Reynalyn Agpoon

ITE 314
November 20, 2013
Writing Lesson Planning Sheet
Use this writing lesson planning sheet to collaborate with your mentor teacher and UHM field
supervisor/instructor regarding your writing lesson.

1. Target teaching dates:
November 20, 21, & 27

2. Schedule observation date on Terry or Jennifers Google calendar. Lesson must be on
planning, drafting, revising or editing.

3. Circle the function and form of the writing lesson
Functions Forms
Cause and effect
Compare and contrast
Creativity
Critiquing
Description
Explanation
Information
Opinion
Personal
Persuasion
Procedural
Sequence
Other (specify):
Letter
Poetry
Essay
Story (narrative)
Report
Technology (specify)
Other (specify):

(Gibbons, 1991; Tompkins, 2010)

4. Circle or write in the writing instructional approach to be used in the lesson
a. Language Experience Approach (preschool-grade 2)
b. Interactive Writing (preschool-grade 1)
c. Writing Process (Grades K-6)
d. Other:


5. If using the writing process what modifications will be made? Teacher candidates should
teach at least the planning and drafting stages.

We will brainstorm (plan) as a class. Students will select one idea from the brainstorm list.


6. What will be the published piece (e.g., print, performance, technology project)?
It will be a written letter on a nice paper

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Writing Lesson Plan: Thank You Letter

Name: Reynalyn Agpoon Grade: 3
rd

Date: November 20, 21, and 27

Content Area: Writing
Duration: 1 hour 15 minutes, 3 days
Materials needed:
The Giving Tree by Shel Silverstein
Handouts of different parts of The Giving Tree
Tree Map
Parts of a Letter Handout
Voice Trait Reflection
Publishing paper
Envelops
Students Writers Notebooks
Paper
Pencil
Poster Papers (Editing Marks & Your writing has voice is )

Guiding Questions:
What does it mean to be thankful and how can the use voice in a letter express emotions?
Enduring understanding:
When a person feels grateful or appreciative. The writer will use expressive words and voice to
communicate to his/her audience.
Purpose of lesson:
The purpose of this lesson is to introduce the students to the writing process through writing a
personal letter. Since it will soon be Thanksgiving, the students will learn about being thankful
and how to express through writing a letter to a special person in their lives.
What component/s will be the lesson focus?
Reading a story to generate ideas on what it
means to be thankful. Use of productive language
(speaking and writing) to present information and
demonstrate knowledge

Strategy or skill emphasis:
Learning how to set up a letter
Using dollar words (expressive
words)

Language modalities to be used in this lesson:
Listening, speaking, and writing/drawing.
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Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and performance
skills.
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Student Engagement Techniques and
Grouping
ACEI 3.4-Active Engagement in Learning

Whole group discussion
Side partners

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DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.
Identify type of learner
(ELL, SPED, Accelerated Learners,
Striving learners, 504 students, reading)
List type of differentiation
(learning environment, content,
process, product, performance task)
Instructional approach
(Write the instructional
approach/accommodations that will be
used for these learners)
Identify the type of learners (What differentiation plan will
you use?)
(How will the differentiation be
implemented?)
SPED Resource Process Work with the student
individually
High Ability Writers Learning environment & Product Write a second letter
Low Ability Writers Sentence Frame I am thankful to _____ because
________.

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs
CCSS. ELA. Writing. 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
I can write a letter to express my feelings using the voice trait.

CCSS. ELA. Writing. 3.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
I can write a clear and organized letter to someone whom I am thankful to or for.

CCSS. ELA. Writing. 3.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
I can write edit and revise my letter with help from my peers and my teachers.

GLO #1 Self Directed Learner
GLO #3 Complex Thinker
GLO #4 Quality Producer
GLO #5 Community Contributor
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2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include
copies at the end of the document.
Students will use the writing process to write a letter to someone they are thankful to or for. The
students will use the tree map to organize their three reasons and details. The students will review how
to write a letter with the parts of a letter handout. A reflection of the trait voice will be completed to
assess their understanding. A rubric will be used to assess the students letters.
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3. Activities/Instructional Strategies
ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning
(List how you plan to build background knowledge and the sequence of teaching students how to
apply the writing process.)
a. Introduction (2 minutes)

i. Get the students attention. Introduce the attention getter (clapping
pattern)
ii. Greet and explain todays lesson (Today we are going to be learning
about what it means to be thankful because we all have someone who
we are thankful for. I will read a book called The Giving Tree by Shel
Silverstein and we will discuss it. You will learn how to write a letter
using voice trait. Trait is like a characteristic. Voice is how an author
writes his or her stories to make it unique. Voice is like a fingerprint,
uniquely yours. So every writing piece has six characteristics, but we will
focus on voice. Then you will create a letter of your own to give to your
special someone)

b. Building background (15 minutes)
c. Ask students to turn to their side partner and discuss
a. What is your definition of thankful?
b. Ways we can show how to be thankful?
c. Share a time when you were thankful for something or someone
d. Give the students my definition of what thankful means (My definition of thankful
is being appreciative or relieved. So you can be thankful when someone gives you
something, it can be tangible or intangible. So something tangible is something you
can touch and see. Intangible is something you cannot touch or see. So for
example, time. I am really grateful or thankful when my friends make the time to
see me.)
e. Ask 2-3 pairs to share what their partner said
f. Ask 3-5 students what they are thankful for and share out loud
g. Read The Giving Tree by Shel Silverstein (5 minutes)
Ask students:
a. What happened in the book?
i. What did the tree give to boy?
ii. What did the boy give to the tree?
iii. What did you notice?
iv. Did you notice the boy say thank you to the tree?
v. What should have the boy been thankful for?
Emphasize that the boy should have been thankful.


