Secondary Unit Plan

EDU372 Unit Plan
Teacher Candidate’s Name: Marysa Prettyman
Date Created: November 10, 2020
Content Area: Special Education, Functional Skills, MS Resource Room
School: ….
Grade Level: 6th Grade
Unit Title: Letters, Mail, and More!
Total Time/Frequency and Duration of Lessons: 5 days of 50 minutes of instruction
Michigan Academic Standards comprehensive of the unit: (include code and standard)
11
EE.W.6.2.a: Write to share information supported by details: A. Introduce a topic and write to
convey ideas and information about it including visual, tactual, or multimedia information as
appropriate.
EE.6.RP.M.1: The student can complete a pattern given a simple ratio
Performance Based Learning Objectives comprehensive of the unit:

Lesson 1:
Given one 50-minute lesson, students will be able to identify the three main parts of
identifying the envelope; the return address, recipient’s address and stamp with a 2/3 accuracy.
Given one 50-minute lesson, students will be able to identify the four parts of a return address
with a ¾ accuracy.
with a ¾ accuracy.
Given on 50-minute lesson students will be able to identify the placement of a stamp with a
100% accuracy.
Lesson 2:
Given 50 minutes of instruction students will be able to identify the 5 parts of writing a letter
(date, salutation/greeting, body, closing, signature) with a 4/5 accuracy.
Given 50 minutes of instruction students will be able to identify the 5 correlating picture cues
(date, salutation/greeting, body, closing, signature) of writing a letter with a 4/5 accuracy.
Lesson 3:
Given 50 minutes of instruction students will be able to identify the 5 key parts of writing a
letter with a 4/5 accuracy.
Given 50 minutes of instruction students will be able to identify the key parts in addressing an
envelope with 100% accuracy.
Given 50 minutes of instruction students will be able to demonstrate in their own writing the 5
key parts of writing a letter with a 4/5 accuracy.
Lesson 4:
Given 50 minutes students will be able to identify the five parts of writing a letter with 5/5
accuracy.
Given 50 minutes students will be able to demonstrate the five parts of writing a letter by
writing a letter with a 5/5 accuracy.
Given 50 minutes students will be able to write their final draft of a letter using their rough
draft with a 4/5 accuracy.
Lesson 5:
Given 50 minutes of instruction students will be able to complete the proper steps in folding a
letter (lay paper flat, fold in thirds, crease nicely, place in envelope) with a ¾ accuracy.
Given 50 minutes of instruction students will be able to complete their final drafts of a letter,
using all five steps (date, salutation/greeting, body, closing, signature) to create a letter with a
4/5 accuracy.
Guiding Questions:
- What is the importance of addressing an envelope?

- What is the importance of writing a letter?
- What is the importance of folding a piece of paper to fit into an envelope?
- How do we know what information to write on an envelope?
- How do we know what the key parts of writing a letter are?
Knowledge of Students:
I have been given permission to not incorporate Martin into this Unit Plan.
Knowledge of Students:
- Students are in the 6th grade and have expressed a lot of interest in learning how to
address an envelope as well as writing a letter.
- Stacey will be needing the most accommodations and assistance in completing this
unit; she has very low writing and reading skills.
- Ismael is an ELL learner, who has just recently started to engage more with his peers
and teachers based on a specific writing assignment which was writing a letter. He will
be great help to his peers during this unit.
- Victor and Amora typically get “bored” during lessons and schoolwork, but because
they have showed lots of interest in writing letters, they should not get “bored”.
- Victor does not usually get along with peers, so I know that having students working
together and having small group discussion may be challenging for him.
How do you know about the students?
- Students benefit best from having repetitive instruction and practice. The method of: “I
do, We do, You Do” is the most successful.
- Students have showed great interest in learning how to address an envelope as well as
writing a letter. Especially since Ismael completed writing a letter in another class,
students have become more interested in writing a letter and sending mail.
How has your knowledge of your students shaped this unit plan?
- I know that students are interested in this topic, therefore I have made the lessons
within the unit engaging, age-appropriate, and fun.
- I know that Stacey will struggle the most in writing and completing this unit, but I have
provided accommodations and extra time for the unit.
- I know that Amora and Victor typically get “bored” during lessons, but because they
have shown lots of interest, they should not get bored.
Bibliography of Resources:
(n.d.). Retrieved November 14, 2020, from https://www.google.com/search?q=addresses
(n.d.). Retrieved from https://www.youtube.com/watch?v=Ru50Zz6lnT8
(n.d.). Retrieved from https://www.youtube.com/watch?v=y2d-0dIimgY
Notes:
Regarding the Summative Assessment:
 Alignment: comprehensive of the unit’s guiding questions, standards, and objectives
 Design: chosen format is appropriately authentic and rigorous, looks professional, and
is ready for student implementation
 Criterion: clear, appropriate, and measurable; and answer key and/or rubric is included
with a “minimum cut score” indicated
The summative assessment will be given to all students after the five-day, five lesson plan
unit.
The summative assessment will be read aloud to Stacey, she will also receive extra time to
complete the summative assessment.
The summative assessment is assessing students on their capability to address and envelope,
write a letter, and fold a piece of paper, specifically a letter into a business sized envelope.
Regarding Conventions:
 Professionalism is reflected in accurate spelling, capitalization, punctuation,
paragraphing, and sentence structure.
EDU372- Lesson 1
Content Area: Special Education, Functional Skill, MS Resource Room
School: ….
Lesson Title: Writing an Envelope!
Time: 50 minutes
Michigan Academic Standards: (include code and standard)
EE.W.6.2. a: Write to share information supported by details: A. Introduce a topic and write to
appropriate.
Performance Based Learning Objectives:
Given one 50-minute lesson, students will be able to identify the three main parts of
identifying the envelope; the return address, recipient’s address and stamp with a 2/3 accuracy.
with a ¾ accuracy.
with a ¾ accuracy.
Given on 50-minute lesson students will be able to identify the placement of a stamp with a
100% accuracy.
Materials: (Low tech, including number needed)
Teacher:
- Pre- Lined Envelopes for Students (10)
- Large Template Envelope (1)
- Green, Blue, Orange Writing Utensils (30)
o crayons, markers, colored pencils
- Real Stamps
- Stickers (10)
- Pre-Written Addresses
- Special Bag for pre-written addresses
- Checklist of Steps (10)
Students:
- Pencil
Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning o FM system
technologies o Other______________
o Webcam
Bibliography/References: (in APA format)

