Name: Date: Name(s): Lesson Grade/Subject:

Sam Steel 4th, Writing

School Site: N/A Lesson Topic: Est. Days for

lesson/unit: 1
Subjects addressed* 1)Writing- Narrative 2) Writing- Opinions 3)Language
Social Standards 1) 2)CCSS.ELA-LITERACY.W.2.3 3)CCSS.ELA-LITERACY.SL.2.1
Addressed**
Literacy Standards 1) CCSS.ELA-LITERACY.L.4.1 2)CCSS.ELA-LITERACY.L.4.2 3)
Addressed: Demonstrate command of Demonstrate command of the
the conventions of standard conventions of standard English
English grammar and usage capitalization, punctuation, and
when writing or speaking.
spelling when writing.
Other Standards CCSS.ELA-LITERACY.W.4.1 2)CCSS.ELA-LITERACY.W.4.3 3)
Addressed: Write opinion pieces on Write narratives to develop real or
topics or texts, supporting imagined experiences or events using
a point of view with effective technique, descriptive details,
reasons and information. and clear event sequences.
If you used pre-existing 1) 2) 3)
lesson/unit plans, add
links here: (so others
can view)
If you taught or plan to 1) How book was read/ how 2) Make necessary
teach this lesson in a activity was run would depend accommodations for
real classroom – on behaviors on classroom. students based on
discuss it here. needs.

· List Lesson Goals:

1. Lesson Goal 1: Over a two month period, students will write 8 letters to a pen pal after reading
Same Same but Different, by Jenny Sue and Kostecki-Shaw.

· List Materials and Technology Resources needed for the Lesson:

● 1 copy of the book “Same Same but Different” by Jenny Sue and Kostecki-Shaw
● Pencils and pencils for the class
● Coloring supplies

A. STARTING THE LESSON

· Review previous (days) lesson/assess previous learning:

● N/A
· Describe -Setting the stage for learning:
● Students will come to the carpet for the read aloud. After the book they will return to their
desk clusters and work on their letters.

· Warm-up Activity:
 ● Teacher will gather all students on carpet for read aloud.
● Before starting TW ask students if they know anyone that lives far away. If student say
yes, the teacher will ask how they communicate with each other. The teacher will explain
the characters in the book communicate through letters.
● The teacher will ask the students to think about how the kids in the book write their letters
as they read.
B. Teaching THE LESSON

Lesson Activities:
● TW read Same Same but Different, by Jenny Sue and Kostecki-Shaw to the students.
● Check for understanding as we read the book, asking students key questions such as:
○ Where do the two kids live? Is it close or far away?
○ How do they talk to each other?
○ What are they writing in their letters?
○ What do you notice about how the letters are written?
● TW tell students that they will be getting pen pals from another first grade class in
Virginia.
● The teacher will have students go back to their desks and get out paper and pencils.
● The teacher will guide students in their first letter. Working as a class they will all write an
example letter on an anchor chart. This will be posted in the room as an example. (15
mins)
● Students will then write a letter to their pen pal. The students are expected to
demonstrate correct usage of capital letters, spelling, punctuation, and letter formatting.
(20 mins)
● Students can draw a picture to include in the letter as well (10 mins)

C. LESSON CLOSURE
● TW collect the letters from the students to be copied and mailed to the other class.
● TW ask students to share what they asked their pen pals with their desk cluster.

Lesson Assessments: If not all students met lesson objectives – plans for remediation:
● Teacher should make a copy of all letters and hold the letters in a portfolio to show growth in
writing over an extended period of time.
● Can also evaluate writing for proper use of expected criteria (formatting, capital letters,
punctuation, spelling)

Lesson Extension/Homework:
● This lesson will go on for 2 months, with each letter having a different emphasis and goal. Letters
should be graded for expected criteria and copies should be kept.

Teacher Reflection:
● TTW walk around to check student progress while the students are working
● TTW read the reasonings the students wrote during closure of the lesson.

Student Feedback: