Bridgewater College Teacher Education Program Lesson Plan

Name: Sammantha Hall

Subject/Grade Lesson Title: Unit: Date or Lesson #:

Level: Introduction to Pen Pal Writing prep for WIDA Testing 1/12/16
ESL Writing, 7th Writing
Grade

Virginia SOL/National Standard:

7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and
persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete
sentences. i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.

Language: Writing
Level 2: SWBAT complete pattern sentences. SWBAT extend sentence starters with original ideas.
SWBAT complete a graphic organizer with personal information.
Level 3: SWBAT produce short paragraphs with main ideas and some details. SWBAT give opinions
and reactions along with reasons.
Level 4: SWBAT create multiple paragraph essays. SWBAT use details/examples to support ideas.
SWBAT use transition words to create cohesive passages. SWBAT compose
introduction/body/conclusion.
Language: Listening
Level 2: SWBAT follow multi-step oral commands/instructions.
Level 3: SWBAT categorize content-based examples from oral directions. SWBAT use learning
strategies described orally. SWBAT identify everyday examples of content-based concepts described
orally. SWBAT associate oral language with different time frames.
Level 4: SWBAT complete content-related tasks or assignments based on oral discourse. SWBAT
apply learning strategies to new situations.

Measurable Lesson Objective(s):

Content:
SWBAT write a friendly letter addressed to their pen pal.
SWBAT organize their ideas using a graphic organizer to fit the given topic.
SWBAT compose their letter around the central idea using multiple paragraphs.
SWBAT extend their vocabulary and ideas to enhance their writing, tone, and voice.
SWBAT examine their sentences for clarity of content.
SWBAT use technology to draft, revise, edit, and publish their writing (if they want to).

Language: Writing
Level 2: Student will be able to complete pattern sentences. SWBAT extend sentence starters with
original ideas. SWBAT complete a graphic organizer with personal information.
Level 3: SWBAT produce short paragraphs with main ideas and some details. SWBAT give opinions
and reactions along with reasons.
Level 4: SWBAT create multiple paragraph essays. SWBAT use details/examples to support ideas.
SWBAT use transition words to create cohesive passages. SWBAT compose
introduction/body/conclusion.
Language: Listening
Level 2: SWBAT follow multi-step oral commands/instructions.
Level 3: SWBAT categorize content-based examples from oral directions. SWBAT use learning
strategies described orally. SWBAT identify everyday examples of content-based concepts described
orally. SWBAT associate oral language with different time frames.
Level 4: SWBAT complete content-related tasks or assignments based on oral discourse. SWBAT
apply learning strategies to new situations.

Materials/Technologies/Resources Needed:
One copy of Pre planning for Pen Pal Letters worksheet per student
Google Slides Parts to a Friendly Letter
Pen Pal Example Letter (6 printed copies, one to project)
Pen Pal Fill-in-the-Blank Example Letter
One pencil per student
One Chromebook per student
Stickers
Markers
Colored Pencils
Projector

Assessment (Formative and/or Summative):

Students will write a multiple paragraph letter to their pen pal using their generated ideas.
Students will revise and clarify their writing to limit errors.

Anticipatory Set (Hook & Agenda):

Today we are going to start a new project where you are going to be writing letters to a pen pal. But first, I
want you to think about a time that you wrote a letter to someone

Teacher will: Students will: Accommodations/Differentiation: Anticipated

et students brainstorm. Ask if
L rainstorm. Raise their
B Time:
anyone wants to share their hand if they want to share.
memory of letter writing. Select If chosen, share memory. 2 minutes
students raising their hand to
share.

Access /Review Prior Knowledge:

How do you start a letter? What comes after the greeting? How do you end a letter?

Teacher will: Students will: Accommodations/Differentiation: Anticipated

elect students raising their
S aise hand, and if chosen,
R Time:
hands to share. Try to get: share answer.
heading, greeting, body, closing, 2 minutes
and signature.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the longest
portion of your lesson plan.

Teacher will: Students will: Accommodations/Differentiation: Anticipated

1. Open Parts to a 1. Sit quietly and Time:
Friendly Letter on listen.
Google Slides.
2. Show students how a 2. Look at how a letter is
letter is structured, structured. 22 minutes
and where each part
of the letter goes
based on the diagram.
3. Show students the 3. Look/listen to the parts
slide on the parts to a to a friendly letter. Listen
friendly letter. Go over for what they will need to
what students will be write in each part of the
writing for each part. letter.
Remind students that
the body should be
multiple paragraphs.
4. Pull up pen pal 4. Look at example letter.
example letter.
5. Read the letter to the 5. Listen/look at the
students so they can example.
see an example and
learn about me.
6. Show students how I 6. Look at how letter is
structured my letter structured and what I
like the example, and chose to use in my letter.
what I chose to share
about myself.
7. Hand out Pre planning 7. Take copy of pre Show students how to make
for Pen Pal Letters planning worksheet and bullet points for their pre planning.
worksheet. pull out a pencil. Show students that they do not
8. Explain to students 8. Listen to directions. need full sentences, just ideas.
that they will fill out Begin working when told
the left side with to do so.
 things that they want Leave up my letter as students
to say about plan, so they can see examples
themselves. Explain as they work.
that on the right side
they will put questions
that they have for their Have printed copies of example
pen pal. 9. Raise hand when done letter for students who need
9. Tell students to raise pre planning. Begin spelling help or help with ideas.
their hands when they writing/typing letter when
are done pre told to do so. Level 2 and 3 students will have
planning. Tell an option to have a fill-in-the
students that once I blank letter out of my example
say they are ready to letter to help them with sentence
write their letter that structure (not to write in).
they can write it or 10. Work on letter. Raise
type it. hand when done writing.
10. Go around and help
students as they plan
their letter. Tell
students when they
are ready to begin
writing. Tell them to
raise their hand when 11. Use my help to read
they are done writing. over letter and revise it.
11. When students are
done writing, help
them read over their 12. If letter is on
letter and revise it. Chromebook, share it will
12. When they are Ms. Musser. When done
finished, if it is on the printing, decorate it. If a *** Students will not get through
Chromebook, share it written letter, they can writing and revising today.
with Ms. Musser and begin decorating when Revisions will be done next time.
have it printed, then told to do so.
begin decorating it. If
it is written, they can 13. When time is up, turn
begin to decorate it. in work if it is finished. If
13. When time is up, unfinished letter is
collect students work written, turn it in.
if it is finished or
handwritten.
(Students will have
time another day to
finish if needed)
Closure:

Teacher will: Students will: Accommodations/Differentiation: Anticipated

Show students that the 5
parts to a friendly letter
can all fit on one hand.
Have students find two
other people in the room
to say the five parts to a
friendly letter to by
counting on one hand.
Make sure each person
shares.
Listen to teacher. Find two Time:
people in the room and 4 minutes
count out the five parts to
a friendly letter on one
hand. Make sure each
person goes.

Declarative Summary Statement: You all will be writing a letter to your pen pal every week. You will write
back and forth with them. This will help you become a stronger writer, and maybe even make a friend!

Activity If Extra Time Remains or Technology Fails:

Teacher will: Students will: Accommodations/Differentiation: Anticipated

If extra time, give students
more time to work on their
letters.
If technology fails, verbally
explain the parts to a
friendly letter. Have printed
copy of my letter to read and
bring around for students to
see.
Continue working on their Time:
letters. Same
amount of
Listen to the parts to a time
friendly letter. Listen to my
example, raise hand and ask
for the copy of the letter if
they need to look at it as
they plan or write.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.