(n.d.). Retrieved November 14, 2020, from https://www.google.com/search?q=addresses
Prior Learning Connections: (Background knowledge support)
- This is an introductory lesson. Students will be learning how to properly address an

envelope, identifying the three main parts of addressing an envelope, and practicing
writing the three main parts of an envelope.
- Students have showed interest the past couple of weeks in wanting to learn how to
address envelopes and how to write a letter. Each student has at least received one
piece of mail from someone during their life; either a family member, friend, or
from the school.
- Because some students may not know their personal home address, or might not
have a permanent home address, I have made sure that student’s will be using the
school’s address when labeling the return address.
Differentiation/accommodations:
- Students who are visual learners, their needs will be met by seeing the color
coordination with the key parts of addressing an envelope. There will also be the
completed “template” of how to properly address an envelope.
- Students who are auditory learners, their needs will be met by hearing me (the teacher)
repeat and reinforce the key parts of addressing an envelope. Specifically, with the
colors and reinforcing the placement of each part- for each line on the addressed
envelope.
- Students who are kinesthetic/ tactile learners, their needs will be met by using the
different colored markers and correlation of the colors with the key parts in labeling the
envelope and properly addressing the envelope.
- All students will be provided with their own piece of paper of a color coded “check-
list” on key information in addressing an envelope.
- Stacey will have to highlight the specific parts of the already addressed envelope. (I
will write down their drawn address on their envelope.)
- Other students will be provided with the appropriate writing utensil (and color) based
on their fine motor skills.
Special Concerns (including medical, behavioral, and/or environmental):
There are no medical concerns for this lesson.
The behavioral concerns for this lesson include:

- Victor’s Emotional Impairment and ability to stay on task during the instruction of the
lesson. Another concern for Victor is for him not wanting to engage or talk with peers
during small group discussion.
- Amora and Victor’s behavior to stay engaged and to not get “bored”.
There are no environmental concerns for this lesson.
Assessment:
Formative:
- Students will brainstorm with a partner their predictions of three key parts of an
envelope by looking at the provided picture. FA
- Check for understanding. Repetitively asking the students which part of addressing an
envelope. Specifically repeating the return address, recipient, and stamps. FA
- Students will independently write an individual’s address and their return address
correctly on an envelope. FA
Summative: Students will complete their Summative Assessment after the five-day
unit is completed.
During Lesson: (General guidelines for the lesson; your plan/ “script” begins under Part
1)
- Provides multiple instructional strategies including technology:
A. to help students develop an understanding of content areas and their
connections
B. to build skills to apply knowledge
- Provides clear understanding of the concepts, tools of inquiry, and structures of the
discipline
- Demonstrates clear understanding of content knowledge for teaching across curricular
content areas
- Displays clear understanding of the aspects of UDL by providing information in
multiple formats, multiple ways to respond, and multiple ways to engage.
Part 1: Engagement/Warm-up: (10 minutes)
“Good morning students! Today we are going to be starting a new unit, during the next five
days we will be learning how to address and envelope, write a letter, and more! To begin, in
your small groups I want you to discuss the four questions I have written on the board!”
Already written on the white board will be the following questions. Allow time for students to
write out and discuss these questions:
A. Why is mail important?
B. How can we correctly identify mail?
C. Who are some people we typically send mail to, or why?
D. What is the importance of sending mail, writing a letter, communicating with
people?
“I’ve heard some great discussion, who wants to share-out with the class their answers to these
questions.” Allow time for students to share-out with the whole class.
Transition: (This is a bridging statement or question to help students connect what

occurred during Engagement to what will occur during Instruction/Exploration. It is
NOT a direction or instruction.)
- Students what are some things you are most excited about for this unit?
- I am most excited to write a letter!
Part 2: Instruction/Exploration: (30 minutes)
“Today we will be working on addressing an envelope, we will be learning and working on

the key parts of labeling an envelope(s).”
- Each group will have a picture of the same addressed envelope. Pass these out to each
group.
- “The piece of paper that I just passed out is a picture of an addressed envelope. I want
you to discuss with your shoulder partner and look at the picture of the addressed
envelope. After looking at the pictures, I want you to write down your predictions of
key information about the addressed information on your white boards.”
- “So, with your shoulder partner you are looking at the picture and writing down
predictions of key information.”
A. Students will have enough time to discuss, predict, and identify and write down
what parts of an envelope are KEY PARTS. FA
- Share Out: “I have heard some great discussions, now it is time to share-out. Students
what are some of your predictions and observations of the addressed envelope? I want
to hear your key parts and notes from your white boards.”
A. Allow time for all students to respond and share their key parts. When students
share their key parts, I (the teacher) will repeat what they have shared. For
example, if a student has shared that they see a stamp on their addressed
envelope, say something like, “Yes, there is a stamp on the top right corner of
the addressed envelope!”
- “Great predictions! Today I have brought with me a special envelope that we get to
work with for learning how to address an envelope! This is going to be our template for
addressing envelope. I have brought in some prewritten addresses and placed them in
this special bag. I am going to draw a random address from my pile, and we are going
to address an envelope together!”
- Below is the checklist of key parts that will be displayed on the white board. These will
be helpful in the students completing instruction of addressing an envelope. Students,
Ismael and Stacey will be able to constantly refer back to the steps and correct
spelling.
- Person Receiving Mail Information

A. Recipients first and last name- line one
B. Recipients street address- line two
C. Recipients city, state- line three
D. Recipients zip code- line four
- YOUR/ SENDER’S return address

A. Your first and last name- line one
B. Your street addresses- line two
C. Your city, state- line three
D. Your zip codes- line four
- Stamp placement- top right corner
- “Students, looking at our special address list on the board and comparing this list to our
picture of our envelope: What information goes in the lower, middle part of the
envelope?” Point to the blank lower middle part of the template envelope. Allow
students time to think and respond.
- “This is where the recipient’s information goes, it goes on the lower, middle part of the
envelope. Let’s look at or list to help us identify the key parts! We are going to use the
color green to write the recipient’s information on our template envelope.”
- “From our context clues and looking at our addressed envelope picture on our tables:
What information goes on the first line specifically for the recipient’s information?”
(Have students respond with, First and Last Name- write down on template.)
Which part goes on the second line?” (Students respond with, Street Address- write
down on template.)
Which part goes on the third line?” (Students respond with, City, State- write down on
template.)
Which part goes on the fourth line?” (Students respond with, Zip Code- write down on
template.)
 First Name, Last Name

