Learning Event Lesson Plan Form – Draft A



Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher [Name] Subject Language Arts Grade _7th_ Date

Subject/ Topic/ Theme Sending and reflecting on letters of appreciation

Questions What’s important about honesty? What can I improve next time? When and how can we practice what we’ve learned?

|I. Objectives |

|How does this lesson connect to the unit plan? |

|Provides follow-up and closure by sending the letters and discussng the process; the lesson requires reflection and encourages continuation. |

|Learners will be able to: |cognitive- |physical |socio-em|

| |R U Ap An E |development|otional |

| |C* | | |

|Brainstorm several things they learned as a class from letter writing experience |R, An, E | | |

|Articulate their views on the importance of description, emotion, and honesty/sincerity in letters of appreciation |E | |x |

|Reflect in writing and discussion on the lessons and teaching, teacher feedback, how to improve their future writing, and ways |An, E, C | |x |

|to keep using the learning from the unit to write letters and show appreciation | | | |

|Respect others by respecting privacy of letters and moving quietly through classroom | |x |x |

|Send completed letters through the mail in stamped, addressed envelopes |U, Ap | |x |

|GLCEs or Common Core standards or NHA standards addressed: |

|Vocabulary - Students will… |

|R.WS.07.07 in context, determine the meaning of words and phrases including crosscultural expressions, mathematical expressions, scientific procedures, and |

|literary terms using strategies and authentic content-related resources. |

|Comprehension - Students will… |

|R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. |

|R.CM.07.03 analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making |

|inferences, and synthesizing. |

|Writing Attitude - Students will… |

|W.AT.07.01 be enthusiastic about writing and learning to write. |

|Discourse - Students will… |

|S.DS.07.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles. partnerships, or other conversation |

|protocols. |

|L.RP.07.05 respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to anticipate and answer |

|questions; determine personal and universal themes; and offer opinions or solutions. |

| |

|CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. |

|CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 above.) |

|CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, |

|or trying a new approach, focusing on how well purpose and audience have been addressed. |

|CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a |

|day or two) for a range of discipline-specific tasks, purposes, and audiences. |

|(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular |

|learners write the name(s) of the learner(s) to whom it applies.) |

|*remember, understand, apply, analyze, evaluate, create |

|II. Before you start |

|What barriers might this lesson |Provide Multiple Means of Representation |Provide Multiple Means of Action and |Provide Multiple Means of Engagement |

|present? | |Expression | |

| | | | |

| | | | |

|What will it take – | | | |

|neurodevelopmentally, | | | |

|experientially, emotionally, etc., | | | |

|for your students to do this | | | |

|lesson? | | | |

| |Provide options for perception- making |Provide options for physical action- |Provide options for recruiting interest- |

| |information perceptible |increase options for interaction |choice, relevance, value, authenticity, |

| |UDL p. 1 |Writing, walking up for/with reflections,|minimize threats |

| | |addressing envelopes |Connect to the letter they wrote to |

| | | |someone they truly appreciate, reflection|

| | | |and evaluation of teacher |

| |Provide options for language, |Provide options for expression and |Provide options for sustaining effort and|

| |mathematical expressions, and symbols- |communication- increase medium of |persistence- optimize challenge, |

| |clarify & connect language |expression |collaboration, mastery-oriented feedback |

| |UDL p. 2 |Personal writing (letters and |Self-reflection and reflection on teacher|

| | |reflections), group communication | |

| |Provide options for comprehension- |Provide options for executive functions- |Provide options for self-regulation- |

| |activate, apply & highlight |coordinate short & long term goals, |expectations, personal skills and |

| |UDL p. 3 |monitor progress, and modify strategies |strategies, self-assessment & reflection |

| |Group work |Exit reflections, tips for sincere |Exit reflections, rubric, tips for |

| | |appreciation |sincere appreciation, reflective |

| | | |discussions |

|Materials-what materials (books, |Index cards and paper and markers for student reflections, copies of letters with rubric and feedback attached, clean copies |

|handouts, etc) do you need for this|of letters of appreciation (for sending), envelopes and stamps |

|lesson and are they ready to use? | |

|How will your classroom be set up |Small groups (2-5 people each) spread out in the room around low tables |

|for this lesson? |Index cards (individual), sheets of paper (group), and writing utensils on each table |

