Ferris State School of Education

Lesson Plan Format

Name: Myranda McDonald Date: 10/15/2019

Curriculum/Course: ELA Grade level: 5th Grade

Materials: Whiteboard or chalkboard, Dry

erase markers or chalk, Notebook paper,
Pens or pencils, Red, blue, green, yellow,
Time/Period: 1 Hour purple, and pink markers, Tablet,
computer, or projector to access lesson

Standards:

CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development

and organization are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.5.5: With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.

Objectives (“I can” statements): Write In the ABCD for but use the “I can” statement instead of “The
student will…”

1. Given direct instruction and guidance of a sample letter, students will be able to correctly
identify the elements of a letter and apply the elements to compose a personal letter to
someone they think demonstrates being respectful.
2. Given a peers letter, students will be able to correctly revise and edit a written letter.
Assessment (Formative, Summative): (i.e. thumbs up/down, exit ticket, quiz, chapter test, rubric
(attach if appropriate), etc.)

Formative: Since this is the first time we are working on producing a letter, students will turn in their
written letters with highlighted key points of a letter.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous

day’s lesson, check for understanding of previous knowledge, questions you will ask, what are you
going to do to get them interested in the lesson)

Start by asking the students to take 30 seconds to think of someone they know that embodies being
respectful. Let them think about it for about 30-45 seconds. Ask them to then think of a couple of
instances (evidence) for why they feel that person is respectful. Again, give the about 30 seconds to
a minute. Then, ask the students if any of them would like to share their examples.

Steps in the lesson: (this should be written to a degree in which a substitute teacher could read
and follow the instructions)

1. Complete Introduction/Hook above.

2. Next, have students use notebook paper and pencils to pen a letter to a friend about how they
demonstrate being respectful and why it is important that they do.

3. Give students around 20 minutes to complete their letters.

4. While the students are writing their letters, give each student a copy of Study.com lesson
How to Write a Friendly Letter: Format, Parts & Examples.

5. Next, use the following link to watch the short 4 minute video.
https://study.com/academy/lesson/how-to-write-a-friendly-letter-format-parts-example.html

6. After watching the video, have the students then read the handout fully.

7. As the students are reading the lesson, write the following words on the board:

a. Heading - Red

b. Greeting - Blue

c. Body - Green

d. Closing - Yellow

e. Signature - Purple

f. Postscript - Pink

8. Once all students have finished reading, place them with their writing buddy. (These will be
pre-assigned, they know who they are suppose to be with).

9. Have the pairs exchange the letters that they wrote to someone that demonstrates
respectfulness.
10. Now have the students identify the parts of a letter in their partner's letter by underlining the
elements according to the color designations written on the board.
11. Once the pairs have finished identifying the parts of a letter with the appropriate colors, have
students rework their letters to include any elements that were missing.
12. Closure: For the remainder of the time, allow students to volunteer if they would like to share
their revised letters. Hopefully, this will spark some conversation about how diverse peoples
views can be about something like the topic, being respectful.
13. Then have students turn in their letters as their exit tickets.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit
restatement of the goals of the lesson.

For the remainder of the time, allow students to volunteer if they would like to share their revised
letters

Extension Activities: (these are activities that students can get engaged in that maybe similar
to homework or address a student that has an extensive interest in the topic)
 Give the students the opportunity to mail or send a letter for real if they would like to. If the student
would like to write another friendly letter to someone famous and not as accessible, I would work to
find an avenue for them to send it to them.

Assessment /Modification:

Specific Student/Group:

For my student that struggles with tracking, allow him to use his phone (which he knows is a tool) to take a picture of the
reading, so it can be read aloud to him.

Differentiation:

What will I differentiate? Content Process Product Environment

Explain: The overall letter could be written at first in many different ways. Once the students have witnessed proper
components, they will need to include them but I’m not going to be picky on the overall order, per say.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Explain: Students will be able to pick who they would like to write the letter to based on their experiences and who they
feel demonstrates being respectful in life.

Diversity (how will any diversity related activities be mentioned or included)

Through class discussion and sharing, we will be able to identify many different ways that people view being respectful.