 Street Address: Number, Street Name, Label (Ave., St., Rd., Hwy.)
 City, State (write it out or abbreviation)
 Zip Code
- “Now we have two empty spots left to fill-in on our envelope. I want you to look at the
empty top left corner. Based on the context clues and picture of your addressed
envelope, what information do you think goes here?” Allow time for students to think
and respond. Students should respond with the return address.
- “Correct! The information that goes in the top left corner is the return address!
Everyone will be writing the school’s address for their return address. Using the color
orange, I will write the return address information on the envelope!”
- “What information goes on the first line specifically for the return address?” (Students
respond with, First and Last Name- write down on template.)
- “Which information goes on the second line?” (Students respond with, Street Address-
write down on template.)
- “Which information goes on the third line?” (Students respond with City, State- write
down on template.)
- “Which information goes on the fourth line?” (Students respond with Zip Code-write
down on template.)
 My First Name, My Last Name

 My Street Address
 My City, State
 My Zip Code
- “Now that we have filled in the recipient’s address, and the return address, what is our
missing piece of information? I will give you a hint, it goes in the top right corner.”
Point to the top right corner and allow time for students to think and respond.
- “The information that goes in the top right corner is, the Stamp!
- Now, I have brought in some real stamps to show you, but because they cost money, I
will be placing a sticker as a replacement of the stamp on the envelope template.”
 “The Stamp is always placed on the top right corner of the envelope!
Where is the stamp always placed?”
 Students should respond with the top right corner. I am asking
the question again for repetition and so that students remember!

occurred during Instruction/Exploration to what will occur during After Lesson. It is
- What is your favorite part of addressing an envelope? Students what are some reasons
we need to have addresses, specific information on envelopes, etc.?
Part 3: After Lesson: (10 minutes)
- “Great work students! Now we are going to put into practice what we just completed!
You can use the template envelope we just completed to help you address your
envelopes!
A. Stacey will have to highlight the specific parts of the already addressed
envelope. (I will write down their drawn address on their envelope.)
- “Make sure to start with your green information- the recipient’s information. Then fill
in your orange information- the return address (your) information. Finally, to finish
addressing the envelope, fill out the blue area- the placement of the stamp!”
- “You will draw an address from the bucket and then you will take that information and
address your own envelopes.”
- Have students draw an address at random out of a bucket, addresses provided below.
Students will also be provided with stamps that have pre drawn lines to write on in the
correct area of the envelope. This is provided for all of the students.
- Whichever address they pull out of the bucket they will label that address on their
envelope, as their exit ticket! FA
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER
implementation of the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are
present and accurately articulated
Strengths of the Lesson:
Areas for Growth:
Focus for next lesson: (should align with Areas for Growth)
MATERIALS
“Bucket” Addresses for Exit Ticket:
Gregg Jones
John Smith
56 E. Michigan Ave.
456 Broad Street
Adrian, MI 49221
Adrian, MI 49221
Melissa Sanchez
Emily Winter
415 S. Main Street
23 W. Beecher Street
Adrian, MI 49221
Adrian, MI 49221
Raymond Williams Bryan Thomas

520 Lakeview Ave. 316 S. Broad Street
Adrian, MI 49221 Adrian, MI 49221
Partner Discussion Picture
https://www.google.com/search?
q=addresses&tbm=isch&chips=q:addresses,g_1:envelope:4FUd27P_6AA
%3D&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ved=2ahUKEwjQ-
_nN5oLtAhVQcqwKHRf5ASYQ4lYoAXoECAEQFw&biw=1309&bih=717#imgrc=-
_GDTta5ad7G2M&imgdii=UTyloAqhiDd3CM
Checklist
- Person Receiving Mail Information
A. Recipients first and last name- line one
B. Recipients street address- line two
C. Recipients city, state- line three
D. Recipients zip code- line four
- YOUR/ SENDER’S return address

A. Your first and last name- line one
B. Your street addresses- line two
C. Your city, state- line three
D. Your zip codes- line four
- Stamp placement- top right corner

EDU372- Lesson 2

School: ….
Lesson Title: Introducing, How to Write a Letter!
Time: 50 minutes
appropriate.
Given 50 minutes of instruction students will be able to identify the 5 parts of writing a letter
(date, salutation/greeting, body, closing, signature) with a 4/5 accuracy.
Given 50 minutes of instruction students will be able to identify the 5 correlating picture cues
(date, salutation/greeting, body, closing, signature) of writing a letter with a 4/5 accuracy.
Teacher:
Lined piece of paper
Picture Cues- 5 Steps to Writing a Letter
Matching Activity - 5 Steps of Writing a Letter (5 copies)
- One copy specifically for Victor
Students:
White Boards
White Board Markers
o Webcam

This lesson is both an introductory and reinforcement lesson. This lesson is an introductory
lesson about the specific steps that are needed to write a letter. This is a reinforcement lesson
because students are familiar with addressing envelopes from their previous lesson.
In order to prepare students for this lesson:
- Students have expressed their interest in wanting to learn how to write a letter.
Students have previously worked on addressing envelopes. Students have already
practiced addressing envelopes from the lesson they completed yesterday.
- I have found an engaging and informative video for students to watch and learn how to
remember and write a letter.
- One student, Ismael has specifically shown interest and growth in his English skills by
having had recently wrote a letter to his girlfriend from back home in another class.
- Students who learn best by visuals their needs will be met by the different picture cues
in relation to the five steps of writing a letter. They will also benefit from watching the
“How to Write a Letter” video. The picture cues are the same/ very similar to the
pictures from the video.
- Students who learn best by audio their needs will be met by listening to the video
shown explaining the five parts of writing a letter. The students will also benefit from
hearing the repetition/ repetitiveness of the five parts of writing a letter as I (the
teacher) explain/ re-explain with the picture cues.
- Students who learn best by kinesthetics/ tactile their needs will be met by completing
the activity of ordering the picture cues. Students will be able to physically order the
picture cues to match the correct order of the five parts of writing a letter.
- Students who have lower fine motor skills will be able to manipulate the picture cues
because they are large enough to pick up and they have been printed on cardstock.
- While students complete their exit- ticket are allowed to use the picture cues and their
address checklist from yesterday to complete the exit ticket.
- Victor may not want to participate in a small group activity with his peers. I have
made an extra copy for him to complete independently if he is not succeeding in small
group work.
- Victor staying on task and being engaged throughout the lesson. Another concern is
that Victor will not work with peers during the matching activity.
- Amora and Victor’s behavior to stay engaged and to not get “bored”.
Assessment:
Formative:
- Checking for understanding: Students will be asked to show me with a 1,2,3.
o 1- I understand, 2- I kind of understand, 3- I do not understand. FA
- Asking students to give me a thumbs-up when completed in small groups FA
- Students will complete the worksheet fill in the blank with the 5 steps in writing a
letter. FA
unit is completed.
1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their
connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the
discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular
content areas
 Displays clear understanding of the aspects of UDL by providing information in

