Lesson Plan Nicole Hoffmann

Title: Letters to Ryhan

Subject/Grade Level/ Date(s): ELA & Social Studies / 4th / February 5th 2016
Time Requirements: 15 minutes
Materials List:

Pencil
Elmo
Computer
PowerPoint
Paper

Type of Lesson: Whole Group, Independent

Connection to Standards:
CC/ AZCCRS:
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up
to and including grade 4.) (4.W.5)
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.)
(4.W.4)
a. Produce clear and coherent functional writing (e.g., friendly and formal letters, recipes, experiments,
notes/messages, labels, graphs/tables, procedures, invitations, envelopes) in which the development and
organization are appropriate to task and purpose. (AZ.4.W.4)
ELP:
HI-4: using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles
(including book and poem titles), and abbreviations.
HI-5: using punctuation for:
sentence endings
semi-colons in a series, introductory clauses, dialogue and direct address
quotation marks for dialogue and titles
colons to punctuate business letter salutations
apostrophes to punctuate contractions and plural possessives.

B-3: taking notes using a teacher selected and student created graphic organizer or cloze notes
with instructional support (e.g., teacher modeling, visuals, word banks, etc.).
HI-6: writing a variety of functional text that address audience, stated purpose and context:
Letters Directions Procedures Graphs/Tables Brochures.
HI-6: using various subjects (common nouns, proper nouns, possessive nouns, pronouns, etc.) in
sentences in a variety of writing applications.
Instructional Objective:
Students will be able write a friendly letter to a classmate in a correct format.
Students will be able to demonstrate knowledge of proper grammar through writing
independently.
Students will be able to recite facts about Washington State.

Active Instructional Plan: How will you teach your lesson step by step? What will you expect the
students to be doing? What will you/the teacher be doing? Consider including each of the following
within your instructional plan:
Anticipatory Set: First I will have the students come sit on the carpet. I will be sitting in a rocking
chair in front of them. I will ask them what they know about Washington State and ask them who
we know who lives there (Ryhan).
Modeling: I will then have the students go back to their tables and I will go up to the elmo. They
will have nothing at their tables at this time. I will then show them a quick PowerPoint that also goes
over some facts about Washington State. After this I will show them a quick 30 second 1 minute
clip of Mt. St. Helen exploding. - 5 minutes.
Questions: I will ask if students have any questions for me about Washington and I will ask them
about how different Arizona is from Washington. They should talk about the climate and
vegetation.
Guided Practice: I will start to write Ryhan a letter on the elmo. I will explain to them I want to
them to write at least two interesting facts they learned about Washington and why Ryhan should
know them about his new home. I will go over the different parts of a letter that they will be
expected to have - date, header, greeting, body, closing, and signature. This should be somewhat
of a review since they have already gone over this at the beginning of the year. 5 minutes
Independent Practice: Students will then be handed a piece of paper. Students will then write their
own letters to Ryhan talking about what they think is interesting about Washington and how it is
different from Arizona. They will also be encouraged to write about missing him or something
interesting that has happened to them. I will walk around the classroom answering questions on
how to spell words and checking over their work. They will be given 15 minutes for this. They will
be asked to write half a page.
Closure: Students will turn in their letters to me as they finish and I will check over them for
spelling. I will review them later and give them back to them if there are corrections that they will
work on next class if they do not have time to finish today. After this they will be asked to start
writing their vocabulary words and definitions for the week.

Assessment/Evaluation:.
I will assess the students during the lesson by asking them review questions about the different parts of a
friendly letter and about Washington. I will also make sure that when I review their letters that their
grammar and spelling is correct.

Modifications/Differentiation:
I will have those students write down their thoughts before putting it into letter form. I can give the students
who may need it a graphic organizer in the shape of a letter so they can just fill in the information as
needed. This way they can see the layout of a letter. I can also show them a model of a letter as well.
Students who need it I will sit with them and work with them about what they are thinking.