Tiffany Crawford

Writing a Friendly letter

Second Grade

EDUC 4315.030
I. Learning Goals and Objectives-

Learning Goal(s):

By the end of the unit, students will understand the functions and importance of writing

letters using their writing strategies and drafting strategies.

Objective 1 Objective 2 Objective 3 Objective 4

Using pre-writing Students draft a Students will be able to Students will be able
strategies, students friendly letter by revise their written to revise their written
will be able to write a correctly using all letter using all 6 of the letter using all
friendly letter that parts of a letter editing stages. proper conventions
follows the correct graphic organizer of writing and proper
format and contains with 80% edits to publish a
the five main parts of accuracy. (Evaluating) final letter and
a letter. scoring an 80% on
Understanding) the final copy.
(Understanding)
(Create)

Appropriateness:

The learning goal and objectives are appropriate for this grade level because it is

the foundation of letter writing. By the end of the unit the students should have

developed the means to write a simple letter to someone. Their prior knowledge of

developing sentences and how to respond to a prompt will help guide them in this letter

writing process. Their previous undertraining of writing conventions will become a key

tool in this lesson. Their knowledge of revising their writings from first grade will help

them build a well written letter. The objectives for this lesson will first cover how to draft

a letter by using a graphic organizer. This is will help students learn the five parts of a
letter, which in turn will help them organize a draft. The objectives also cover editorial

skills that students at this age will need to know as they move on to the third grade. The

objectives also build on prior knowledge of the student by teaching a wider range of

writing conventions and editorial skills. These objectives can be fitted to all learners

and altered for those that need modifications such as sentence starters and more

information on the graphic organizer. These things will help the eight English language

learners and the four IEP special needs students.

Alignment with Standards:

OB1) is aligned with TEKS 110.13 (b)(19)(b) it covers the elements of drafting

letters. This objective will also align with ELPS (4)(d) because it helps build their

understanding of drafting a piece of work and organizing the work piece. The CCRs can

be aligned with this objective by using (writing)(3) which states that students will be able

to draft a well written paper and with primary information.

OB2) is aligned with TEKS 110.13 (b)(17) (a )(b) because it covers drafting ideas

and developing sentences. The objective will also align with English Language

Proficiency Standards (c)(4)(d) due to the modification of having students use graphic

organizers to help develop their work. It can also be aligned with College Readiness

Standard (writing)(a) this standard showcases that students will have the ability to

develop a well-organized text.

OB3 &4) are aligned with TEKS 110.13 (b)(17)(d)(e) the TEKS cover the editing

phase of a letter. The ELPS can be aligned as well with (c)(5)(d) for editing a writing

piece. This alignment can be helpful in the understanding of proper use of sentence

structures. It can also be aligned with CRRS (writing)(4&5), this standard will help
 students be prepared to edit their writings in the correct form and have the correct voice

before submission. All four objectives cover the elements of learning how to draft a

letter using the five parts of a letter graphic organizer, learning the steps to edit using

editing stages, and finally publishing a final copy.

II. Assessment Plan

Unit Learning Goal: By the end of the unit, students will understand the functions and

importance of writing letters using their writing strategies and drafting strategies.

Objective 1: Objective 2: Objective 3: Objective 4:

Using pre- Students draft a Students will be Students will be able to
writing friendly letter by able to revise revise their written
strategies, correctly using all their written letter using all proper
students will be parts of a letter letter using all 6 of conventions of writing
able to write a graphic organizer the editing stages and proper edits to
friendly letter with 80% with 80% publish a final letter
that follows the accuracy. accuracy. and score a 4/5 on the
correct format rubric
and contains the
five main parts
of a letter.

Pre- Sample letter Graphic Organizer Revise a sample Students will write a
Assessment labeled handout letter practice letter to give to
someone

Formative Class Class discussion Class discussion Class discussion

Assessments discussion Students will work Students will work Students will start a
Students will together to draft a together editing a letter using their writing
work together to letter using a letter using their conventions and edits
establish the 5 graphic organizer rainbow edits
parts on an anchor chart
anchor chart
Summative Students will Students will need Students will use Students will draft a
Assessments have to have all to draft their letter their rainbow edits final copy after all other
five main points on a graphic to edit the letter. edits and drafts are
to draft a organizer before This will be complete
friendly letter edits. handed in before
final draft

Adaptations Provide Provide Examples Small Group Re-Teach

Examples Discussion Discussion Small group
Video Small group Centers
https://youtu.be/P Centers
oLYICPFXhY
Small group

Modifications According to According to IEPs According to IEPs According to IEPs

IEPs

Criteria

Students must score 60% or better on all pre-assessments for objectives 1,2,3

and 4. The pre-assessments will not be used for a grade it will be used to assess where

students are in their prior-knowledge. To show mastery students must score a on the

rubric on their summative assessment.

