever received a
letter in the mail.

Teacher will ask students what the parts of a letter is

(date, opening, closing)
Teacher will show the students the larger template of the
letter they are going to write to a soldier.
Teacher will pass out the template to the students.
Teacher will ask students where the date goes on the
template.
Students will write the date on their paper.
Teacher will ask students what they would write for the
greeting (Dear _______).
Students will write Dear ________ at the correct area.
Teacher will discuss the body of the letter with the
students.
Teacher will write students responses on the dry erase
board.
Students can choose what questions/statements they
want to write in their letter from the responses on the
dry erase board.
Teacher and students will discuss the closing of the
letter (Sincerely).
Teacher will have students sign their names at the
bottom.
Students will pass their letter to another student in the
classroom to proofread.
Teacher and students will discuss punctuation and
capitalize proper nouns.
After the students correct the papers they will give the
papers back to the owners.
Teacher will pass out a new template to the students.
Students will rewrite their letter with the corrections.
Teacher will display the larger example of the envelope
for the students.
Teacher will review what the parts of the envelope are
(return address, receiver address, stamp).
Teacher will pass out the envelopes to the students.
Students will write the soldiers address for the receiver
address.
Students will write the teachers address for the return
address.
Teacher will pass out 1 stamp to each student to place
on the envelope.
Teacher will model how to fold the letter into three.
Students will fold their letter into three and place in
envelope.
Students will seal the envelopes.
Teacher and students will walk to the office and place
the letters in outgoing mail.
Providing the Independent Practice
Students can work independently on their letter or they

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

can work with the class to come up with ideas for their
letter.
Adaptations/Accommodations for Students with Special Needs
Teacher will write the questions, statements, and
envelope information on the students individual dry
erase board to copy easily copy the information.
Pencil
2 templates (1 for practice, 1 for final)
Envelope
Addresses
Stamps
Crayons/Markers/Colored Pencils
Sample Envelope
Sample Letter
Summary & Review of the Learning
Teacher and students will discuss what it means to be
thankful and how they would feel if they were a soldier
away from their families and received the letters from
our class.
Teacher and students will discuss the parts of a letter
and why they are important.
Homework/Assignments
N/A