Teacher Education Lesson Plan Format

Elementary Education Program Area

Candidate Name: Sabrina Pauley Date: 2/2/19

Lesson Title/Topic: Mailman Grade Level: Preschool

Standards: Foundation Block 5) Economics/World of Work. The child will develop an increased awareness of the
types of work people do and the variety of tools people use in their jobs. (Comparing to SOL K.8- The student will
match simple descriptions of work that people do with the names of those jobs.)

Foundation Block 6) Writing. The student will print first name independently.

Specific Observable Objective(s):

The student will identify a mail man as a community helper.

The student will write their name independently.

Essential Vocabulary:

Mail- letters and packages sent to someone.

Postage- the cost of sending a package/letter in the mail.
Address- the specific place where someone lives.
Mailbox- Holds letters/packages sent through the mail.

Assessment: I will measure student mastery by using an informal assessment. I will have a checklist to use during
instruction to mark whether or not the student can tell me the name of the community helper- mailman. I will use a
checklist for the student’s independently writing their names on the thank you letters.

Student Considerations: I may have to rearrange students in different spots around the carpet before the guest speaker
begins- J.T, B, A, and H.S to minimize disruptions during the visit. C may need verbal prompting and help with writing her
name. Some students finish activities faster than other students, so I will need to have extra books/paper available for
those students to either read a book or create more letters when they finish the activity.

UDL Solutions:

Engagement Representation Expression

How will student interest be How will content be presented? How will students demonstrate and
engaged? express their knowledge?

Pass around an envelope and Read aloud, guest Writing letters to

let students investigate it, book speaker classmates, drawings, mail
reading, student discussions, box center, student
guest speaker discussions
Learning Environment (whole class, groups/teams):
The book reading and visit from the mailman will be done on the circle rug for the whole class. The small group activity
will be done at a table with groups of 4-5 students at a time.

Personnel in the Classroom (description of appropriate roles):

Mrs. Fentress will be monitoring the students and Mrs. Spangler will be leading another small group at a different table
during rotations.

Instructional Resources, Materials, Technology:

Paper, envelopes, markers, crayons

PROCEDURES:

The Beginning (a.k.a Anticipatory Set or Hook): (4-5 mins)

Before the mailman arrives, I will show an envelope and ask “Discuss with your neighbor what you think this is.” Then,
“Who can raise their hand and tell me what it is?” Students: “That’s a letter!” Me: “There is a letter inside of here, what
is the letter inside of?” Students: “It’s an envelope!” Me: “It is, what do we do with it?” Students: We send them to
people” Me: “Yes we do. Discuss with your neighbor how you think letters are sent through the mail.”

Students: “They are put in mailboxes then sent away” Me: “Who “sends” them away?” Students: “The mailman!” Me: “It
is the mailman. Today our local mailman is going to come in and talk to you guys about a mailman’s job. I want you to
take a minute to think of some questions to ask him.” After a minute- “What are some things you want to know?” I will
write down all of the questions to keep track of them just in case they are forgotten by the students when it’s time to
ask questions to give to the mailman.

The Middle (18-20 mins)

The mailman is going to come in and talk with the students about this job. I will introduce the mailman to the students.
The mailman will talk to the students about his job and then ask students if they have any questions (using the list we
made). Here are some questions I will ask if the students do not:
What is an address?
Does everyone have one?
Can you send things other than letters? How?
What do you drive?
How many houses do you visit every day?

After all questions are asked, we will then go outside to look at the mailman’s mail truck. I will first ask the students to
line up and hold their bubbles, then we will make our way outside to look at the truck. We will then line up on the
sidewalk close to the mail truck and let the mailman discuss some of the things he would like to share about how he uses
the truck to deliver and pick up mail. The students will then be encouraged to ask any more questions they may have.
We will then say our goodbyes to the mailman, and go back to the classroom and sit on the carpet.

The End (15. mins): (Specify Time)

“Wow! How awesome was that? Did you guys learn a lot about a mailman?!” Students: “Yes!” Me: “Discuss with your
neighbor what you learned.” Then, “share with me what you learned!” Students: “He drives a mail truck to give the mail
to people” Me: What does he put the mail in when he has arrived to a house?” Students: “The mailbox!” Me: “Excellent.
Do you know what I think would be a really awesome way to show the mailman how glad we are that he came? We
should write him letters and then we can mail them to him!! We can write and/or draw something we have learned
during small group time to show what we have learned. We have paper, envelopes, markers, crayons, and pencils for
everyone to use. Everyone must write their name on their letter so he knows who it is from! It is important that we try
our best on our names so he can see who each letter is from.”

We will then transition into small groups- ipads, laptops, Mrs. Spangler, Miss Pauley. Students will write their names on
their own letter to the mailman then draw a picture of their favorite part of the visit. The letters will be given to the
mailman.

While students are writing the letters, I will ask the students what is something that they learned from the guest
speaker. Students will say things similar to “The mailman drives a truck!”, “He gives big packages and letters to people”,
etc. As they are writing and drawing, I will encourage them to discuss what they drew and why, and also explain the
importance of writing names neatly- so the mailman can see who all of these cute letters are from.

Teacher Reflection on Practice (completed following the lesson):

1. What evidence did you collect to show your students attained today’s objective(s)? Please explain how you
know which students did and did not master your objectives. Use formative assessment data to support your
claims regarding the portion of students who did and did not master the learning objective(s).
I created a checklist to use while working with the students. 8/9 students could write their names independently.
9/9 students I worked with could identify the mailman as a community helper. The students also created cards for
the mailman, so I got to see students’ work and what they learned from the mailman visit (they drew out what they
enjoyed/learned).

2. Based on the result of your assessment, what will you do tomorrow? Can you go ahead as planned or will you
need to reteach concepts from today’s lesson? (Explain how you will reteach and/or connect and feed forward.)
I think the students understood the responsibility of the mailman, and what his job consists of. The students I
worked with could all identify the mailman as a community helper. All but one student could write his name. For this
student, we will practice our name on other activities this week. I will connect the mailman to centers- we have a
writing center this week where we have paper and envelopes to mail letters home to their parents if they want to
(we set this up with the mailman).

3. If you have to teach this lesson again, what might you do the same and what might you do differently?
I loved letting the students meet the mailman and ask their own questions. They were so excited to see the mail
truck, and all of the mail in it. It was a little stressful not knowing when the mailman was going to show up, so
scheduling a specific time or range would be a lot more helpful.