DIRECT INSTRUCTION LESSON PLAN (Case Study 4.1 Lesson Plan) Subje t A!ea" Writing &!

ade Le'el" 3rd Grade S#e $%$ Content" Using appropriate abbreviations when addressing an envelope Len(t) o% Lesson" 15 minutes

Inst!u t$onal Obje t$'e(s)" The learner will capitalize and write street and state abbreviations correctly when addressing envelopes. State Content Standa!d * +en ),a!- * &!ade Le'el E.#e tat$ons" Content tandard !" #ll students will use the characteristics o$ di$$erent types o$ te%ts& aesthetic elements& and mechanics ' including te%t structure& $igurative and descriptive language& spelling& punctuation& and grammar. (lementary )enchmar*" +denti$y and use mechanics that enhance and clari$y understanding ,conventional punctuation& capitalization& and spelling-. Lon(/Te!, Un$t Obje t$'e" Using the standard $ive.part $ormat& the learner will write $riendly letters and than*.you letters and will address the accompanying envelopes using the correct abbreviations. 0este!day1s Lesson" The students learned the appropriate way to address an envelope so that it can be mailed. This lesson included where the return address& the receiving address and the postal stamp go on an envelope. To,o!!o21s Lesson" Tomorrow the students will learn about how to write than* you notes.. /ow that they have written an invitation letter to a $amily member with a date& a beginning and a proper closing& they will learn about writing than* you letters to the parents who organized the school0s $estival that the students have invited their grandparents to attend. P!e!e3u$s$te 4no2led(e o! +e)a'$o!s Needed" Skills: The students are capable o$ writing and spelling words legibly and correctly. The students are also able to write their own addresses. Concepts: The students in this third grade class are $amiliar with the appropriate way to address and envelope that will be mailed. They *now they need to write their return address in the top le$t.hand corner o$ the envelope& to write the address o$ the person receiving the letter in the center o$ the envelope& and to place a stamp in the top right. hand corner o$ the envelope. Behaviors: 1ollowing instructions given by the teacher and responding to the instructors 2uestions when as*ed. The students listen to the teacher0s directions and *now to as* 2uestions i$ they are con$used or do not understand the directions.

5)y $s t)e Content o% Today1s Lesson Rele'ant %o! 0ou! Students6 The content o$ today0s lesson relevant to the students because the students will be writing letters to their $amily members and will also be mailing the letters. The teacher also continues to use e%amples o$ abbreviations that are relevant to students during the mini. lesson so that they are more engaged with the lesson0s content and will be able to apply what they have learned when they address their envelopes. 7ate!$als" Teacher 3aterials" .an appropriate space in the classroom to conduct a mini.lesson ,in this lesson& the instructor uses the *idney.shaped table.dry.erase board .dry.erase mar*er .dry.erase eraser .chart paper .mar*er (ach tudent will need these 3aterials" .envelopes .pen .scratch paper ,to practice writing addresses be$ore writing them on the envelopes-. Where are your materials to be kept until their use during the lesson? (ach student has the appropriate number o$ envelopes in his or her own writing $older& along with the letters that will be sent in the envelopes. The teacher has e%tra envelopes to pass out to individual students in case a student ma*es an error. When will your materials be passed out? The teacher will pass out scratch paper to the students who are involved in the mini. lesson a$ter she has instructed the students on appropriate ways to abbreviate and has modeled this concept $or them. The teacher will pass out the scratch paper when the students are going to begin guided practice. How will materials be passed out? The teacher will pass out the paper to the students. 7odel o% Tea )$n(" 4irect +nstruction P!o edu!es" 5ist each procedure according to stages o$ 4irect +nstruction.