Assessments

Objective 1:

For the first objective, the pre-assessment will consist of a letter. The students

will highlight the five parts of a friendly letter. This will measure students prior

knowledge about a friendly letter. The pre-assessment will not be graded, it will be used

to design the lesson plans. The formative assessment will include a class discussion

which will allow the students to work together to establish what the five parts of a
friendly letter are. Objective ones summative assessment will be graded on if the

students have followed the rubric and received a 4/5 on their final draft. These

assessments are appropriate for second grade students because they will help students

develop the understanding of using the correct outline for a friendly letter.

Objective 2:

For objective two, the pre-assessment will consist of the helpful handout below.

The students will work in small groups to cut and paste the graphic organizer. The pre-

assessment will be based on 80% accuracy of the graphic organizer. This activity will

measure students growing knowledge of a friendly letter. The formative assessment will

include the class working together during a group discussion to correctly label an

anchor chart with the five correct parts and the correct writing conventions. Summative

assessment for objective 2 will be that the students draft their letter using the correct

format of the graphic organizer. On a grading scale of 80% Theses assessments are

appropriate for students in this stage of writing a letter and will build on their level of

knowledge of drafting a letter.

Objective 3:

For objective three, the pre- assessment will consist of the helpful handout

below. The students will be given the sample letter below to edit. For accuracy students,

will need to score 80% or better on this activity. This activity will measure students

ability to properly edit their letters. The formative assessment will include the class

working together during a group discussion to correctly edit the same letter on an

anchor chart using the correct editing skills and rainbow edits. Summative assessment
for objective 3 will be graded on if the students correctly use the edits on their draft

before starting their final copy. Students will be graded on a rubric scale for summative

assessment. Theses assessments are appropriate for students because they are

developing the understanding of editing a letter before sending.

Objective 4:

For Objective four, the pre- assessment will consist of students writing a practice

sample letter. Students will be graded on whether or not they are using the conventions

correctly and will need to score a 80% or better. This will measure students growth in

their friendly letter knowledge. The formative assessment will include the class working

together during a group discussion to draft a letter to a chosen person by correctly using

five parts of a letter and the correctly using writing conventions and edits. Summative

assessment for objective 4 will be that the students draft their letter using the correct

format. The final product will be turned in after the graphic organizer, draft, and edits are

complete. The final draft will be graded on a rubric scale. Students will need to score a

4/5 overall. Theses assessments are appropriate for students in the second grade in

this stage of writing a friendly letter and will build on their level of knowledge.

Link contextual factors to accommodations and modifications

Accommodations for objective 1 include providing students with examples to help

guide students through the process of writing a friendly letter. This will be beneficial to

students who respond better to visuals. The use of the hand outs and examples will be

helpful to ELL and LEP students who are struggling with understanding the concept. For
 modification, the assessments and activities will be modified according to students

IEPs.

Objective 2 accommodations include providing students with examples to help

properly work through drafting a letter. This will be beneficial to students who may need

to see a different example of the process and may need extra guidance in the letter

writing process. The use of the examples will be helpful to ELL and LEP students who

are struggling with the drafting process of letter writing. Modifications for these

assessments and activities will be modified according to students IEPS.

For objective threes accommodations, students will be allowed the opportunity to

work in small groups. This will be beneficial to students who work better with peers and

may need the encouragement from others. The use of the small groups will be helpful

to ELL and LEP learners who are may need to hear a different point a view. Modification

for these activities and assessments will be modified according to student IEPS.

Accommodations for objective 4 include re-teaching the lesson. This will be

helpful to the whole class if students score low on their final letter drafting. This

accommodation will help students develop and master the skills of friendly letter writing.

The use of re-teaching will be helpful to ELL and LEP students who may need the extra

time to develop the skill. Modification for these activities and assessment s will be

modified according to students IEPS.