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Part 1 Voice
h. Focus/Mini lesson (I do): (10 minutes)
a. Explain to the student that I will be teaching them about the voice trait
b. Tell the class that every writing piece has a voice and it is the writers or the
authors voice
c. Voice is how an author writes his or her stories to make it unique. Voice is like
a fingerprint, uniquely yours *****
i. The voice in a piece of writing comes out when the writer speaks to
directly to the reader or the audience on an emotional level
ii. The writer experiments with style to match the purpose and audience
iii. The writer takes risk by showing the person behind the words
d. Present the students the different voices from The Giving Tree
e. Happy Voice Words/Sentences
i. She loved a little boy pg. 3
ii. Play king of the forest pg. 10
iii. They would play hide-and-go-seek pg. 18
iv. And the boy loved the tree very much. And the tree was happy pg. 22-
24
f. Sad Voice Words/Sentence
i. And the tree was often alone pg. 30
ii. But the boy stayed away for a long time and the tree was sad pg. 35
g. Selfish/Unaware Voice Words/Sentences
i. I want to buy things and have fun. I want some money. Pg. 31
ii. Can you give me a house? pg. 36
iii. I want a boat that will take me far away from here. Can you give me a
boat? pg. 41
h. Apologetic Voice Words/Sentences
i. Im sorry said the tree, but I have no money pg. 31
ii. Im sorry, Boy, said the tree, but I have nothing left to give you- my
apples are gone pg. 47-48
i. Caring/Give Voice Words/Sentences
i. Take my apples, Boy, and sell them in the city. Then you will have
money and you will be happy pg. 31
ii. Cut down my trunk and make a boat said the tree pg. 42

i. Guided practice (We do) (10 minutes):
a. Hand out different quotes from the book to the students. Each group will discuss
what they think the tone is. Use a few examples from Focus/Mini Lesson Section
j. Walk around the room to see if the students have any questions
k. Discuss the different voices the students see in the different parts of the book



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l. Work Time (25 minutes)

m. Collaborative Group work (You do it together) (15 Minutes)
n. Get students attention and explain directions
o. (The table leaders will be the recorders. And I will give you 20 seconds to decide
who your speaker will be. I will give each group a picture that relates to
thankfulness. Discuss with your group what is going on in the picture. What words
do you think __A__ might say to __B__? And vice versa. What words do you think
__B__ might say to __A__? What tone of voice would each use? So create a
sentence or sentences.)
p. Present an example for the students
q. Release students to work with groups
r. Give students about 5 minutes to discuss and write.
s. Present each picture on the ELMO
t. Ask groups to share their answers
u. Discuss each picture
v. Ask the class if they have any other ideas or thoughts

w. Independent work (You do it alone) (10 minutes)
a. Explain directions (I will pass out a Voice Trait Reflection Handout and I want
you to answer those three questions)
b. Review the questions
i. Write two things you learned about the voice trait
ii. Write a question you have about the voice trait
iii. What can Ms. Agpoon do to help me answer the question above?
c. Ask the students if they have any questions about what they have to do during
their independent work.
d. Walk around the room to make sure the students are answering the questions
on the handout and not speaking to their neighbor
e. Answer any questions the students have
f. Provide help to the students who are having a difficult time

x. Closure: (10 minutes)
y. Use attention getter
z. Tell the students that they will turn to their side partner and discuss what is voice
aa. Choose 1-2 students to share out loud
bb. Define voice for the students (Write the definition on the Elmo)
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Part 2 (Prewriting and Drafting): (1 hr. 15 minutes)

1. Introduction (1 minutes)
Explain the overview of the lesson
(Today we are going to review voice, review the structure of a letter and you will start
the prewriting and drafting of your thank you letter. We are writing this thank you
letter because we are all thankful for someone and we want to let him or her know.)

2. Building background (5 minutes)
Review voice
a. What is voice?
b. Voice is how an author writes his or her stories to make it unique. Voice is like
a fingerprint, uniquely yours
c. Why do we need voice in our writing?
d. Present the poster of Your writing has voice if
e. Review it with the students
f. Introduce the standards to the students (I can write a letter to express my feelings using
the voice trait.)

3. Focus/Mini lesson (I do): (5 minutes)
a. Explain the directions for the prewriting stage. (Prewriting is where a writer
chooses a topic and starts to organize their ideas for writing. First take out your
writers notebook and find the next clean page. List three people who you
would want to write your thank you letter to.)
b. Refer back to The Giving Tree to generate ideas on who can they write to
i. Someone who is giving? Someone who is helpful? Someone you like?
c. Allow the student 3 minutes to write down three names. (Use timer)
d. When 3 minutes are up, pass out the tree maps. (I will not hand out the tree
maps. We will use the tree map to organize our ideas)
e. Present the tree map on the ELMO and model how to fill it out. (I chose to write
to my mom because I was able to come up with more than three reasons why I
am thankful for her. This top branch will have the person I am writing to. From
there it branches out to three more branches. My three reasons will be placed
on each branch. The reasons have to be why you are thankful to this person.
Then below each branch are where my details will go to back up my three
reasons. This is just organizing my thoughts so it does not have to be in
complete sentences.)
f. Model how to fill how the tree map.

