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Rachel Birkey

Second Grade
Retelling our Experiences
Reading, Writing, and Oral Language
2007 ACEI Standards

I. Goals/Objectives/Standard(s)
A. Goal- Students can describe their thoughts in the form of a letter
B. Objective(s)
Students will recognize the pattern which makes up a letter by using each of the five parts in the
correct format.
Students will retell their experiences from science class by showing the order of events through
temporal words.
C. Standard:
2.W.3.3 Develop topics for friendly letters, stories, poems, and other narrative purposes that
Include a beginning.
Use temporal words to signal event order (e.g., first of all).
Provide details to describe actions, thoughts, and feelings.
Provide an ending.
II. Materials
Large pad of paper, two markers (one for the letter, one for the name of the characteristic),
A worksheet for the draft, and a worksheet for the final.
III. Management
a. Time: A total of 30 minutes, 10- 15 for mini-lesson about 15- 20 for writing.
b. Space: Students will move between the carpet and their desks.
c. Students: Students will receive dojo points for good behavior and dojo points will be
taken away for bad behavior. If need I may separate some of the boys to keep them
from fighting.


IV. Adaptation to Diverse Students
Brysin is illiterate, therefore I will have to help him throughout this project. I will work with him to
complete his draft by writing down what he tells me. For his final draft he will be able to
copy down what I wrote on the rough draft. If not I or another adult may help him with his
Several students work very slow or have trouble focusing. I will need to provide extra time for they
to work on this project so during extra time in our literacy block they will be instructed to
finish (this could be when they finish other work, or I am pulling literature groups).
(ACEI 3.2)
V. Anticipatory Set:
We had a crazy week with Lucky destroying our room and then coming back to find that no matter
how ingenious our traps were that he has still escaped. Hopefully he does not come back.
Now I think this is the perfect opportunity to learn how to write a proper letter, because I
am sure you want to share this experience with your friends.
We will learn the layout of a letter so that we can share our adventures and thoughts with friends.

VI. Lesson Presentation (Input/Output)

Have a large pad to write on to show students the format of a letter. Have any of you gotten a
letter before? Maybe a card on your birthday? When we write a letter there are five parts that
we want to make sure to include: The heading, greeting, body, closure, and signature. Which
do you think is the first thing we write? Usualy we begin by writing the date in the top right
corner- this is the heading. Then we write our greeting which might be dear ___ or hello. We
always add a comma at the end of our greeting (Begin to write Dear Class). Our body is all the
information we want to send in a letter. Usually you also ask questions when you write a letter
so you friend might have something to respond to. This is my letter to you. (How are you? I am
so excited to see all the letters you will write! Did you enjoy trying to build a leprechaun trap? I
was very surprised we did not catch lucky, but I am proud of your traps.) Do you see how I
made the letter sound friendly? What do you think we put at the end? This is where we put our
closing, our way of saying goodbye, such as sincerely, from, thank you, or with love. (We also
add a comma here) (Write With love, Miss Birkey). And lastly I put my signature. I am going to
give each of you a worksheet to create the draft for your letter. (Walk to the projector and
show the example). On your letter you need to include each of the elements of a letter (What
are they?- heading, greeting, body, closure, and signature). I also want you to tell the order of
event from this past week. (First we discovered a leprechaun, then we brainstormed, lastly we
created traps). I will be walking around to help and once you are finished and I have seen your
draft, I will give you some special stationary to write your final draft on.
Students work at desks on the draft for the remaining time.
I might share an example of a great letter a student brings to me. We will later hang up
the final drafts and create a station for students to write letters at.
(ACEI 2.1)
(ACEI 3.3)

VIII. Check for understanding. Throughout the lesson, I will ask a variety of questions, there will
also be plenty of time for me to give personal feedback to students as they work and I walk
around. Once students finish, I can read their drafts to see how they processed the letter writing.

IX. Review learning outcomes / Closure

Did you all enjoy sharing about this week in your letter? That is the special thing about letters,
you can share special moments in your life with friends. I hope you enjoyed writing it and in the
future I will provide more opportunities for you to practice.


Formative: How well do students write their first official letter in my class? I will look over the rough
drafts as a formative assessment.
Summative: The final draft will be the summative assessment of what students learned. After a week I
will ask students to tell me the 5 parts of the pattern which every letter follows.
(ACEI 4.0)


1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. How well did students express the events which happened in science throughout the week?
Worksheet for draft