The following questions are written and displayed on the white board. I (the teacher) will ask
students to independently write down on their white boards their answers to the following
questions.
- “Good morning students! To start we are going to review the parts needed for
addressing envelopes. Students let’s look at the questions on the board and answer
them in small groups.”
o Questions displayed on the white board:

 What are the main parts of addressing an envelope?
 Who might we send mail to?
 What goes inside of the envelope?
- “Great discussion students, now we are going to watch an informative video. During
the video we are going to learn about the key points of writing a letter. Let’s focus our
attention towards the video.”
o Link: https://www.youtube.com/watch?v=y2d-0dIimgY

“What did you like about the video? What do you think is the most important information?
Today we are going to work on learning the five key steps that are needed in order to write a
letter to. I want you to think, what are some important steps/ key points to writing a letter?”
“Students, I want you to put your thinking caps on and try to remember, what are 5 main parts
of writing a letter that we learned from the video?” Allow students to respond with the date,
salutation/greeting, body, closing and signature.
“That correct, the five main parts of writing a letter include; the date, salutation/greeting, the
body, closing, and signature. Here is an overview of what we are going to today: practice the
five key parts of writing a letter, working in small groups, and writing a letter as a class!”
Small Group Matching Activity
I am aware that Victor may not want to participate in a small group activity with his peers. I
have made an extra copy for him to complete independently if he is not succeeding in small
group work.
- “First, I want you to break into your small groups. In your small groups you have been
given 5 pictures, and 5 words the correlate with the 5 steps of writing a letter.
Together, I want you to place the correct word next to the correct picture cues for the 5
steps of writing a letter.”
- “When you have completed this matching activity, give me a thumbs up!” FA Students
will then work in small groups to match and order the 5 steps in letter writing.
Let’s check our answers!
- Students what is our first step? Allow time for students to share answers, follow- up
with, “Yes! Our first step is: write the date. You should have the word date and the
picture of the calendar first.”
- Students what is our second step? Allow time for students to share answers, follow- up
with, “Yes! Our second step is: write the salutation/ greeting. You should have the
word salutation/ greeting and the picture of a hand waving second.”
- Students what is our third step? Allow time for students to share answers, follow- up
with, “Yes! Our third step is: write the body. You should have the word body and the
picture of a clipboard checklist third.”
- Students what is our fourth step? Allow time for students to share answers, follow- up
with, “Yes! Our fourth step is: the closing. You should have the word closing and the
picture of your friend, (comma) fourth.”
- Students what is our fifth step? Allow time for students to share answers, follow- up
with, “Yes! Our fifth step is: signature. You should have the word signature and the
picture of your friend (comma) with a pen fifth.”
- “Great work students! Now that we are becoming more familiar with the five steps to
writing a letter, we are going to write a letter together, as a class!”
The document camera will be on with a paper for brainstorming, a blank piece of paper for
the letter, as well as a strip of paper to place the picture cues in order underneath the
document camera.
o Students will then as a whole group/ class work together to write a letter to
someone we ALL know; like the principal! As students are writing the letter, we
will continue to go over the steps and each part of writing a letter.
o If Ismael is engaged, he will be able to help explain and give more examples
from his personal experience in writing a letter.
- “To prepare for writing a letter, we need to brainstorm our ideas! Our brainstorming
should include who we want to write a letter to, and what topic our letter is going to be
about. So, students, let’s have a discussion. Who do we want to write our letter to, and
what do we want our letter to be about?” Allow time for students to brainstorm who
they want to write their letter and topic for their letter. As we are discussing topics, I
(the teacher) am writing down the brainstorming on a piece of paper underneath the
document camera.
- “Next, we need to decide what type of audience our letter will be for? So, what type of
audience is our letter being addressed to, informal or formal? Allow students to discuss
what type their audience is for the letter. Based on their chosen audience place that
picture cue on the strip of paper underneath the document camera.
1. “We have done our brainstorming decided our audience, what is our next step?” Allow
students to think and respond with the date. “Correct, students what is today’s date?
Remember we need to put the date on the top right part of our paper.” Allow students
to answer, I will write the date down on the piece of paper under the document camera
and place the date picture cue card next to the informal/formal picture cue cards.
2. “Students, what is our next step after we write the date?” Allow students time to think
and respond with salutation/greeting. Using the picture cue card of
the hand and place it after the previous two picture cue cards.
o “How do we write our salutation/ greeting in a letter?”
Allow students to respond with, Dear __________,
“Remember we need to put a comma after the audience’s
name!”
o Write Dear_________, on the piece of paper.
3. “Students we have our audience, date and salutation. What is the next step?” Allow for
student to respond with we need to write our body, and that it
needs to be in sequential order. Place the picture cue card
of the checklist after the salutation picture cue card on the
white board.
a. “Remember when we are writing our body in our
letter is to communicate, share our ideas, or feelings
with our audience. We need to use complete
sentences, stay on topic, and in sequential order!”
4. “Students, what is our next step?” Allow students to

answer with the closing. “Correct, we are to close
our letter with; sincerely, your friend, love, etc.”
Place the picture cue of Your Friend, on the white
board.
5. “There is one final step for writing our class letter!

What is our last step?” Allow students to respond
with our signature. “That’s right students, we have to
sign our names with our signature!” Place the picture cue with Your Friend and a pen
at the end of the picture cues.
“Great work students, now I want you to show me using your fingers; 1,2,3 how well you
understand the five steps of writing a letter.”
- Show me a 1, if you think, ‘Yes, I understand how to write a letter!’ Show me a 2- if
you think, ‘Yes, I kind of understand how to write a letter!’ Show me a 3- if you think,
‘No, I do not understand how to write a letter.’ FA
- Awesome students, thank you for being honest. Tomorrow we are going to be writing
our own personal letters to whomever we want! So, I want you to be thinking of who
and what you want to write your letters about!”
What would it be like if the only form of communication we had, today in 2020 was indeed
letter writing? How would people respond to each other, know about each other?