4. Guided practice (We do) (5 minutes):
Prewriting Stage:
a. Give the students the tree map (see attached) (Prewriting is where a writer
chooses a topic and starts to organize their ideas for writing. I will hand out a
tree map; we will use a tree map to organize our ideas.)
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b. Present it on the ELMO and model how to fill it out.
c. (This top branch will have whom I am writing to. I am going to put Mother
because I am going to write this letter to my mom. Now if you look below, this
branches out to three more branches. These are where I place my three
reasons.)
d. Ask students what can they put on the three branches.
e. Fill out the three branches as they share (Lets do one branch at a time. ______
give me a reason. What is your detail?)
f. Repeat for the other two branches.

5. Work Time 1 (25 minutes)

6. Independent work (You do it alone) (15 minutes)
a. Allow the students time to brain storm their ideas on the tree map
b. (Brainstorm is when you come up with different topics to write about, during this
time you will choose who you are writing your thank you letter to and you will
have to think of your three reasons and your details. This is important in the
writing process because it will help you organize your letter. It will guide you
through your letter writing.)
c. Walk around the room to answer any questions the students may have
d. Will look if their tree maps have their person, three reasons, and details
e. Circulate the room to make sure the students are on task
f. Make sure all the students have their tree maps filled out

7. Part II Drafting

8. Focus/Mini Lesson (I do) (5 minutes):
a. Use attention getter
b. Explain the 5 different parts of a letter
a. Date/Heading
b. Greeting
c. Body
d. Closing
e. Signature
f. Explain the different parts.
i. (The date goes on the right corner of the paper. This tells the
reader when you wrote the letter. The greeting goes on the
left side of the paper, usually two spaces below the date.
Greetings, like Dear, Hello, Aloha, etc. The greeting tells the
reader that the letter is starting. The body is the heart of the
letter; this is where the main ideas or key points in your letter
are. The body is usually 2 to 3 paragraphs. Because I want
you to write 3 reasons why you are thankful to your special
someone, there should be 3 paragraphs in your letter. The
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closing goes at the end of the letter, usually its words like love,
sincerely, from, etc. This tells the reader that you are ending
the letter. And then your signature. You sign your name.)
c. Ask 1 2 students to write the date and the greeting on my structure of a
letter handout
d. Using my tree map, create sentences using my information
e. Model how to create a sentence using my tree map
f. Remind students about using voice.

9. Guided Practice (We do) (5 Minutes)
a. Ask 1 2 students to create a sentence using my information from my tree map.
b. Answer any questions
c. Explain the directions
a. (Take out your structure of a letter handout and fill in the date. Now,
look at your tree map, who are you writing to? Write that in your
greeting, and then look at your three reasons and the details that
support your reasons. You will write a draft. Remember to include
your voice in your letter while you are drafting)
b. Introduce the standard to the students (I can write a clear and organized
letter to someone whom I am thankful to or for.)

10. Work Time 2 (25 Minutes)

11. Independent work 2 (You do it alone) (20 minutes)
a. Walk around the room and answer any questions the students have. I will walk
around the class to see if the students are filling out the letter template properly.
b. Circulate the room to make sure they are on track
c. Differentiation: For the SPED student, help the student organize the paper. For
the low ability writers, provide a guiding sentence to start off their drafts. For
the high ability writers, ask to assist their neighbors if their neighbors are having
a difficult time)

12. Closure: (5 minutes)
a. Use attention getter
b. Explain to the students that if they are not done, they can use their time during
writing rotation
c. Ms. Agpoon will come on Friday to pick it up in the morning and work on it over
the weekend.
13. Revisions (I do)
a. Teacher will make revisions on her own time using the revision and editing
marks
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Part 3 (Publishing): (1 hr. 5 minutes)

1. Introduction (2 minutes)
Explain the lesson to the students
a. Today we are finishing up our lesson on voice and letter writing
b. I made revisions and editing marks on your letters so you can publish them and give
it to your special someone

2. Building background (13 minutes)

Return students work
a. Explain the editing marks
b. Present a poster board of the revision marks and explain each one
c. (This symbol means to indent. This symbol means to remove the word. This symbol
means to add a word. This symbol means to add a period, or comma. This symbol
means to capitalize the letter. This symbol means to change the letter to lowercase.
When the word is circled, it means it is spelled wrong.)
d. Present some sentences that need to be revised using the revision marks.
e. Introduce the standard they will be working on (I can write edit and revise my letter with
help from my peers and my teachers.)

3. Focus/Mini lesson (I do): (5 minutes)

Explain how they are going to write it on the publishing paper
a. Fill in the date (Todays date)
b. Copy your rough drafts with the revisions on them
c. Share my letter to the students

4. Work Time (40 minutes)

5. Independent work (You do it alone) (40 minutes)
Allow students to work on their publishing
a. Walk around the room to answer any questions the students may have
b. Circulate the room to make sure the students are on task
c. (Differentiation: For the SPED student, provide additional assistance. For the low
ability writers, ask if they need any help. For the high ability writers, if done
publishing early, ask if they want to decorate a envelope for their letter)
6. Closure: (5 minutes)
c. Get the students attention
d. Tell the students to turn to their side partner and share their letter
e. Review voice and why it is important to include it in any writing piece

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Writing Rubric Template
Benchmark 1
(well below)
2
(developing proficiency)
3
(meets expectation)
4
(exceeds expectation)
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I can write a letter to
express my feelings
using the voice trait.
(CCSS. ELA. Literacy.
3.1: Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons.)
Letter does not
include feelings
throughout the
letter
Voice is not present
in any part of the
letter
Letter includes little
feelings with no
reasons and details
Voice is present
through some of the
letter
Letter presents
some feelings
supported by some
reasons and details
Voice is present
through most of the
letter
Letter presents
feelings throughout
the letter supported
by reasons and
details
Voice is present
throughout the
whole letter
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I can write a clear and
organized letter to
someone whom I am
thankful to or for.
(CCSS. ELA. Literacy.
3.4: With guidance
and support from
adults, produce
writing in which the
development and
organization are
appropriate to task
and purpose.)
Does not clearly
express being
thankful