| |Computer bank at back of room |

|III. The Plan |

| |Components | Describe teacher activities AND student activities for each component of the lesson. |

|Time | | |

| |Motivation |Big questions written on board, extra copies of rubric and |Settle in |

| |(opening/ |letter structure available | |

| |introduction/ |“First, does anyone have a final draft to turn in?” |Turn in late final drafts |

| |engagement) |(if need time to type, give permission) | |

| | |“How many of you brought envelopes and stamps?” (won’t need yet,|Bring out envelopes and stamps |

| | |make note) | |

| | | | |

| | | | |

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|7:00 | | | |

| |Development |Discussion opener: | |

| |(the largest |You asked on the preassessment, “How can we express all the | |

| |component or main |emotion we have for a person?” and “How do we write good letters| |

| |body of the lesson) |of appreciation?” | |

| | |“These are going to be harder questions than some others have |Recognize questions |

| | |been, and I want you to answer them from what we’ve learned | |

| | |together.” |Accept challenge |

| | | | |

| | |Explain index cards (individual), sheets of paper (group), and | |

| | |writing utensils on each table |Each student take an index card |

| | |Group questions (1 notetaker): | |

| | |[flash Time’s Up card in between these activities] |Work in groups at tables, one person taking notes on a sheet |

| | |What could [Name] have done differently? (give 2-3 min.) | |

| | |What specific ways could you continue to use the information we | |

| | |learned about letters, appreciation, writing? (give 2-3 min.) | |

| | | | |

| | |Individual questions [project up on board]: | |

| | |1) Something you liked about [Name]’s lessons |Work individually at tables using index cards |

| | |2) What did you gain/learn from writing letters of appreciation,| |

| | |specifically? | |

| | |3) Someone you can write another letter of appreciation to (not | |

| | |self) (give 4-6 min.) | |

| | | | |

| | |[Pass out final drafts and rubrics during individual questions] | |

| | |Direct all students to silently read the feedback on their | |

| | |rubric | |

| | |Ask any questions | |

| | | |Read rubric feedback |

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| | | |Ask questions |

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|10:00 | | | |

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|14:00 | | | |

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|17:00 | | | |

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|23:00 | | | |

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|28:00 |Closure | | |

| |(conclusion, |Thank them for all their focus and hard work and creative input.| |

| |culmination, |We all learned. Taught me a lot about teaching. | |

| |wrap-up) | | |

| | |See you Thursday | |

| | | | |

|Your reflection about the lesson including evidence(s) of student learning and engagement as well as ideas for improvement for next time. (Write this after |

|teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) |

| |

Tips for Giving Honest, Sincere Appreciation

Writing a sincere thank you note is one of the professional skills that can make a lasting favorable impression. People like being appreciated. One of Dale Carnegie’s fundamental human relation principles is “Give honest, sincere appreciation.” When writing a thank you note, use a plain, small card. However, the card is not as important as the effort, so if paper is all that is available, write the note anyway! Use this 6-step formula as a sure-fire method of expressing appreciation in a written note.

1. Greet the Giver: Dear Mr. and Mrs. Smith OR Dear Jamie. It seems like an obvious point, yet many people will begin a note with “Hi” or even omit the greeting.

2. Express Gratitude: Thank you so much for the book. The key is to keep it simple and specific. The point of writing the note is to create an expression of a heartfelt sentiment.

3. Discuss Use: I started to read the book immediately and have found many great ideas already. People like to know that you found their gesture or gift valuable. Sharing how you are using the item or idea makes their effort more meaningful.

4. Another Thank You: Thank them again for the gift. It’s not excessive to say thanks again.

5. Complimentary Close: Wrap it up with a close that expresses your final thought: Regards, All the Best, Sincerely, Gratefully, etc. Then sign your name.

6. Send It: Even if your colleagues and acquaintances are not of the note-writing variety, be the one who sets the precedent.

It is the mark of a true professional to become skilled at writing thank you notes in this age of email, voicemail, and text messaging.

Demonstrating business professionalism is not difficult; it just takes effort and focus. Applying simple aspects of business etiquette goes a long way in establishing our professionalism, which builds our confidence and comfort in business settings.

Adapted from The Lost Art of the Thank You Note: Give Honest, Sincere Appreciation (2010, April 22). In Dale Carnegie Training.

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