III. Design for Instructions

Learning Goal: By the end of the unit, students will understand the functions and

importance of writing letters using their writing strategies and drafting strategies.
 Monday Tuesday Wednesday Thursday Friday
Objective Using pre- Using pre-writing Students draft a Students draft Students draft
writing strategies, friendly letter by a friendly letter a friendly letter
strategies, students will be correctly using by correctly by correctly
students will be able to write a all parts of a using all parts using all parts
able to write a friendly letter that letter graphic of a letter of a letter
friendly letter follows the correct organizer with graphic graphic
that follows the format and 80% organizer with organizer with
correct format contains the five accuracy. 80% 80%
and contains main parts of a accuracy. accuracy.
the five main letter. (Application
parts of a (Understanding) ) (Applicati (Applicatio
letter. on) n)
(Understanding
)
Daily F: Gather F:Teacher will F: Brainstorming F: Recap 5 *Teacher will
Activities & information on read aloud I session to help main points of introduce
Learning prior Wanna New class choose a a letter rainbow editing
Experiences knowledge: Room (540L) both person to write to
Ask quidding written by Karen GP: Students *Students will
Questions Kauffman Orloff GP: Teacher will will complete a use teacher
ask questions model writing a friendly letter table time to get
F: discuss print during the read letter. graphic help
context aloud to assess While asking for organizer as a
recall of previous volunteers to pre-writing *Students will
GP: Read discussion. help with the activity continue to
aloud main parts of a write letters.
I Wanna GP: use an letter. IP: Students
Iguana (460L) anchor chart to will use *Students will
written by show students the IP: Students will teacher table use teacher
Karen parts of a letter. brainstorm who time to get table time to get
Kauffman they will write to, help from help
Orloff IP: building their what they will peers
own graphic write to them *exit ticket
GP: Ask read organizer in about. C: Hand in
aloud centers Graphic
questions C: Hand in Orginzier
C: Students will brainstorm
IP: sample think, pair share poplet
letter to
highlight parts
of a letter

C: Exit ticket
Reteach Provide Provide Examples Provide Provide Provide
Examples Video Examples Examples Examples
Video https://youtu.be/P Discussion Discussion Discussion
https://youtu.be oLYICPFXhY Small group Small group Small group
/PoLYICPFXh Small group Centers Centers Centers
Y
Small group
Extension Have students Have students Students will use Students can Students can
brain storm brain storm ideas graphic use the use peer help to
ideas together together organizers to readwritething guide them with
organize their k.org website their draft.
letters. to help draft a
letter.
Technology Smart board Smart board Smart board Smart board Smart board
Integration

Monday Tuesday Wednesday Thursday Friday

Objective Students will Students will be Students will be Students will Students will be
be able to able to revise able to revise be able to able to revise
revise their their written letter their written letter revise their their written
written using all 6 of the using all proper written letter letter using all
letter using all editing stages conventions of using all proper
6 of the editing with 80% writing and proper conventions of
stages with accuracy. proper edits to conventions of writing and
80% accuracy. publish a final writing and proper edits to
letter and scoring proper edits to publish a final
an 80% on the publish a final letter and
final copy. letter and scoring an 80%
scoring an on the final
80% on the copy.
final copy.

Daily * review editing *Discuss *video *each student *each student

Activities & stages revisions and final will present will present
Learning copies * Students will
Experiences *peer editing have one on one *after *after
*Students can time with teacher presentations, presentations,
*teacher table use peer editing to discuss the student the student will
to help edit their revision and get will hand in hand in letter
*Edited letter drafts any other letter
feedback before
* students will drafting the final
(Evaluating) follow the rainbow copy.
guide to edit their
drafts *check list
 *stand up pair up (Create)
(Create)

Reteach Small Group Small Group Small Group Re-Teach Re-Teach

Discussion Discussion Discussion Small group Small group
Centers Centers Centers
Extension Have students Students come to Students come Showcase Showcase work
peer edit teacher table to to teacher table work on wall on wall
writing to writing Send letters to Send letters to
conference conference the individual the individual
Technology Smart board Smart Board Smart Board Smart Board Smart Board
Integration

Justification:

The formula for writing a friendly letter is a fundamental concept in writing. The

units goal is aimed to provide students with the knowledge and understanding of how to

develop a letter using the correct formula. Learning key ways to edit a draft will make for

a great friendly letter. The purpose of this unit is to teach students how to develop and

present a well written letter to someone of their choice.