Some parts are
clearly express on
being thankful
Letter presents 1
reason supported by
no details
Letter is slightly
organized
Clearly expresses
being thankful
throughout the letter
Letter presents 2
reasons supported by
details

Clearly expresses
being thankful and
insightfulness
Letter presents 3
reasons supported
by details
Letter is organized
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I can write edit and
revise my letter with
help from my peers
and my teachers.
(CCSS. ELA. Literacy.
3.5: With guidance
and support from
peers and adults,
develop and
strengthen writing as
needed by planning,
revising, and editing.)
Made no changes to
the content,
conventions, and
spelling in the letter
with support from
the teacher
Made little changes
to the content,
conventions, and
spelling in the letter
with the support
from the teacher
Made many changes
to the content,
conventions, and
spelling in the letter
with the support
from the teacher
Made changes to
content,
conventions, and
spelling in the letter
with the support
from the teacher
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Student Assessment Data Table
Writing process
stage
Prewriting Drafting Publishing Comments
6+1 Trait Voice Voice, Word Choice Organization
Grade level
benchmark
W.3.1 W.3.4 W.3.5
Student Names
1. 4
(organized)
4
(specific details)
4
2. 3.5 3.5 (missing 1 feeling) 3 Did not finish on
time (Prewriting)
3. 3.5 3.5 3.5 Missing 1 feeling
(no voice)
4. 4 3.5 4 Second person in
some parts
5. 3.5 2 (does not include
feelings)
3 Missing feelings
6. 3.5 4 4 Did not finish on
time (prewriting)
7. 4 4 (appreciated) 4 Good word choice
8. 4 3.5 (organization) 4
9. 3 (messy) 3.5 (wrong greeting) 3.5
10. 4 (organized) 4 4
11. 3.5 4 (specific details) 4 Did not finish on
time (prewriting)
12. Resource Resource Resource Resource
13. 3.5 4 4 Map does not
match draft
14. 4 (organized) 4 4
15. 3.5 4 (specific details) 4
16. 3.5 (crumpled) 3.5 4
17. 4 (absent) 4 (absent) 4 Completed in 1 day
(Nov.27)
18. 3.5 (messy) 4 4
19. 3.5 3.5 3.5 Missing 1 feeling
20. 4 3.5 4 Second person in
some parts
21. 3.5 (did not finish on
time)
3.5 3.5 (Second person in
some parts)


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Reflection Questions
1. Pedagogy-What happened during my lesson (what did the students and I say and do)?
How effective was your lesson design and teaching for each stage of the writing
process. Describe your accommodations and the implementation for diverse learners.
Make connections to results from your student writing survey. [If you did not
teach/complete each stage, then explain your rationale and write what you would have
done.]
During my lesson, I wanted the students to write a personal thank you letter to
someone they are thankful to. I reviewed the five different parts of a letter and then
introduced the voice trait to the students. For my building background, I first had the
students talk about what it means to be thankful with their side partners. An example of
what a student said was I think thankful means is when you appreciate. From there, I
read aloud The Giving Tree by Shel Silverstein. This book was to show different examples
on what they should be thankful for. They were very engaged in the book because they
understood what was happening to the tree and to the little boy. One of the students
realized that as the boy grew older, the tree grew older too. When I started to talk about
the voice trait, the students started to get confused. Because the voice trait is so abstract,
they did not understand it. The activities I planned to do with them were supposed to help
the students find the voice in the book The Giving Tree. I did not have enough time for
the students to do their individual work, so after recess; I passed out the voice trait
reflection handout and gave them seven minutes to fill it out. I should have gotten rid of or
shortened one of the activities. I decided not to cut those activities short because they did
not understand what voice was.
Now that I think about it, The Giving Tree was a good book for the concept of being
thankful, but not for the concept of the voice trait. Only one student read the book before
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and this lesson was the first time they ever heard of the author Shel Silverstein. I should
have used an author that they were all familiar with. I felt like the prewriting and the
drafting part went well. The first thing I did during my second part of the lesson was review
how their letter had to be so it had the voice trait. I displayed it on a chat paper. I advised
them that if they got stuck, they should look at the chart paper.
Teaching the prewriting stage was not difficult. My students are used to using tree
maps because they do it for their spin letters. The most difficult part was having them
choose one person to write a letter to. Apparently, they were thankful for so many people.
I filled out the tree map as a sample for them. I was glad that I did because it really helped
them. It gave them some ideas on what they should be thankful for. I also had them
include how it made them feel to back up their reasons. Adding the feelings part helped
with their voice traits. The drafting came after the prewriting. I wrote out one paragraph of
my letter to my mom as a sample for them. They understood what they had to do when I
presented how to write their paragraphs. I reviewed the five different parts to a letter and
they were able to grasp the idea because they wrote letters to their parents before.
When I was reading and assessing my students letters, I was could see who was honest
in their writing surveys. But there were a few students who surprised me with their writing.
In the writing survey, one student said he did not like writing and he does not want to
become a good writer. During this writing lesson, he was one of the first ones to finish his
tree map and to start his rough draft. His sentences made sense and they connected. The
writing topic I wanted the students to write about was very personal, so I think that was one
of the reasons why this particular student did well and worked quickly. He did not have to
Agpoon,
ITE 314-406, Fall 2013

