Grade Level/Subject/Topic:Kindergarten / Language Arts / Letter Writing

Original Author: Henry County Kindergarten DI Team Leaders

Standards Addressed:

·  English K.11 The student will write to communicate ideas by drawing pictures and/or using letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

·  History K.6 The student will match simple descriptions of work that people do with the names of those jobs (postal worker, post office.)

Pre-Assessment:

·  Have the students write a letter to the teacher about whatever they choose.

·  Have the students draw all that they know about what will happen to a letter once it is in the mail.

Defining the Learning Goals: What the student will:

Know (Facts/Vocabulary):

·  That writing is used for a variety of purposes and that writing is presented top to bottom and left to right.

·  That the post office is used to send and receive the mail, and a postal worker delivers mail to homes and businesses.

·  The following vocabulary: post office, postal worker, mail, stamp, envelope, letter, mailbox, deliver, post office box, address.

Understand (Big Ideas):

·  People can effectively communicate worldwide through written language using the postal service.

Do (Specific Skills student is able to do after the lesson):

·  Identify the job of a postal worker and the purpose of the post office

·  Write a letter by drawing pictures, using letters, and phonetically spelled words.

Materials/Supplies:

The teacher will introduce this lesson using the book Dear Polar Bear and an united streaming clip.

Procedures/Activities:

Differentiated Activities:

1.  The students will manipulate the parts of a letter using color coded pieces, puzzle pieces, etc. and then trace their finished product using markers, high lighters, etc.

2.  The students will write a letter using sentence starters, and pictures. They may also write sentences on their own.

3.  The students will write a letter using stationary, envelopes, markers, stickers as their stamps, and pictures.

(If) Differentiated Instruction:
What? Content Process Product

How? Readiness Interest Learning Profile

Why (What prompted you to differentiate in this way)?

Based on pre-assessment

Anchor Activities:

·  A tiered sequencing activity will be developed based on readiness. The students will sequence the process of mail delivery.

Post-Assessment:

·  The students will be assessed on their completed work from the lesson: format of the letter and the sequencing activity.

Closure: