Contextual Factors
District School
HCS GCSD
Grade Level
CD Kindergarten First Grade Second Grade Third Grade
Cooperating Teacher University Supervisor
Observation Date and Time (if applicable) Observer (if applicable)
Learning Goal(s)
List the applicable SC State Curriculum information the lesson will address. Bold sections as needed.
Science: Standard, Conceptual Understanding and Performance Indicator(s)
Math: Mathematical Process Standard(s), Key Concept, Standard
ELA: Standard and Indicator(s)
Social Studies: Key Concept, Standard, Enduring Understanding and Indicator(s)
Early Learning Standards: Domain, Subdomain, Goal, Developmental Indicator(s)
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences
over short and extended 5-time frames.
6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a
range of domain-specific tasks, and for a variety of purposes and audiences
Learning Objective
As a result of this lesson, what will students be able to do?
Students will be able to write a letter to any audience independently with legible handwriting.
Students will be able to write a letter pretending to be rabbit or pig referencing our read aloud “”
for the specific letter writing task.
Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
Planning for Assessment
Addressing Students’ Misconceptions
Anticipate students’ misconceptions, identify the accurate conception and provide a student-center instructional
strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
They are not important anymore Handwriting letters still hold An independent writing activity for a
because they have been replaced with value and help students write thank you letter
technological version like emails and properly(This includes
text messages avoiding abbreviations).
Measuring and Defining Criteria for Students’ Learning
Explain how you will assess students’ learning throughout the lesson.
Explain how you will assess students’ learning after instruction.
Explain how the assessment results will be used to inform future instruction.
Planning for Differentiation (Refer to your “Group Composition Demographic Data”)
Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
For their prompt they can write to anyone. They have the freedom to include interest and gives us insight
on their culture. There will be a portion where they can share who they wrote to and why. This is why they
can talk about whats including in their story to their peers. This could cover both of these topics.
Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs
Identify the accommodations, modifications and supports used for students in your classroom and explain the
instructional and assessment adaptations that you will make for this lesson.
Learners with an Individualized Education Program (IEP) or a 504 Plan
English Language Learners (ELL)
N/A
Gifted and Talented (GT) Learners
N/A
Learners Receiving Tiered Services
N/A
Grouping Students
Describe the instructional grouping arrangements and group composition that will be used in this lesson.
Explain how your grouping will maximize student understanding and learning efficiency.
My grouping will begin whole group and transition into independent work. For this lesson I felt it would be
beneficial to integrate individual work to coincide with the standard as well as being able to identify what they can
do on their own to maximize their learning.
Materials
List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed.
“Book”
Letter template
Pencil
Paper
Kami interactive whiteboard
PowerPoint with directions
Provide information about the technology used in the lesson. Explain how this technology will enhance student
learning and thinking. Include links as applicable.
I will be using technology to display the instructions, so students are aware of what they are supposed to be doing
throughout the lesson.
Using APA style, cite the references used in the development of your lesson plan and materials. Discuss how you
modified materials obtained for outside sources (not created by you) to meet your students' needs and
interests as learners and the demands of the state standards.
Instructional Procedures
Classroom Management
Describe your CT’s management plan.
She uses attention grabbers to redirect focus and walks around the room to keep children on task. Children are
allowed to move freely in their desk as long as they are able to do their work. Children have a clear understanding
of the expectations and have a high participation rate.
Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you will use to
maintain appropriate student behavior throughout the lesson.
I will be giving clear directions, modeling, and using my own attention grabber we have been practicing remaining
focused/ maintaining appropriate behavior during the lesson. We also keep class dojo point so I will be award those
to students who actively participate and remain in the expectations that my CT has set.
Beginning (00:00 – 00:00)
Describe how will you establish clear rules and expectations for learning and behavior?
For this lesson, students will be attentively listening to a read aloud about the importance/meaning or writing letters.
We will be focusing on neat handwriting, letter format, and independency. We are striving to get out students to be
independent writers and this lesson will be one of the first steps in this direction this year. To support my students
will briefly be reviewing the handwriting three-star system I have implemented in the classroom. To review
Monday’s material, we will go over of letter to a friend anchor chart at the beginning of the lesson as well to remind
them of proper letter format. I will be using my CT’s method of enforcing independency my using a method called
“gum it” while writing. This means they will sound out the word, underline to indicate they need help, and move on.
Following this, I will be talking about our goals for the lesson, expectations, and the directions for the lesson via
power point. I will then begin the read aloud “Ten Thank you Letters”. I will pause periodically to check for
understanding or point out key features in the book. After the read aloud is over as a whole group we will discuss the
book and lead into the middle portion of our lesson plan.
Provide an example of the visual you will use that establishes the purpose and previews the organization of the lesson.
Describe how you will explicitly communicate the learning objective and connect to what students have previously
learned and/or know from life experiences?
I will explicitly communicate the learning objective by stating these to the class with my expectations for the lesson.
I will connect this to what the students have previously learned by including material that we have used in previous
lesson to support their learning with new material.
Describe how you will gain students’ attention (hook)?
I will gain students attention with a read aloud that is all about the importance of writing letters.
Describe your strategy for transitioning into the next part of lesson.
I will be prepared to transition by using transition time to answer questions, restate directions, and make sure the
students are clear of the expectations while I pass out papers.
Middle (00:00 – 00:00)
Throughout this section be sure to identify and include a time estimate for each part of the instructional sequence.
Coherently sequence the instructional steps based on the content you are teaching and in the most student-centered way
possible. Consider using lesson plan formats learned in methods’ courses.
The instructional procedures should indicate where in the instructional sequence you plan to engage in the following
AND how you will do so.
Use questioning to elicit student thinking and build on students’ responses;
Check for students’ understanding;
Transition from one part to another;
Reference the state standards/Learning objective;
Model to demonstrate your performance expectations;
Distribute materials;
Provide opportunities for student to student interaction;
Communicate students’ roles and responsibilities for group work;
Use subject-specific instructional strategies to enhance student content knowledge;
Formally evaluate students’ learning as it relates to the learning objective.
End (00:00 – 00:00)
Describe how you will provide time for students to reflect on the content taught and relate this information to everyday
experiences and future learning?