17
look through and article or a book to find the ideas. His ideas were coming from him and
thats what I expected and wanted.
2. Assessment- How effective was my assessment plan (e.g., rubric, formative assessment,
monitoring, summative) for obtaining information about my students learning? What
would you have done differently?
My formative assessment plan was effective. I passed out a Voice Trait Reflection
handout on the first day of my lesson. I wanted to know how much information they
retained from my lesson. I used their comments and their opinions to better my lesson the
second day because I knew that they were going to have a hard time understanding what
the voice trait is. The rubric I created included 3 benchmarks from the Common Core
Standards and then I paraphrased it into I can statements so the students are able to
understand what they are being graded on. While I was assessing the students work, I
realized that my rubric could have been a little clearer and more organized because I felt
that I could not grade properly when a student was missing a piece of the stand, but had
something else present in another standard. The rubric could have been organized in a
different way. Every benchmark on the rubric focused on different writing stages and
multiple 6+1 traits. Through the rubric I was able to assess each student on the writing
stages and the traits that I focused on in my lesson. I would maybe create a new rubric
including the General Learners Outcome (GLOs). Also, I would have maybe separated each
writing process stage and listed what traits I was looking for in each writing process. I think
that would have been more helpful or efficient when I was assessing their tree maps, drafts,
and published letters.

Agpoon,
ITE 314-406, Fall 2013

18
3. Data Collection- How did I do in meeting the desired results (e.g., purpose, broad
understanding, benchmarks) for this lesson? What are my next steps to improve
students learning? Describe results for each benchmark that was used to assess
students work. You may add a graph to explain benchmark results. Complete your
assessment data table as part of the submission.
I believe that I got the results that I wanted. During my first day, I was disappointed in
myself because I felt that I did not deliver the content properly because the responses to their
reflections showed me that they did not understand what the voice trait was and the voice trait
was one of the main components of my lesson. I altered my second day so that I could explain
the voice trait more clearly. The students met the benchmarks because they were all able to
write a thank you letter, state their reasons to why they are thankful to the person or people.
They backed up their reasons with details and included their feelings. The feelings component
helped showcase their voice in their thank you letters.
My next step would be to go more in-depth with the voice trait so that they can fully
grasp the idea. I would showcase an author that all of the student are familiar with and see if
they can hear the distinct voice in the authors writing pieces. At first, they all thought voice
was something that a person hears when another person speaks. This is the literal meaning,
but that was not the idea I was going for. Although they were not able to define what the voice
trait was, they were able to present it through their letters and from there; they were able to
understand it a little bit more. I read my personal letter that I wrote to my mom and they said
that they could hear my voice in the letter. The students also learned what a writing piece
looks like and sounds like if it contains voice. This is the part I added into my second day of the
lesson. Here is a graph of the points the students received through my rubric and assessment
tool.

Agpoon,
ITE 314-406, Fall 2013

19
Well Below (WB) 1 Point
Developing Proficiency (DP) 2 Points
Meeting Expectations (ME) 3 Points
Between ME and EE 3.5 Points
Exceeding Expectations (EE) 4 Points























5%
55%
40%
Benchmark W.3.1
WB (1)
DP (2)
ME (3)
Between ME &
EE (3.5)
EE (4)
5%
5%
43%
47%
Benchmark W.3.4
WB (1)
DP (2)
ME (3)
Between ME & EE
(3.5)
EE (4)
10%
20%
70%
Benchmark W.3.5
WB (1)
DP (2)
ME (3)
Between ME &
EE (3.5)
Agpoon,
ITE 314-406, Fall 2013

20
4. Content knowledge-Explain your understanding of teaching the function (e.g., compare
and contrast, personal narrative, argumentative, opinion) and form (e.g., poem, letter,
essay) of this lesson. What areas for development in teaching writing to early
childhood/elementary students that you would like to work on and/or explore more
information? Use student evidence and professional references to support your answers.
At first I was afraid of teaching a writing lesson because writing is one of my weakest
subjects. But I felt that I did better than expected. The writing process is something that I was
familiar with because it was a process that I had to go through as a student. But teaching it was
a different story. I believe that students tend to enjoy personal writing because the
information that they are putting on paper is coming from them. It is not coming from a text,
so it is easier to put words on paper, especially feelings. I know that some students felt
uncomfortable expressing their feelings on paper, but I noticed that it is simpler for them
compared to searching for details in a text to support their reasons or their opinions. I now
have a better understanding on why students should prewrite before they start drafting.
Through the tree map, the students were able to see what should go first, second, and third.
They are able to joint down their ideas first and then when they start drafting, all that is left is
to connect their ideas.
I would probably work on connecting the sentences so that their sentences flow. A lot
of the student did not know how to start a new sentence or even begin a paragraph. I feel that
if they start to learn this at an early age, their organization in writing will develop as they write
with fluency. Spelling is another thing that I would like explore more because there were a few
students who did not know how to spell words that they use every day. This would also help
increase their vocabulary. By exposing students to vocabulary, they will learn how to spell
words properly and this will build strong vocabulary strong reading and writing skills
Agpoon,
ITE 314-406, Fall 2013

21
(Canizares, p. 1). I believe that if students have a wide range vocabulary, it will help them
become better writers.
Canizares, S. (n.d.). For the love of words Little Scholastic , Retrieved from
http://www.scholastic.com/browse/article.jsp?id=8100









































Agpoon,
ITE 314-406, Fall 2013

22
Student Samples
Student A #5

Date: December 4, 2013

Rating: In between developing proficiency and meets expectations

Benchmark 1
(well below)
2
(developing
proficiency)
3
(meets
expectation)
4
(exceeds
expectation)
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