Exit Ticket:
“Before you leave students, I want you to complete the exit ticket. I want you to write and
match the correct words with the correct picture cues that relate to the 5 steps of writing a
letter!” FA
Stacey will be able to complete this because there is a provided word box and she will be
given enough time to complete the exit ticket.
Word Bank
Signature
Body
Closing
Date
Salutation/Greeting

Areas for Growth:
Matching Activity for Students!
Date
Salutation/
Greeting
Body
Closing
Signature
Picture Cues: Type of Audience
(formal/informal)
Picture Cue: Date
Picture Cue: Greeting/

Salutations
Picture Cues: Body
(Communication, feelings, ideas)

Picture Cue: Body in Order
Picture Cue: Closing
Picture Cue: Signature
Exit Ticket: Fill in the

blank.
Word Bank
Signature
Body
Closing
EDU372- Lesson 3
Date
Teacher Candidate’s Name: Marysa Prettyman Salutation/Greeting

School: ….
Lesson Title: Students, Let’s Write a Letter!
Time: 50 minutes
appropriate.
Given 50 minutes of instruction students will be able to identify the 5 key parts of writing a
letter with a 4/5 accuracy.
Given 50 minutes of instruction students will be able to identify the key parts in addressing an
envelope with 100% accuracy.
Given 50 minutes of instruction students will be able to demonstrate in their own writing the 5
key parts of writing a letter with a 4/5 accuracy.
Teacher:
- Picture Cues for 5 steps in writing a letter. (10)
- Checklist to place picture cues on the whiteboard. (1)
- Example of class letter from previous lesson. (1)
- Classroom resource(s) of graphic organizers.
Students:
- Writing Utensil
- Writers notebooks
o Webcam

- This is a reinforcement lesson. The students were introduced to the five steps of
writing a letter in yesterday’s lesson. Students will continue to review and practice
the different key parts of addressing an envelope as well as writing a letter.
- In order to prepare students, they have spent the past two days watching modeling,
hearing repetition and practicing the guidelines of addressing an envelope as well
as writing a letter.
- Students have continued to show their interest and excitement of writing and
addressing an envelope.
- Students have been practicing and becoming more competent in their knowledge
and skill set of writing a letter and addressing an envelope.
o This is because I (the teacher) have spent two days of instruction and
modeling the expectations and guidelines of how to address an envelope
and writing a good letter.
- One student, Ismael has specifically shown interest and growth in his English skills
by having had recently wrote a letter to his girlfriend from back home in another
class.
- Students who learn best visually their needs will be met by the template being
created as a whole group. The picture cues from the previous day will also be
available and displayed on the white board- each student will also have their own
copy. Another visual that will be provided for the students is a template of the letter
completed as a whole group from the previous day.
- Students who learn best auditorily will be met by the repetition of hearing what the
five steps of writing a letter, specifically being repeated in order by me (the
teacher).
- Students who learn best kinesthetically/ tactile, their needs will be met by
physically completing and writing a letter. Completing the five necessary steps to
writing a letter.
- Students who need more time/ extended time to process information will have had
a pre-conference with myself about: who they want to write their letters to as well
as their topic of their letter. (Stacey)
- Students with lower level of writing are given a template to complete their letter
writing. (Stacey)
- Students who struggle with organizing their thoughts will have access to the
classroom materials of with graphic organizers.
- Students with lower leveled writing skills are given a template to write their letter.

- All students not staying on task and focusing on their own letter writing for their
worktime.
- Victor and Amora becoming “bored” while continuing to be working on writing
letters.
Assessment:
Formative:
- Students are able to draft and identify the five steps to writing a letter throughout
the instruction part of the lesson. The students will have picture cues to help them
identify and complete their draft writing of a letter. FA
- Students will write on a scale from 1-5 how confident you are in understanding the
letter writing process. 1= struggle, 2= barely understand, 3- kind of understand/
kind of do not understand, 4= almost understand, 5=easy FA
Summative:
Students will complete their Summative Assessment after the five-day unit is
completed.
1)
connections
discipline
content areas

Already written on the whiteboard, will be the following questions. Students will have time to
discuss the following two questions:
o “What are the key parts of addressing an envelope?”
 Stamps, Return Addresses, Recipient Addresses
o “What are the five key parts of writing a letter?”
 Date, Salutation/ Greeting, Body, Closing, Signature
- “Students we are going to work on drafting our letters today. Before we start
drafting, we need to work on brainstorming and place our ideas! We can do this in
our writer’s notebooks. Go ahead and get your writers notebooks out and turn to a
blank page.” Allow time for students to complete this task.
- “Referring back to yesterday, who did we write our letter to, and what was our
topic? We are going to be using our writers’ notebooks to complete our
brainstorming and ideas of people we want to write a letter to as well as our topics
for our letter.”
- “Remember that whomever we are writing to we need to remember if they are

considered informal or formal. Students what is the difference?” Allow students to
explain that an informal letter is to a close friend or family member and a formal
letter is to someone we don’t really know, or of high importance.
- “Great memory! Now I want you to spend some time brainstorming different
individuals you would like to write a letter to, as well as a correlating school
appropriate topic.” Allow time for students to brainstorm.
Students who need more time/ extended time to process information will have had a pre-
conference with myself about: who they want to write their letters to as well as their topic of
their letter. (Stacey)
Students with lower level of writing are given a template to complete their letter writing.
(Stacey)

“I hope you all are as excited as me to start writing our letters! Who did you pick, and how are
you going to start your letter? “

