ESE Program – LESSON PLAN FORMAT

Name: Hayley Davidson Date: 3/30/23

Class Description: high school; language arts class

Content Area: Writing

IEP Connection and Relevant Florida Standards (include Access Points if applicable): IEP GOAL: Student will compose a friendly letter or thank you note
complete with date, salutation, body, and appropriate closing with minimal prompting with 80% accuracy in 4 out of 5 trials.
Brief description of instruction: Students will be working on writing personal letters. We are working on this because personal letters are written to inform, to
keep in touch, to share, and to persuade the person you’re writing too. It is an important because this process gives the student the opportunity to express
themselves in a structured way.

Rationale: “It's a great way to get students using the writing process in an authentic way, and it can help them build empathy as they connect with those they
write to”

Objective(s) Lesson Sequence Assessment Materials Needed

Student will:
Introduction  Ask the students to complete the  Worksheets
Students will be able to organize, Letter Writing Match-Up  Pencil
plan, and write friendly letters. worksheet.   Chart Paper
 Invite students to
   participate in a  Markers
Check to see that students are  Calm Classroom book
brainstorm about when organizing their letters and
they might write a labeling letter parts correctly.
friendly letter. (For
example, they might
write a letter to a pen
pal, write to a
grandparent or other
relative, or write to a
friend who has moved
away).
 Tell the students that
they are going to be
learning more about how
to organize a friendly
letter, including how to
write an address in a
 ESE Program – LESSON PLAN FORMAT

friendly letter.

Teacher modeling 

 Using a concrete
example from the school
that students can relate
to (such as writing to
another teacher or the
principal), model the
process of constructing a
friendly letter on chart
paper that includes the
following parts: heading,
greeting, body, closing,
and signature.
 Label each part of the
friendly letter in a
different color.
  Outside of the different
parts of the letter, give
examples for other ideas.
For example, the closing
of a letter does not
always have to end in the
word "sincerely. “Other
types of closings could be
used. 
 Draw students’ attention
to the address and date
found in the heading,
where commas are
included. 

Guided Practice

 Assign each student to a

partner.
 ESE Program – LESSON PLAN FORMAT

 Ask the students to use

the modeled form to
construct a friendly letter
to their partner.
Brainstorm topics that
they can include in their
letter, including a
discussion about favorite
hobbies or questions for
the other person.
 After all students have
finished writing their
friendly letter, distribute
a colored pencil to each
student and have them
switch letters with their
partner. 
 Ask the students to label
the parts of their peer's
letter and to make
suggestions.
 Give the students time to
participate in a peer
review of their work.
 As students work,
circulate around the
room and check to see
that the students have
correctly constructed and
labeled their letters.
Provide additional
prompting and guidance
as needed.

Independent

 Ask the students to

complete the Construct a
 ESE Program – LESSON PLAN FORMAT

Friendly Letter
worksheet.

Assessment 
Ask the students to complete the
Letter Writing Match-Up
worksheet. 
Check to see that students are
organizing their letters and
labeling letter parts correctly.

Accommodations / Modifications: LIST ANY NEEDED BY THE STUDENTS NOTE: these should be over and above any universal design strategies/differentiation
you used in your lesson plan (e.g., text at student reading level).

 Check for understanding

Reflection: REFLECT ON THE LESSON AND DISCUSS THE FOLLOWING QUESTIONS

1. WHAT WENT WELL? I think the lesson went well it seemed that students really grasped the concept of writing a friendly letter.
2. WHAT YOU WOULD CHANGE AND WHY? I would have changed already having my letter formatted in the different colors instead of having to write it
on the chart paper. I feel this took time away from the lesson because I had my back to them and was writing. I also think I would assign students to a
partner so that way every student got a letter written to them.
3. USING DATA DESCRIBE PROGESS MADE TOWARD PROJECT/LESSON GOALS AND OBJECTIVES? The data showed that I did ask higher order questions
more than I have in past lessons. Also, it showed that most of the students were showing on task behavior. I noticed that during that lesson one
student who usually is always on task was talking out a lot.
4. BASED ON WHAT HAPPENED IN THIS LESSON, WHAT DO YOU PLAN TO TEACH NEXT? BE SURE TO EXPLAIN HOW YOU WILL USE INFORMATION
FROM THIS EVALUATION IN FUTURE LESSON PLANNING. Next, I want to teach them the process of writing an email. I think they have mastered the
concept of writing a friendly letter and knowing what all needs to be included. I think the next step is showing them the process of composing an
 ESE Program – LESSON PLAN FORMAT

email.