USF Elementary Education Lesson Plan Template (S 2014) Name: Missy Rahman

Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 4/2/18
15

Lesson Content
What Standards (national or
state) relate to this lesson?
LAFS.K12.W.2.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting,
(You should include ALL applicable
standards. Rarely do teachers use or trying a new approach.
just one: they’d never get through
them all.)

Essential Understanding
(What is the big idea or essential students will be able to write letters using proper format and check for conventions regularly
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching? Given a modeled writing format, students will be able to write, edit, and revise a letter to another
(Student-centered: What will classmate.
students know and be able to do
after this lesson? Include the
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
USF Elementary Education Lesson Plan Template (S 2014) Name: Missy Rahman
Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 4/2/18
15

contradiction (i.e., I will see her

yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions:
◻ Why are you teaching this
objective?
◻ Where does this lesson fit
within a larger plan?
◻ Why are you teaching it this
way?
◻ Why is it important for
students to learn this concept?
● I am teaching this objective so students can understand writing conventions and apply them in
their daily writing strategies.
● This lesson fits within a larger plan by providing students an opportunity to write letters and be
creative with a format that they have not used in their writing.
● I am teaching it this way so I can model convention errors and encourage students to recheck
their writing.
● It is important for students to learn this concept so they are aware of conventions in their writing
early on and can apply it when they have to write essays in the future.

Evaluation Plan- How will you

know students have mastered formative assessment: observational notes
your objectives? summative assessment: student checklist on conventions

Address the following:

◻ What formative evidence will
you use to document student
learning during this lesson?
◻ What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach ● writing conventions
this material? ● letter format
● spelling check
USF Elementary Education Lesson Plan Template (S 2014) Name: Missy Rahman
Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 4/2/18
15

What background knowledge is

necessary for a student to ● uppercase letters
successfully meet these ● lowercase letters
objectives? ● sketch and label
● adding details to writing
◻ How will you ensure students’
have this previous knowledge?
◻ Who are your learners?
◻ What do you know about them?
◻ What do you know about their
readiness for this content?

What misconceptions might

students have about this content? students will often think that the sentence must be done in the first line and start writing their second
sentence in the second line. Students will often forget that periods are stopping points for their writing.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you modeled writing
use during this lesson? Examples think-aloud
include guided release, 5 Es, direct
instruction, lecture, demonstration,
USF Elementary Education Lesson Plan Template (S 2014) Name: Missy Rahman
Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 4/2/18
15

partner word, etc.)

Step-by-Step Plan Time
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Where applicable, be sure to 5 min teacher 1. gather students on the carpet

address the following: 2. review focus of the day
◻ What Higher Order Thinking 5 min 3. ask students on writing conventions
(H.O.T.) questions will you ask? 4. ask students on writing errors
◻ How will materials be 7 min students 5. explain to students what a letter is and how the format looks
distributed? 6. model a written letter with errors for students
◻ Who will work together in 7 min 7. have students correct my writing
groups and how will you 8. go over why they correct these errors
determine the grouping? 15 min 9. have students write a letter at their table
◻ How will students transition 10. walk around and observe students
between activities?
◻ What will you as the teacher do?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
◻ What model of co-teaching are
you using?
What will you do if… …a student struggles with the content?
provide one-on-one writing assistance and writing checkpoint to review with student on their
USF Elementary Education Lesson Plan Template (S 2014) Name: Missy Rahman
Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 4/2/18
15

writing conventions.

What will you do if… …a student masters the content quickly?

encourage more detailed writing using different writing strategies such as attributes,
onomatopoeia, and speech bubbles.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
students will be able to write letters and share with family and the community

If applicable, how does this lesson connect to/reflect the local community?
written letters can be a form of communication with community members

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
provide the opportunity to write freely using various writing strategies and connecting it with
sketches.

How will you differentiate instruction for students who need additional language support?
provide the opportunity to sketch and label first, then assist with uppercase letters by stretching
out sounds of words.

Accommodations (If needed) T.F.-provide one-on-one support

(What students need specific K.H.-provide motivation
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials writing paper

(What materials will you use? Why pencil
USF Elementary Education Lesson Plan Template (S 2014) Name: Missy Rahman
Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 4/2/18
15

did you choose these materials?

Include any resources you used.
This can also include people!)