- “Great brainstorming everyone! Now it is your turn to write a letter to someone
who you wrote down on your brainstorming list. I want you to circle your favorite
and personal best lead for the letter you are writing.” Allow students to circle their
chosen person and topic for their letter.
- “Who wants to share who and what they are going to write in their letter?” Allow
students to share out with the class.
- “Great ideas, now we need to start our letter writing. What is our first step?”
STEP #1: Date FA
- “What is today’s date? Where can we look? In what spot on our letter will we need
to write our date?”
o Allow time for students to respond and look around classroom.
o Prompt students with picture cue of the calendar.
o Students will write the date down on their letters.
o “Great, our date is November ______, 2020.”
o “Write down the date on your rough draft of the letter.”
STEP#2: Greeting/Salutation FA
- “What is our 2nd step? How do we know? What is the KEY part in our 2nd step?”
o Allow students to respond with Greeting/Salutations
o Prompt students with picture cue of the hand.
o Students will write down their favorite greeting/ salutation.
o “Remember, our salutation/greeting from yesterday was Dear________,”
o “We always need to have a comma after the individual’s name!”
o “Write down your chosen greeting/salutation, don’t forget to add your
comma!”
STEP #3: Body FA
- “What is our 3rd step to writing a letter? We have our date, our greeting, what is
next?”
o Allow students time to respond with the body (which is the subject) of our
letter comes next.
o Prompt students with the picture cue of the checklist.
o Remind students, “Remember that our body of our letter needs to go in
sequential order.”
o “Now it’s your turn to write your body! I am going to allow you 10 minutes
to write your body of the letter.”
Step #4: Closing FA
- “What is our 4th step to writing a letter? We have our date, our greeting, the body-
which is in sequential order, what comes after?”
o Allow students to respond with, the closing.
o Prompt student with picture cue “Your Friend,”
o Remind students, “Remember our closing from yesterday’s letter was….
Sincerely,”
o “Write down your chose closing, don’t forget to add a comma at the end!”
Step #5: Signature FA
- “What is the final step in writing a letter?”
o Allow students time to answer/respond with; our signature.
o Prompt student with picture cute, “Your Friend, picture of pen”
o “Remember we want our signature to also be legible!”
o “Write/ sign your letters!”
What has been the best part about writing the letter? What has been the worst/ most
challenging part?

“Before you leave from class, on your rough drafts I want you to write on a scale from 1-5
how confident you are in understanding the letter writing process. 1= struggle, 2= barely
understand, 3- kind of understand/ kind of do not understand, 4= almost understand, 5=easy”
FA
- “Once you have rated your understanding and wrote that rating on your letters, I
want you to leave your drafted letters with me so that I can look over them. We will
be making edits during class time tomorrow.”
- “Do we have any volunteers that want to share their letters?” Allow time for
students to share.
Areas for Growth:
Picture Cue: Audience
Picture Cue: Date
Picture Cue: Greeting/

Salutations
Picture Cues: Body
(Communication, feelings, ideas)

Picture Cue: Body in Order
Picture Cue: Closing
Picture Cue: Signature
EDU372- Lesson 4

School: ….
Lesson Title: Students, Let’s Write a Letter!
Time: 50 minutes
appropriate.

Given 50 minutes students will be able to identify the five parts of writing a letter with 5/5
accuracy.
Given 50 minutes students will be able to demonstrate the five parts of writing a letter by
writing a letter with a 5/5 accuracy.
Given 50 minutes students will be able to write their final draft of a letter using their rough
draft with a 4/5 accuracy.
Teacher:
- Final Letter Copy of Paper (10)
Students:
- Writing Utensils
- Draft of Letters
technologies o Other:
o Webcam

N/A

- This is a reinforcement lesson as well as a mastery lesson. This is a reinforcement
for students to continue practicing the five parts in writing a letter. Students will
continue to work on their rough drafts and final drafts of their letters.
- This is a mastery lesson where students will be able to demonstrate their
knowledge of the key parts of addressing an envelope.
- In order to prepare students for this lesson students have been working on
identifying and practicing the five parts of writing letters.
- These students will be able to write their own letters with all of the five main parts
based on the practice as a whole group and instruction from the previous two days.
- Ismael has previously written a letter; therefore, he will be able to help his peers
with their letter writing skills.
- Students whose needs are met best by visuals will have the visual template of the
already completed letter template. Another visual will be the template of the letter
completed as a whole group from the previous day.
- Students whose needs are met best by audio are met by the repetition and the
worktime given/ one-on-one conference time to talk out/ listen to their rough draft
for their letter(s).
- Students whose needs are met best by kinesthetic learning will be met by having
the worktime to physically write out their letters. Double checking with their
picture cues, and “checklist” as to what the five key parts of letter writing include.
- Students with lower level of writing will have had a conference with me (the teacher)
for writing their letters. (Stacey)

- Students not being able to stay focused and on task while completing their independent
work of writing a letter.
- Victor and Amora being “bored” while writing their letters.
- Students not accepting help from me (the teacher) on suggestions during our one-on-
one mini conference.
Assessment:
Formative:
- Students will be able to review the five main parts of writing a letter. FA
- Students will be able to review the different key parts of addressing the envelope. FA
- Students completing their one-on-one mini conference with me (the teacher) is
allowing me to check for understanding in the five key parts of writing a letter. FA
Summative:
Students will complete their Summative Assessment after the five-day unit is
completed.
1)
connections
discipline
content areas

I will have these questions already written and displayed on the board.
“To start today’s lesson, let’s discuss these questions? After I have read the questions, I want
you to discuss your answers with a peer you usually do not talk to during this class.”
- Students what are the five parts of writing a letter? FA
- Students what are the three main parts of addressing an envelope? FA
- Students what is the easiest/ hardest part of writing a letter?
Allow time for students to complete this discussion.
What is your favorite part about writing a letter? Why?
Students with lower level of writing will have had a conference with me (the teacher) for
writing their letters. (Stacey)
- “Yesterday, we worked on writing our drafts for our letters. Today is going to be
another workday. You will be given time to continue making edits and revisions to
make your letters perfect! Remember to use your resources! You have the picture cues
and letter we wrote together as a whole to help you with writing your letters and each
other as great resources.”
- “As you are working on your revisions, I will be going around the classroom working
with you one-on-one, having mini conference to make sure you have all of your
components to your letter.”
- “Once we have had our one-on-one mini conference discussing your rough drafts, then
you are able to write your final draft!”
Allow students the rest of the instruction time to work on their letters.
Students completing their one-on-one mini conference with me (the teacher) is allowing me to
check for understanding in the five key parts of writing a letter. FA

How confident do feel in your letter? What has been the easiest learning part of writing a
letter?