The four-objectives build upon the goal for the unit and it will also build on prior

knowledge of the subject. Students have learned what a letter is and the purpose of a

letter. They have also learned writing conventions such as punctuation and grammar

before starting the process. Their prior knowledge was recalled with two read alouds

during the lessons along with guided questions to get the students thinking about what

they already know. The unit will progress through several levels of Blooms Taxonomy

from understanding, application, evaluating, and creating.

The key component of this unit is to develop a friendly letter using all conventions

of writing a letter. This serves as a starting point from which students are directed to

present a final copy of the friendly letter to the class. They will brainstorm before
developing a first draft of the letter. After the first draft is completed they will use their

editing skills. Students will peer edit before the teacher edits. This will be followed with a

final draft writing and a presentation to the class. Each component is reinforced with

checking for understanding throughout the lesson with several formative assessments.

Throughout the lesson, formative assessments are used to help guide instruction

and planning. The assessments include class discussion, labeling, an anchor chart,

editing a letter as a class, and working as a class to draft a letter. This will allow

students time to ask questions and think about the task being taught. This will help the

teacher see what the students may be struggling on and what might need to be retaught

the next day before moving on to the next objective. The anchor charts will help give

students visuals to help them when they are stuck on a component of the letter or it can

help with guiding them through the editing process. During group discussions, the

teacher can ask questions to guide the students, and it also allows the students to ask

questions about the process. Most importantly, is the teacher modeling. Having the

teacher show the students through visuals and hands on actives will really help the

students be engaged in the lesson and understand the information better. All these

assessments will give the teacher insight in to what the students understand from the

guided practice and their prior knowledge before the lesson.

Technology is integrated into the lesson during teacher modeling. The SMART

Board is the only technology used in this lesson. Only because the class isnt equipped

with iPad or tablets for all students. The SMART Board is used to open documents and

to help draw new graphic organizers or help students develop their poplet organizer.

Technology could be integrated more if there were more resources.

 Throughout the unit, the lessons were engaging and aimed to achieve the goals

and objectives. The students are aiming to develop a letter that meets the standards

and is accurate according to the final project rubric.

Three Lesson Plans:

Day 1

Grade level: 2nd grade Writing

TEKS: 110.13 (b)(17) (a )(b)

English Language Proficiency Standards (c)(4)(d)

College Readiness Standard (writing)(a)

Objective: Using pre-writing strategies, students will be able to write a friendly letter
that follows the correct format and contains the five main parts of a letter.
(Application)

Focus

Guiding Questions:

Why do people write letters to each other?

Why do they write letters to their friends and family?
Who will you be writing to?
What is it that you want to say to this person?
How will you be closing your letter? (Sincerely, Love, Your friend, Bye, etc.)

Guided Practice
During the read read-aloud:
I Wanna Iguana (460L) written by Karen Kauffman Orloff

The teacher will stop and ask students to summarize what message Alex is
trying to convey to his parents when writing these notes and letters.
The teacher will ask students how Alex is closing these letters written to his
parents.
The teacher will also ask, "Why did Alex write all of these letters instead of just
asking them for what he wants?"

Note: This story does not have page numbers and all text is written in friendly
letter format, therefore, the teacher (after having pre-read the book) will stop on
 preselected pages and ask students to identify the parts of each friendly letter
as she/he reads it aloud.

The teacher will ask questions such as, "How did Alex close the letter to his
parents" and "How did his parents greet him in each letter?" depending on the
pages selected.

Independ Practice

Have students Highlight a copy of a letter marking the five main parts of the
letter.

Checking for understanding:

o What type of greeting should your letter have?

o Do we sign our letters?
o Who is the letter written to?
o What is the middle part of the letter?

Closure

Exit Ticket: Students will fill out an exit ticket for the following questions?
What was your favorite part of the read aloud today?
Name one important thing you learned in class today.
Write one questions about todays content- something that left you
puzzled.

Accommodations: The lesson has several different ways to check for

understanding. It also gives students an opportunity to ask questions before leaving
class.

