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Mail  Carrier  Unit,  Day  4  

Teacher’s  Name:  
Ms.  Moller  
 
Group  setting  (whole,  small,  individual):  

Whole  

Lesson  Date  
October  5  -­‐  October  9,  2015  

 Student  Grade  level:  
Kindergarten  
 

 
Informal/formal  preassessment:  
 
Read  Community  Helpers:  Mail  Carriers  by  Dee  Ready  to  continue  informing  the  students  about  mail  
carriers.  This  is  our  last  day  of  the  unit  so  we  need  to  tie  back  together  all  of  the  information  and  letter  
writing  we  have  done  back  to  our  community  helper  of  the  week:  mail  carriers.    
 
Common  Core  Standards  addressed  (include  code  and  standard  description):  
 
ELAGSEKSL2:  Confirm  understanding  of  written  texts  read  aloud  or  information  presented  orally  or  
through  media  by  asking  and  answering  questions  about  key  details  and  requesting  clarification  if  
something  is  not  understood.  
MGSEK.MD.2:  Directly  compare  two  objects  with  a  measurable  attribute  in  common,  to  see  which  
object  has  “more  of”/”less  of”  the  attribute,  and  describe  the  difference.  
MGSEK.MD.3:  Classify  objects  into  given  categories;  count  the  numbers  of  objects  in  each  category  and  
sort  the  categories  by  count.    
SSKE1:  The  student  will  describe  the  work  that  people  do  (police  officer,  fire  fighter,  soldier,  mail  carrier,  
baker,  farmer,  doctor,  and  teacher).  
 
Central  Focus  of  the  lesson:  
 
The  central  focus  of  this  lesson  is  to  continue  learning  about  this  week’s  community  helper:  mail  
carriers.  It  is  also  to  practice  sorting  objects  with  colors.  
 
Learning  Objectives  (The  student  will  be  able  to):  
 
The  students  will  be  able  to  sort  objects  based  on  their  color.    
 
Procedures  (What  will  the  teacher  do?    What  will  the  students  do?):  
1. Read  Community  Helpers:  Mail  Carriers  by  Dee  Ready  to  continue  informing  the  students  about  
mail  carriers.  
2. Ask  the  students:  “How  are  mail  carriers  and  writing  letters  related?”  
3. Get  out  the  letters  the  students  wrote  to  each  other  the  day  before.  
4. They  will  pick  their  letter  they  wrote  yesterday  and  sort  it  into  the  correct  mailbox  based  on  the  
corresponding  paper  color/mailbox  color.  The  mailboxes  will  also  have  the  name  of  the  color  so  
the  students  can  also  practice  reading  color  popcorn  words.    
5. Once  all  of  letters  have  been  sorted,  one-­‐by-­‐one,  have  the  students  take  turns  being  the  
“mailman”.  They  will  have  a  special  mail  hat  that  they  will  put  on  when  it  is  their  turn.  

6. The  mailman  will  pick  one  letter  out  of  the  mailbox,  read  who  it  is  addressed  to,  and  deliver  the  
mail.  
7. The  students  will  sit  quietly  at  their  table  while  their  mail  is  getting  delivered.    
8. Throughout  the  day,  conduct  a  summative  assessment  to  see  how  the  students  understood  the  
content  of  this  week’s  unit.  What  does  a  mailman  do?  How  do  you  start  a  letter?  Where  do  you  
go  to  send  letters?  
 
Formal  /informal  assessments  within  lesson  to  monitor  student  progress  
 
While  the  students  are  working  today,  call  the  student’s  over  one-­‐by-­‐one  and  conduct  a  summative  
assessment.  Ask  them  questions  about  what  a  mail  carrier  does.  How  do  we  start  a  letter?  And  where  
do  you  put  the  mail  in  order  for  it  to  be  sent?  From  here,  plan  a  reengagement  activity  in  case  some  of  
the  students  did  not  fully  understand  the  content  taught  while  learning  about  writing  letters/mail  
carriers.  
 
Materials:  
• Community  Helpers:  Mail  Carriers  by  Dee  Ready  
• Letters  from  the  day  before  
• 4  “mailboxes”  that  correspond  with  the  table  colors  
 
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  an  adult  watch  the  process  closely.  Some  of  the  students  may  get  confused  with  the  concept  so  as  
the  teacher,  it  is  important  that  we  watch  the  activity  closely.  We  can  also  write  the  name  of  the  color  
on  either  the  letter  or  the  mailbox  (or  both)  if  it  is  easier  for  a  student  to  identify  based  on  the  name  of  
the  color  instead  of  the  color  itself.