- “Students you will be able to turn in your drafted letters but also if you want, you can
share with the class.” Allow students to share-out their letters.
o Formative Assessment of students turning in their final drafts.
- “Student’s, what is the most important part of writing a letter? What is the purpose of
writing a letter?”
Areas for Growth:
EDU372- Lesson 5
School: ….
Lesson Title: Finalizing Letter, Folding Letter
Time: 50 minutes
appropriate.
EE.6.RP.M.1: The student can complete a pattern given a simple ratio
Given 50 minutes of instruction students will be able to complete the proper steps in folding a
letter (lay paper flat, fold in thirds, crease nicely, place in envelope) with a ¾ accuracy.
Given 50 minutes of instruction students will be able to complete their final drafts of a letter,
using all five steps (date, salutation/greeting, body, closing, signature) to create a letter with a
4/5 accuracy.

Teacher:
- Business Sized Envelopes (12)
- Paper
o Practice Paper to fold into envelope
o Pre- Marked/ Pre- Folded practice paper
- Video
Students:
- Writing utensils- pencils
- Rough Drafted Letters
- Final Drafted Letters
o Webcam
(n.d.). Retrieved from https://www.youtube.com/watch?v=Ru50Zz6lnT8
- This lesson is a mastery and introductory lesson.
- This is a mastery lesson because students have been working on writing a letter and
addressing an envelope over the past four days.
- This is an introductory lesson in understanding how to fold a letter properly to fit

inside a business sized envelope.
- Students have showed interest and continue to show more interest over the past four
days in how to address an envelope as well as how to properly write a letter.
o Students should be very competent and confident in how to write a letter and
address an envelope.
- Students who learn best visually, their needs will be met by seeing how to fold a paper
from the video, as well as my example of folding an envelope underneath the
document camera.
- Students who learn best auditorily, their needs will be met by listening to the video, as
well as me (the teacher)- repeating the process of folding a paper to fit into the
envelope.
- Students who learn best kinesthetically, their needs will be met by physically
practicing multiple times how to fold a piece of paper to fit into an envelope.
- Students who have lower fine motor skills will be provided with pre-marked pieces of
paper. (Stacey)
The behavioral concerns for this lesson include;

- Victor and Amora might be “bored” quickly after they have finished their final drafts of their
letter and practicing folding paper to fit into an envelope.
- Students will get stressed out or angry that they are unable to fold the paper properly the first
couple of times. I (the teacher) need to remind students that it takes practice!
- Victor may not want to work with a peer during any of the small group discussions during the
class. Still allow him to listen and participate.
Assessment:
Formative:
- Student will discuss with each other the key parts in addressing an envelope and
writing a letter. FA
- “Students do you think it is easy, kind of easy, or very challenging to fold a letter or
piece of paper to fit into an envelope?”
o Show me with your fingers, 1- easy, 2- kind of easy, 3- challenging. FA
- Students will be folding their final drafted letter so that it fits into their envelope. FA
unit is completed.
1)
connections
discipline
content areas
On the whiteboard the following two questions will be written for all students to read. I the
teacher will ask, the following two questions. Victor may not want to work with a peer during any
of the small group discussions during the class. Still allow him to listen and participate.
“Good morning class, let’s find a peer to discuss our two morning questions before we start
our activity!”
- What are the key parts of writing a letter? FA

o Students should answer with: Date, Greeting/ Salutation, Body, Closing,
Signature
- What are the key parts of writing/ addressing an envelope? FA
o Students should answer with: Placement of Stamp, Return Address (MY
address), Recipient’s Address
“I want you to turn and talk with your neighbors and discuss the following question: How do
we fold our letters, or any piece of paper so that it can fit into our addressed envelope?”

Students what would happen if we did not have envelopes? How do you think we would send
mail, or what would we send mail in?
“Today we are going to start our lesson by watching a video to teach us the correct way to
write a letter.”
- Video link: https://www.youtube.com/watch?v=Ru50Zz6lnT8
o Watch Video: 1:05-2:15
“Students, what were some key parts that we should remember about folding a letter?” Allow
students to respond.
- “YES! When we fold a letter, we have to make sure we fold it into thirds. This way our
letter will fit into our envelope- because our envelopes need to be tightly sealed so that
the letters can make it to their destination.” Allow students time to practice folding
their practice papers so that they fit into the envelopes.
Students who have lower fine motor skills will be provided with pre-marked pieces of paper.
(Stacey)
- “We have been working very hard on writing out letters. So, before we fold up our
final drafted letters and place them into our envelope, we are going to practice folding
paper to fit into envelopes a few different times.”
- “Our first step in folding the letter is to lay the paper flat.” Underneath the document
camera I will have an envelope and practice piece of paper lying flat.
- “Our second step in folding a letter is to fold the paper into thirds. We first fold the
paper to the 1/3 mark on our paper. And then we fold it to the other 1/3 mark.”
Underneath the document camera I will be folding the practice piece of paper into
thirds. Modeling how to fold a piece of paper to fit into an envelope.
- “Our third step in folding a letter is to fold the paper and make sure our creases are
nice, straight, and crisp.” Underneath the document camera I will be making creased
on the practice piece of paper, making sure it will fit nicely into the envelope.
- “After we have folded a letter, we double check to make sure that the letter will fit
neatly inside the envelope. Now it is time to fold our final drafted letters to fit inside
our envelopes”
- “Now that you have seen the gentlemen in the video, and me (the teacher) fold a piece
of paper to fit into the envelope, it is your turn! Please ask a peer or raise your hand if
you are having trouble folding the paper.” Allow students time to practice folding their
papers in the following steps so that they fit into the envelopes.
- “Students do you think it is easy, kind of easy, or very challenging to fold a letter or
piece of paper to fit into an envelope?”
o Show me with your fingers, 1- easy, 2- kind of easy, 3- challenging. FA

- What kind of envelopes are there? Do you think there are different sizes? Why?
I (the teacher) will ask the following questions:
- “What and how do we fold a piece of paper to fit into an envelope?”

- “Why is this important to know how to fold a piece of paper to fit into an envelope?”
- Allow students time to answer and share out!
- “Before we fold our final draft, we need to address our envelopes for our letters. Look
at your cheat sheets to help you address the envelope. Students you will only be able to
write the return address, and the first and last name of your recipient’s address.”
- Allow time for students to write this information on their envelopes.
- “Great work addressing your envelopes. Now you can fold your final drafted letters
and put them in an envelope!” FA
- Allow time for students to fold their final drafted letters and place them into an
envelope.
- “Great work students, please hand-in your letters and tomorrow we will be taking our
assessment going over all the information related to addressing an envelope, writing a
letter, and folding a piece of paper to fit inside an envelope.”