Materials:
Read aloud book
Hand out letter
Exit ticket

Day 2

Grade level: 2nd grade Writing

TEKS: 110.13 (b)(17) (a )(b)

English Language Proficiency Standards (c)(4)(d)

College Readiness Standard (writing)(a)

Objective: Using pre-writing strategies, students will be able to write a friendly letter
that follows the correct format and contains the five main parts of a letter.
(Application)

Focus

The teacher will read aloud I Wanna New Room (ATOS 2.7) also by Karen Kaufmann
Orloff. This story follows the same friendly letter format using the same characters
only this time the boy wants a new room. During the read aloud, the teacher should
stop periodically to assess students' recall of the previous day's skills.

Questions should include:

o What is the date on this letter?

o How can you find it?
o To whom is it addressed?
o What greeting is used?

Guided practice/ with checking for understanding:

Teacher will have a whole group discussion on the letter anchor chart.
Students will label the parts of the anchor chart with the 6 points
While labeling they will discuss each part
o Why do we date the letter?
o Why do we address it to someone?
o What does the body include?
o What are some ways we could close the letter?
o Why do you sign your name?
A class discussion will follow. The teacher will use a friendly letter
graphic organizer on the board to record and highlight the five main
parts of the friendly letter format (heading, greeting, body, closing,
signature) found throughout the story.

Independ Practice

Graphic Organizer/ handout

Students will be building their own graphic organizer during centers

Checking for understanding:

 o The teacher will monitor students activities while make sure that
each student is building the graphic organizer with the five main
points of the letter appropriately. The teacher will redirect
students attention to the anchor chart when needed.

Closure

Think, Pair, Share

Students will complete the Think, Pair, Share cooperative learning activity in
order to summarize their learning.

Accommodations: This lesson carries over from the day before. So the questions
the class left with will be addressed before moving on to the next stage of writing. It
will help students feel more comfortable before beginning the next stage of the
process.

Materials:
Read aloud book
Anchor Chart with labels
Graphic organizer hand out
Think, Pair, Share questions

Day 3

Grade level: 2nd grade Writing

TEKS: 110.13 (b)(17) (a )(b)

English Language Proficiency Standards (c)(4)(d)

College Readiness Standard (writing)(a)

Objective: Students draft a friendly letter by correctly using all parts of a letter graphic
organizer. (Application)

Focus

The teacher will hold a brainstorming session to help class choose a person to write
to. This will help students narrow down a person and a topic for them to discuss.

Examples:
The principle- what they like about the school.
A friend- how much they like being their friend or what their plans are for
the weekend
Their teacher- What they enjoy about the class or a subject.
Guided practice/ with checking for understanding:

Teacher will have a whole group discussion and model writing a letter on an
anchor chart.
Students will label the parts of the anchor chart with the 6 points

Checking for understanding:

While labeling they will discuss each part
o Why do we date the letter?
o Why do we address it to someone?
o What does the body include?
o What are some ways we could close the letter?
o Why do you sign your name?
A class discussion will follow. The teacher will use a friendly letter
graphic organizer on the board to record and highlight the five main
parts of the friendly letter format (heading, greeting, body, closing,
signature) found throughout the story.

Independ Practice

Brainstorm poplet center:

Students will brainstorm who they will write to and what they will write to
them about. The poplet will have the persons name, a date, they will
give 3 points to talk about, how they will sign the letter.

Checking for understanding:

o The teacher will monitor students activities while make sure that
each student finds a person to write to. The teacher will redirect
students attention to the examples given when they are
struggling to pick someone.

Closure

Hand in Brainstorm poplet

Students will complete the brainstorming poplet. This will give students a
starting point for the next day. When they start to develop their graphic
organizer.

Accommodations: Providing the students with examples will help them understand
what the teacher is looking for. This also allows students to be creative on their terms.

Materials:
 Teachers Brainstorm poplet
Teacher letter
Center poplets

IV. Assessments:

Handout:

Pre- Assessment

Please highlight the (5) parts of a letter in the following letter.

Dear Julie, September 4, 2012

Hi! How have you been? How is your new school? We started this week and it
has been pretty good so far. We have 23 kids in our class. There are 14 boys and 9
girls. I sit next to a girl named Cindy, and guess what? She is new to our school too!
She has a really cool backpack with pink and black stars. We sat together in lunch and
then played together at recess. She reminds me of you because she is so funny and
makes me laugh just like you do.
I cant wait for you to visit in the winter. It is only 3 months away. We are going to
have so much fun. Write back to me soon and tell me all about your new school. Send
me some pictures, too.

