Language Arts Lesson Plan Essay Paper Example For Students

Language Arts Lesson Plan Essay Paper Produce clear and coherent writing in which the development, org animation, and style are appropriate to task, purpose, and audience. Objective (Explicit): Students Will demonstrate writing clearly and coherently by developing a friendly or formal letter. Sub-objectives, SWABS (Sequenced from basic to complex): Students will learn parts of a friendly/formal letter and what the difference is Students will learn the definitions of parts of a friendly/formal letter. Students will learn how to format a friendly/format letter. Students will be able to establish and maintain a letter style. Students will be expected to write a friendly letter to someone to tell of their explorer experience, Students will be expected to write a formal letter to the monarchs to tell them about their explorer experience, Evidence of Mastery (Measurable): Assess students while they are writing their letters. A completed letter writing checklist. A completed friendly letter or formal letter on a grocery bag. Key vocabulary: Explorer, Christopher Columbus, expedition, heading (if required, date, alteration or greeting, body of letter, closing, postscript (AS), signature Materials: Sample friendly letter, sample formal letter, letter template, pencils, paper bags, Christopher Columbus Brainpower, Dear Teen Me book By E. Kristin Anderson. Opening (state Objectives, connect to previous learning, and make relevant to real life) Ask students effete have ever written a letter? Who they wrote to? Did they look different? Explain to students that letters take many forms and serve a variety of purpose. Do you think a letter to your parents would look the same as f you were to write a letter to the President? Explain how letters can tell others about us (how we are doing, what we are doing), request things from others (asking the President to think about passing a bill), and why? Depending on the letters purpose you will decide the format, Today we are going to focus on friendly and formal letters. Instructional Input Teacher Will: Ask students if they have ever written a letter? If so what kind? Did they look different? Explain to students that letters take many forms and serve a variety of purpose. Do you think a letter to purr parents would look the same as if you were to write a letter to the President? Explain how letters can tell others about us (how we are doing, what we are doing), request things from others (asking the President to think about passing a bill), etc. Depending on the letters purpose will decide the format. Today we are going just focus on friendly and formal. Preview and read a letter from Dear Teen Me book. (Friendly letter example), as well as preview and read formal letter examples. Student Will: Engage in introduction and questions. Preview and listen to the letter from Dear Teen Me book as well as preview and read formal letter examples. Co-Teaching Strategy/Differentiation Have sample letter handouts from the book. Guided Practice Show Brainpower video on Christopher Columbus, after video create a T-Chart on one side label it Mom and on the other side To Queen and King, call on volunteers to create a greeting appropriate for mom and ask for another volunteer to create a greeting appropriate for Queen and King, continue until the signature part of the letter, While completing the I-Chart ask student if they notice the differences? Explain to students that they are going to write a letter as if they are in Columbus time; show students grocery paper bags (pre-cut to standard letter size). Explain that completed letters will be done on the grocery bags. Student Will: Watch Video on Christopher Columbus, take Brainpower Quiz about Columbus, Think-pair-Share about letter ideas and choice, engage and comment on letter T- Chart. Co. Teaching Strategy/Differentiation Students have letter templates. Students can have handouts of written sample letters. Give students letter writing checklist, Parts of a letter definition sheet, .u28ce70231a703cbf3eac082c449b8999 , .u28ce70231a703cbf3eac082c449b8999 .postImageUrl , .u28ce70231a703cbf3eac082c449b8999 .centered-text-area { min-height: 80px; position: relative; } .u28ce70231a703cbf3eac082c449b8999 , .u28ce70231a703cbf3eac082c449b8999:hover , .u28ce70231a703cbf3eac082c449b8999:visited , .u28ce70231a703cbf3eac082c449b8999:active { border:0!important; } .u28ce70231a703cbf3eac082c449b8999 .clearfix:after { content: ""; display: table; clear: both; } .u28ce70231a703cbf3eac082c449b8999 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u28ce70231a703cbf3eac082c449b8999:active , .u28ce70231a703cbf3eac082c449b8999:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u28ce70231a703cbf3eac082c449b8999 .centered-text-area { width: 100%; position: relative ; } .u28ce70231a703cbf3eac082c449b8999 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u28ce70231a703cbf3eac082c449b8999 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u28ce70231a703cbf3eac082c449b8999 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u28ce70231a703cbf3eac082c449b8999:hover .ctaButton { background-color: #34495E!important; } .u28ce70231a703cbf3eac082c449b8999 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u28ce70231a703cbf3eac082c449b8999 .u28ce70231a703cbf3eac082c449b8999-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u28ce70231a703cbf3eac082c449b8999:after { content: ""; display: block; clear: both; } READ: Racial Profiling by Police Sociology Racism Prejud EssayIndependent Practice Direct students to the T-Chart labels created prior to the video. Explain that they can either write a letter home To mom about their expedition experience or a letter ro Queen and King telling them about their expedition. Assess students as they are developing their letters. Make any suggestions and answer questions about letters. Student Will: Choose a letter based off oft-Chart, develop a letter that once complete will be put onto grocery bag. Students use letter templates to form their letters.