P
r
e
w
r
i
t
i
n
g

a
n
d

D
r
a
f
t
i
n
g


6
+
1

t
r
a
i
t
=

W
o
r
d

C
h
o
i
c
e
,

V
o
i
c
e
,

I
d
e
a
s


I can write a
letter to express
my feelings using
the voice trait.
(CCSS. ELA.
Literacy. 3.1:
Write opinion
pieces on topics
or texts,
supporting a
point of view
with reasons.)
Letter does
not include
feelings
throughout
the letter
Voice is not
present in
any part of
the letter
Letter
includes little
feelings with
no reasons
and details
Voice is
present
through
some of the
letter
Letter
presents
some
feelings
supported by
some
reasons and
details
Voice is
present
through
most of the
letter
Letter
presents
feelings
throughout
the letter
supported by
reasons and
details
Voice is
present
throughout
the whole
letter
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

P
r
e
w
r
i
t
i
n
g
,

D
r
a
f
t
i
n
g
,

a
n
d

P
u
b
l
i
s
h
i
n
g


6
+
1

t
r
a
i
t
=

O
r
g
a
n
i
z
a
t
i
o
n
,

W
o
r
d

C
h
o
i
c
e
,

a
n
d

V
o
i
c
e


I can write a clear
and organized
letter to
someone whom I
am thankful to or
for.
(CCSS. ELA.
Literacy. 3.4:
With guidance
and support
from adults,
produce writing
in which the
development
and organization
are appropriate
to task and
purpose.)
Does not
clearly
express being
thankful

Some parts
are clearly
express on
being thankful
Letter
presents 1
reason
supported by
no details
Letter is
slightly
organized
Clearly
expresses
being thankful
throughout
the letter
Letter
presents 2
reasons
supported by
details

Clearly
expresses
being
thankful and
insightfulness
Letter
presents 3
reasons
supported by
details
Letter is
organized
Agpoon,
ITE 314-406, Fall 2013

23
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

R
e
v
i
s
i
n
g

a
n
d

E
d
i
t
i
n
g


6
+
1

t
r
a
i
t
s
=

O
r
g
a
n
i
z
a
t
i
o
n
,

W
o
r
d

C
h
o
i
c
e
,

C
o
n
v
e
n
t
i
o
n
s
,

a
n
d

V
o
i
c
e


I can write edit
and revise my
letter with help
from my peers
and my teachers.
(CCSS. ELA.
Literacy. 3.5:
With guidance
and support
from peers and
adults, develop
and strengthen
writing as
needed by
planning,
revising, and
editing.)
Made no
changes to
the content,
conventions,
and spelling
in the letter
with support
from the
teacher
Made little
changes to
the content,
conventions,
and spelling in
the letter with
the support
from the
teacher
Made many
changes to
the content,
conventions,
and spelling
in the letter
with the
support from
the teacher
Made
changes to
content,
conventions,
and spelling
in the letter
with the
support from
the teacher

Commentary:
According to the writing survey in the beginning of the semester, Student A said he likes to write
sometimes and he sometimes thinks that writing is a difficult. The Voice Trait Reflection gave me an
understanding on what he thought voice trait was. He was unsure and he said that it is when I write, I
read it. He was talking about the actual meaning and not the abstract voice trait. I scored him a 3.5 in
the prewriting stage because it was organized, but his feelings were not stated. Student A received a 2
for benchmark W.3.4 because he did not include his feelings in his reasons. His feelings would have
made his voice in the letter stronger, but it was missing. In the end, his published piece was rated a 3
because his voice was not present in the letter. There were a few words that were misspelled and he
needed to change his sentences so that it was addressing the reader or readers. Student A was able to
revise and edit with the help of my mentor teacher and myself.

The ongoing goals for this student are:
Some ongoing goals for this student are to review what the voice trait is. It is difficult to
understand what it is, but I would review what a writing piece looks and sounds like when voice is
present. I would also review with him that when writing a letter, the writer usually writes directly to the
reader, not in first person.














Agpoon,
ITE 314-406, Fall 2013

24
Student A Work Samples
Voice Trait Reflection (Building Background)


This is Student As voice trait reflection. He clearly states that he does not understand what the voice
trait is.


Student A Work Samples
Agpoon,
ITE 314-406, Fall 2013

25
Tree Map (Prewriting)

This student has his three reasons to why he is thankful for his mom and dad. He has his details
in the next two branches on the map. The last branch is supposed to be the feelings he feels
when his parents provides, supports, and cares for him. But when his draft was written, those
words that describe his parents. It is organized and legible. I was expecting him to be more
specific on how they support him and how do they help him.

Agpoon,
ITE 314-406, Fall 2013

26
Student A Work Samples

Parts of a Letter (Drafting/Revising/Editing)



This is Student As draft. He wrote three paragraphs, stated his reasons, and his details. He started to
write as if he was talking about his parents. He did not realize that his audience is his parents so he
could directly speak to them through this letter. There were some punctuation and spelling mistakes
that I edited for him. He changed them on his publish piece.
Agpoon,
ITE 314-406, Fall 2013

27

Student A Work Samples
Published Thank You Letter (Publishing)


This is Student As published thank you letter. It is organized into three paragraphs. There are no
spelling mistakes and he wrote legibly. I just wished that he followed directions about including his
feelings for all three reasons. Without his feelings, his voice was not present throughout the letter.