Your best friend,

Grace

Handout
Pre- Assessment

Students will conduct this task in a center. They will cut and glue the correct labels in
the correct spot
Editable letter
Pre-Assessment

Students will use the rainbow edits hand out to help them edit the letter below.

Please edit the following letter using rainbow edits.

march 3 2017
dear lisa
I am on a ski trip! My family and I drove to
Ski-Happy Trails last week.
I can ski down big hill. I can ride a rope
tow back to the top. It is fun!
Your friend
Jane,

Handout:
Rainbow Editing
Draw a RED arrow in front of each paragraph.
Underline the capital letters at the beginning of each sentence and write proper
nouns in ORANGE. Slash through the capitals that shouldnt be there.
 Circle punctuation at the end of every sentence in YELLOW. Put the punctuation
if missing or incorrect.
In GREEN circle all the misspelled words. Use a dictionary if you need help.
In BLUE underline any interesting, exciting, or juicy words.
In Purple put a check at the top corner of the paper so we know it has been
edited.

Anchor Chart

Formative Assessment

Formative Assessments questions

Class Discussion Questions OB1:

o Why do we date the letter?

o Why do we address it to someone?

 o What does the body include?

o What are some ways we could close the letter?

o Why do you sign your name?

Labeling Discussion questions OB2:

o What side of the paper do we put the date? Answer-Left side

o Do we put Dear.. or do we put John? Answer-Dear

o Where dose Dear go? Answer- on the right side of the paper

o Do we need to indent the first line of the body? Answer- yes 3

finger spaces.

Editing Questions OB3/OB4:

o Is there a comma after the name in the heading? Answer- Yes

o Do we write the date 3/4/17 or March 4, 2017? Answer- either way

both ways are the same.

o What words need spelling corrections. Answers- according to the

spelling mistakes in the sample.

o How do we correct capital letters? Answers- If it needs a capital

underline 3 times. If it needs to be lower case then underline 2

times.
 o What do you need on the top of your paper before you can start

your final copy? Answer- a purple check mark from the teacher.

Grading Rubric

Summative Assessment

Letter-Writing : Friendly Letter

Student Name: ________________________________________

CATEGORY 4 3 2 1
Sentences Sentences are All sentences are Most sentences Many sentences
complete, well- complete and are complete and are fragments or
constructed and well-constructed well structured. run-on sentences.
of varied (no fragments, no
structure. run-ons)
Format Complies with all Complies with Complies with Complies with less
of the almost all of the several of the than 75% of the
requirements of a requirements of a requirements of requirements for a
friendly letter. friendly letter. the friendly letter. friendly letter.

Content Accuracy The letter contains The letter contains The letter contains The letter contains
at least 5-7 at least 3-4 at least 2-3 1 sentence or
detailed sentences detailed sentences detailed sentences sentence
in the body in the body. in the body . fragments.

Capitalization and Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Punctuation errors in errors in errors in than 4 errors in
capitalization and capitalization and capitalization and capitalization and
punctuation. punctuation. punctuation. punctuation.

Neatness Letter is neatly Letter is neatly Letter is crumpled Letter is not neatly
handwritten, not hand-written, or slightly stained. written and looks
wrinkled, and is clean, not It may have 1-2 like it has been
easy to read with wrinkled, and is distracting error done in a hurry or
no distracting error easy to read but corrections. It was stored improperly.
 corrections. It was with 1-2 distracting done with some It may have several
done with pride. error corrections. care. distracting error
It was done with corrections.
care.

Date Graded:

V. Professional Development:

Throughout this lesson plan development, I felt like executing the lesson in the

classroom became a lot easier than planning and developing the lesson plans

themselves. The lesson in the classroom was executed perfectly. All activities were

completed and the students were able to achieve the unit goal and the objectives by the

end of the lesson.

The making of a two-week unit plan seemed easy until I started to put it all

together. I felt that the subject/topic that I was given was a little narrow for this task. I

think if the subject/topic consisted of more learning tasks it would make for a better

lesson. I personally feel that after developing more unit plans they will become easier

and will have a better outcome.

The next time I plan a unit plan I will incorporate more learning tasks into the

lesson if I find that the lesson cannot be stretched out. I also plan to make

improvements on my lesson development skills. I think as I grow as a teacher lesson

plans and unit plans will become easier and be better quality.

All in all, I believe that this unit plan was a great learning experience and will

benefit me as a teacher.