Areas for Growth:
Name: _____________________________ Date: ____________________ Total: _______/ 42
Instruction:
For this assessment you will be completing the following three steps. I have provided you with specific
instruction, word boxes, and materials to complete this assessment.
1. Addressing an Envelope
2. Writing a Letter
3. Folding a letter to fit into the Envelope.
Part 1: Address an Envelope! 22 points
- You will be addressing an envelope to your teacher, Ms. Prettyman. Make sure to use the three-
key part of addressing an envelope; recipient’s information, return address information,
placement of stamp. You have been provided a checklist to double check all of your information.
Remember all names should be capitalized, and placements of commas are important.
- You are addressing an envelope to Ms. Prettyman. You have been given her information, make
sure it is placed in the proper order.
 49221, Ms. Prettyman, 2035 Main St., Adrian, MI
- For the stamp you will need to draw a square in the correct place.
Word Bank for Addressing an Envelope
- Recipient Address
A. Recipients First and Last Name
B. Recipients Street Address
C. Recipients City, State
D. Recipients Zip Code
- Return Address
A. Your First and Last Name
B. Your Street Address
C. Your City, State
D. Your Zip Code
- Stamp placement
Part 2: Write a Letter to Ms. Prettyman!

15 points
- Attached is a lined piece of paper for you to write a letter about any school-appropriate topic of
your choice to Ms. Prettyman.
- Don’t forget your audience for the letter should be informal or formal. Also, the body of your
letter should be a minimum of 3 complete sentences.
Checklist for Key Parts of Writing a Letter
Date
Salutation/ Greeting
Part 3: Fold the Letter!! 5 points
- Now that you have completed writing your letter you need to fold the paper and place it into your
addressed envelope.
Checklist for Folding a Letter
Step 1: Fold letter into Thirds
Step 2: Crease Paper
Step 3: Place into Envelope

Answer Key Summative Assessment
Part 1: Addressing an Envelope! 22 pts
- Recipient’s Information: 10 pts: 1 pt. placement, 5 pts capitalization, 4 pts ordering of

information
o Should be written in the middle- bottom part of the envelope. Order should be:
 Recipient’s First and Last Name
 Street Name
 City, State
 Zip Code
- Return Address: 10 pts: 1 pt. placement, 5 pts capitalization, 4 pts ordering of
information
o Should be written in the top left corner of the envelope.
 First Name Last Name
 Street Name
 City, State
 Zip Code
- Placement of the stamp: 2 pts, 1 pt. placement, 1 pt. sticking sticker on envelope.
o Stamp sticker should be placed on the top right corner of the envelope.
Part 2: Write a Letter to Ms. Prettyman! 15 points
- Date: 3 points
o Month, Date, Year
- Salutation/ Greeting: 3 points:
o Salutation/Greeting
o Comma
o Correct Audience (informal/ formal)
- Body: 5 points
o School- Appropriate Topic
o Minimum of 3 sentences in sequential order.
- Closing: 2 points
o Closing Statement
o Comma
- Signature: 2 points:
o Student’s Signature
o Correct Placement of Signature
Part 3: Fold the Letter! 5 points
- Folded Letter: 3 points

o Letter is folded into thirds
- Placed into Envelope: 2 points
o Nicely folded and placed into envelope.

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EDU372 Unit Plan

Teacher Candidate’s Name: Marysa Prettyman

Date Created: November 10, 2020

Content Area: Special Education, Functional Skills, MS Resource Room

Grade Level: 6th Grade

Unit Title: Letters, Mail, and More!

Total Time/Frequency and Duration of Lessons: 5 days of 50 minutes of instruction

EE.6.RP.M.1: The student can complete a pattern given a simple ratio

Performance Based Learning Objectives comprehensive of the unit:

- What is the importance of addressing an envelope?

How do you know about the students?

(n.d.). Retrieved November 14, 2020, from https://www.google.com/search?q=addresses

(n.d.). Retrieved from https://www.youtube.com/watch?v=Ru50Zz6lnT8

(n.d.). Retrieved from https://www.youtube.com/watch?v=y2d-0dIimgY

Date Created: November 08, 2020

Content Area: Special Education, Functional Skill, MS Resource Room

Grade Level: 6th Grade

Lesson Title: Writing an Envelope!

Performance Based Learning Objectives:

Materials: (Low tech, including number needed)

Bibliography/References: (in APA format)

Prior Learning Connections: (Background knowledge support)

- This is an introductory lesson. Students will be learning how to properly address an

Special Concerns (including medical, behavioral, and/or environmental):

There are no medical concerns for this lesson.

The behavioral concerns for this lesson include:

There are no environmental concerns for this lesson.

Part 1: Engagement/Warm-up: (10 minutes)

Transition: (This is a bridging statement or question to help students connect what

“Today we will be working on addressing an envelope, we will be learning and working on

- Person Receiving Mail Information

- YOUR/ SENDER’S return address

- Stamp placement- top right corner

 First Name, Last Name

 My First Name, My Last Name

Transition: (This is a bridging statement or question to help students connect what

Part 3: After Lesson: (10 minutes)

Strengths of the Lesson:

Areas for Growth:

“Bucket” Addresses for Exit Ticket:

Raymond Williams Bryan Thomas

- YOUR/ SENDER’S return address

- Stamp placement- top right corner

Teacher Candidate’s Name: Marysa Prettyman

Bibliography/References: (in APA format)

(n.d.). Retrieved from https://www.youtube.com/watch?v=y2d-0dIimgY

Prior Learning Connections: (Background knowledge support)

Part 1: Engagement/Warm-up: (10 minutes)

o Questions displayed on the white board:

Transition: (This is a bridging statement or question to help students connect what

4. “Students, what is our next step?” Allow students to

5. “There is one final step for writing our class letter!

Part 3: After Lesson: (10 minutes)

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER

Picture Cue: Date

Picture Cue: Greeting/

(Communication, feelings, ideas)

Picture Cue: Signature

Exit Ticket: Fill in the

Teacher Candidate’s Name: Marysa Prettyman Salutation/Greeting

Bibliography/References: (in APA format)

(n.d.). Retrieved from https://www.youtube.com/watch?v=y2d-0dIimgY

Prior Learning Connections: (Background knowledge support)

Special Concerns (including medical, behavioral, and/or environmental):

Name: _______________ Date: Total: _/ 42