Agpoon,
ITE 314-406, Fall 2013

28
Student B #10

Date: December 4, 2013

Rating: Exceeds expectation

Benchmark 1
(well below)
2
(developing
proficiency)
3
(meets
expectation)
4
(exceeds
expectation)
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

P
r
e
w
r
i
t
i
n
g

a
n
d

D
r
a
f
t
i
n
g


6
+
1

t
r
a
i
t
=

W
o
r
d

C
h
o
i
c
e
,

V
o
i
c
e
,

I
d
e
a
s


I can write a
letter to express
my feelings using
the voice trait.
(CCSS. ELA.
Literacy. 3.1:
Write opinion
pieces on topics
or texts,
supporting a
point of view
with reasons.)
Letter does
not include
feelings
throughout
the letter
Voice is not
present in
any part of
the letter
Letter
includes little
feelings with
no reasons
and details
Voice is
present
through
some of the
letter
Letter
presents
some
feelings
supported by
some
reasons and
details
Voice is
present
through
most of the
letter
Letter
presents
feelings
throughout
the letter
supported by
reasons and
details
Voice is
present
throughout
the whole
letter
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

P
r
e
w
r
i
t
i
n
g
,

D
r
a
f
t
i
n
g
,

a
n
d

P
u
b
l
i
s
h
i
n
g


6
+
1

t
r
a
i
t
=

O
r
g
a
n
i
z
a
t
i
o
n
,

W
o
r
d

C
h
o
i
c
e
,

a
n
d

V
o
i
c
e


I can write a clear
and organized
letter to
someone whom I
am thankful to or
for.
(CCSS. ELA.
Literacy. 3.4:
With guidance
and support
from adults,
produce writing
in which the
development
and organization
are appropriate
to task and
purpose.)
Does not
clearly
express being
thankful

Some parts
are clearly
express on
being thankful
Letter
presents 1
reason
supported by
no details
Letter is
slightly
organized
Clearly
expresses
being thankful
throughout
the letter
Letter
presents 2
reasons
supported by
details

Clearly
expresses
being
thankful and
insightfulness
Letter
presents 3
reasons
supported by
details
Letter is
organized
Agpoon,
ITE 314-406, Fall 2013

29
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

R
e
v
i
s
i
n
g

a
n
d

E
d
i
t
i
n
g


6
+
1

t
r
a
i
t
s
=

O
r
g
a
n
i
z
a
t
i
o
n
,

W
o
r
d

C
h
o
i
c
e
,

C
o
n
v
e
n
t
i
o
n
s
,

a
n
d

V
o
i
c
e


I can write edit
and revise my
letter with help
from my peers
and my teachers.
(CCSS. ELA.
Literacy. 3.5:
With guidance
and support
from peers and
adults, develop
and strengthen
writing as
needed by
planning,
revising, and
editing.)
Made no
changes to
the content,
conventions,
and spelling
in the letter
with support
from the
teacher
Made little
changes to
the content,
conventions,
and spelling in
the letter with
the support
from the
teacher
Made many
changes to
the content,
conventions,
and spelling
in the letter
with the
support from
the teacher
Made
changes to
content,
conventions,
and spelling
in the letter
with the
support from
the teacher

Commentary:
According to the writing survey in the beginning of the semester, this student said she loves to
write and that writing is never hard. This was showcased in her thank you letter to a student in the
same class. Student Bs tree map was very organized and neat. She included her three reasons and her
details that went along with each reason. At the end of each reason, she included the feeling she felt,
which helped with her voice trait. Her details were very specific. During the drafting period, she was
able to create sentences that flew smoothly. The only editing she had to do was her spelling because
she misspelled some words by just one letter. Her voice was present throughout the letter because her
details were very specific and it was a unique letter.

The ongoing goals for this student are:
My ongoing goal for this student is to work on spelling words. There were a few words that
could have been spelt properly if she did not rush to write her draft. I also noticed that she likes to work
really fast, but when she does that she makes small careless mistakes. So in the future, I hope for her to
pace herself when writing.
















Agpoon,
ITE 314-406, Fall 2013

30
Student B Work Samples

Voice Trait Reflection (Building Background)










































This is Student Bs reflection on the voice trait. She was able to understand that the way characters talk
to each other involves voice.

Agpoon,
ITE 314-406, Fall 2013

31

Student B Work Samples
Tree Map (Prewriting)

This is Student Bs tree map. She included her three reasons for why she is thankful for Emma. She was
very specific about her reasons. She also included how she felt when Emma does these things for her.
Her information on this tree map was all in her rough draft.









Agpoon,
ITE 314-406, Fall 2013

32
Student B Working Samples

Parts of a Letter (Drafting/Revising/Editing)





































This is Student Bs rough draft of her thank you letter. There were only a few spelling mistakes. Other
thank that, she did a good job at connecting her sentences so it flows smoothly. He details were very
specific so voice was present throughout the letter.





Agpoon,
ITE 314-406, Fall 2013

33
Student B Work Samples

Published Thank You Letter (Publishing)








































This is Student Bs published thank you letter. It is neatly written with the requirements present. She
was also able to trace her letters with a black pen so it is clearly legible. The students voice was present
through out the letter because her details and her feelings were present in her final letter.


Agpoon,
ITE 314-406, Fall 2013

34
Student C #11

Date: December 4, 2013

Rating: In between a meets expectation and exceeds expectation

Benchmark 1
(well below)
2
(developing
proficiency)
3
(meets
expectation)
4
(exceeds
expectation)
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

P
r
e
w
r
i
t
i
n
g

a
n
d

D
r
a
f
t
i
n
g


6
+
1

t
r
a
i
t
=

W
o
r
d

C
h
o
i
c
e
,

V
o
i
c
e
,

I
d
e
a
s


I can write a
letter to express
my feelings using
the voice trait.
(CCSS. ELA.
Literacy. 3.1:
Write opinion
pieces on topics
or texts,
supporting a
point of view
with reasons.)
Letter does
not include
feelings
throughout
the letter
Voice is not
present in
any part of
the letter
Letter
includes little
feelings with
no reasons
and details
Voice is
present
through
some of the
letter
Letter
presents
some
feelings
supported by
some
reasons and
details
Voice is
present
through
most of the
letter
Letter
presents
feelings
throughout
the letter
supported by
reasons and
details
Voice is
present
throughout
the whole
letter
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

P
r
e
w
r
i
t
i
n
g
,

D
r
a
f
t
i
n
g
,

a
n
d

P
u
b
l
i
s
h
i
n
g


6
+
1

t
r
a
i
t
=

O
r
g
a
n
i
z
a
t
i
o
n
,

W
o
r
d

C
h
o
i
c
e
,

a
n
d

V
o
i
c
e


I can write a clear
and organized
letter to
someone whom I
am thankful to or
for.
(CCSS. ELA.
Literacy. 3.4:
With guidance
and support
from adults,
produce writing
in which the
development
and organization
are appropriate
to task and
purpose.)
Does not
clearly
express being
thankful

Some parts
are clearly
express on
being thankful
Letter
presents 1
reason
supported by
no details
Letter is
slightly
organized
Clearly
expresses
being thankful
throughout
the letter
Letter
presents 2
reasons
supported by
details

Clearly
expresses
being
thankful and
insightfulness
Letter
presents 3
reasons
supported by
details
Letter is
organized
Agpoon,
ITE 314-406, Fall 2013

35
W
r
i
t
i
n
g

p
r
o
c
e
s
s
:

R
e
v
i
s
i
n
g

a
n
d

E
d
i
t
i
n
g


6
+
1

t
r
a
i
t
s
=

O
r
g
a
n
i
z
a
t
i
o
n
,

W
o
r
d

C
h
o
i
c
e
,

C
o
n
v
e
n
t
i
o
n
s
,

a
n
d

V
o
i
c
e


I can write edit
and revise my
letter with help
from my peers
and my teachers.
(CCSS. ELA.
Literacy. 3.5:
With guidance
and support
from peers and
adults, develop
and strengthen
writing as
needed by
planning,
revising, and
editing.)
Made no
changes to
the content,
conventions,
and spelling
in the letter
with support
from the
teacher
Made little
changes to
the content,
conventions,
and spelling in
the letter with
the support
from the
teacher
Made many
changes to
the content,
conventions,
and spelling
in the letter
with the
support from
the teacher
Made
changes to
content,
conventions,
and spelling
in the letter
with the
support from
the teacher

Commentary:
According to the writing survey in the beginning of the semester, this student stated that he did
not like writing and he felt that writing is hard. But Student C was able to produce a thank you letter
that presented specific details and a strong voice. At first he wanted to write a thank you letter to one
of his pets, but my mentor teacher convinced him to write to an actual person because the purpose of
this letter was to show appreciation. In the end, he wrote to his mom. I was proud that he created his
letter because he has the ability to become a great writer, its just that he feels its too difficult.

The ongoing goals for this student are:
I would work with this child on pacing. He did not complete his tree map on time so I had to pull
him on the side to work with him until he completed it. Im assuming that he did not finish because he
had a difficult time choosing whom he should write to. I would also work with on grammar and
punctuation because there were a few commas missing and a few letters that needed to be capitalized.
I would encourage him to write about things he is interested in because that will help him develop his
writing skills and hopefully, learn to love to write.
















Agpoon,
ITE 314-406, Fall 2013

36

Student C Work Samples
Voice Trait Reflection (Building Background)



This is Student Cs voice trait reflection. He understands that emotion is part of voice. He states that he
wants me to explain the concept of voice more thoroughly next time.





Agpoon,
ITE 314-406, Fall 2013

37

Student C Work Samples
Tree Map (Prewriting)

This is Student Cs thinking map. He did not complete this tree map within the given time, so he and
other students that did not complete the tree map were pulled on the side to complete it. His tree map
is organized and it shows all three reasons and his details.








Agpoon,
ITE 314-406, Fall 2013

38
Student C Work Samples

Parts of a Letter (Drafting/Revising/Editing)










































I was very surprised when I read Student Cs draft. He wrote so well that his sentences flow and I could
hear his voice in his writing. Although there were parts where he restated his reasons before each
paragraph, he corrected it in his published piece.
Agpoon,
ITE 314-406, Fall 2013

39
Student C Work Samples

Published Thank You Letter (Publishing)






































This is Student Cs publish thank you letter. He was able to transfer his rough draft onto this nice letter
template. His letter is organized and he was able to present three reasons with specific details. His
feelings were expressed through the words he used. I




Agpoon,
ITE 314-406, Fall 2013

40
Name:
Date:

Voice Trait Reflection




What is your definition of voice?








Write two things you learned about the Voice Trait










Write a question you have about the Voice Trait










What can Ms. Agpoon do to help me answer the question above?








Agpoon,
ITE 314-406, Fall 2013

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http://siptechnologyapplications.wikispaces.com/GRAPHICS+%26+THINKING+MAPS







Agpoon,
ITE 314-406, Fall 2013

42
Parts of a Letter
___________________________
Date/Heading
_________________________
Greeting

______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Body
________________________________
Closing

_______________________________
Signature


Agpoon,
ITE 314-406, Fall 2013

43


Pictures for Part 1 Guided Practice
























Agpoon,
ITE 314-406, Fall 2013

44
















































Agpoon,
ITE 314-406, Fall 2013

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Poster Papers
1) Your Writing has voice if





















2) Editing Marks