+nclude each 2uestion you are planning to as* students in the appropriate place in your lesson plan ,i.e. 6What have we learned so $ar about mammals78 in the opening section-. 1. 1ocus #ctivity a. The teacher has the students tell one way they use capital letters in their writing. .When else do we use capitals7 .What else did you remember7 .4id any pair come up with ideas we haven0t mentioned yet today7 9. tating the :b;ective and <ationale a. The students will learn to use abbreviations to shorten the words in the addresses they are going to write. b. This will ma*e the writing $aster $or the students and it is also the way the post o$$ice pre$ers people write addresses because it is more e$$icient when the postal wor*ers sort mail. 3. =resenting Content and 3odeling a. The teacher $irst $inds what abbreviations will be relevant to the addresses the students will be using $or their letters. he $irst models how to write abbreviations $or streets& avenues& courts& etc. The teacher then e%plains how state abbreviations di$$er $rom other abbreviations and models this concept. .4o any o$ you have grandparents who live in another state besides 3ichigan& :hio& or +ndiana7 .>ow many o$ you have grandparents who live in 1lorida7 .Which o$ you lives on ?illage treet7 .Would you recopy the name o$ your street on the chart using the abbreviation7 .+ write the name o$ the avenue $irst ' +rvine #venue ' with what *ind o$ letter7 (veryone7 @. <eceiving and =roviding 1eedbac*" Chec*ing $or Understanding a. The teacher chec*s $or understanding by having students actively participate in the lesson when answering 2uestions or writing on the board. he also allows opportunity $or choral responses and also has the students give her a thumbs up or thumbs down as a response. .Who remembers the letters used to abbreviate the word street7 .>ow do we write the letter 7 .>ow do we end the abbreviation7 .>ow do we write the #7 .>ow do we end the abbreviation7 .4o + need a period at the end o$ the abbreviation7 5. +ndividually 3onitored =ractice

a. The student will write their addresses on scratch paper using the new abbreviations they learned. This will allow the teacher to chec* each students0 wor* be$ore the student writes the address on the envelopes. .What0s the $irst thing you will do when you are dismissed7 .What will you do with the envelopes7 .#nd what are your choices when you have put your envelopes bac* into your writing $olders7 A. +ndependent =ractice a. The student will write the correct addresses on their envelopes a$ter the addresses have been approved by the teacher. B. Closure a. The teacher as*s one student $rom the mini lesson group to state what the lesson was about today and why it was important. 8o2 d$d you add!ess student lea!n$n( styles du!$n( t)$s lesson6 Des !$be all t)at a##ly. Visual-The students watched as the teacher modeled how to write abbreviations on the board and on a chart. They also practiced writing their addresses with abbreviations be$ore writing them on the envelopes. uditory-The teacher $re2uently as*ed 2uestions and had students respond verbally. also gave verbal instructions throughout the lesson. !inesthetic-The students were called upon to give a thumbs up or thumbs down. "actile-The students are practicing how to write abbreviations in addresses and are addressing their own envelopes. Assess,ent C!$te!$a" What tangible evidence will demonstrate your students# learning today? The teacher will evaluate the addressed envelopes be$ore she mails the letters. What will be considered $uality work? The students must write legibly& so that the envelopes can be read by the teacher and the postal wor*ers. The students must also have their return address and the receiving address in the correct place on the envelope be$ore the teacher will give them a stamp so that they can mail the letter. 1inally& the students must use the correct abbreviations $or street& avenue court& etc. and must also use the correct abbreviations $or the state. %o you need a rubric to structure your assessment? Ces& the teacher will use a rubric to clari$y the guidelines $or addressing an envelope correctly. he

Will students also sel&-assess using this rubric? Ces& the students will sel$.assess be$ore turning in their $inalized envelopes to the teacher $or evaluation. Their sel$.assessment will be turned in as well. &ende! o! ultu!al on e!ns ,ay a%%e t you! $nst!u t$onal o! assess,ent )o$ es $n t)$s lesson. I% a##!o#!$ate9 $dent$%y t)ese and des !$be )o2 you 2$ll add!ess t)e,. The teacher will call on boys and girls in the group e2ually and will give the same amount o$ response time to both genders. /o other considerations are needed $or this lesson. +$ the teacher had any students who did not spea* (nglish or only spo*e (nglish as their second language& she would ma*e considerations in this lesson because it is a writing activity. Inst!u t$onal 7od$%$ at$ons/Des !$be a student $n you! lass 2)o )as s#e $al needs. Cons$de! )o2 you ,$()t ,od$%y you! $nst!u t$on and * o! assess,ent %o! t)$s student du!$n( t)$s D$!e t Inst!u t$on lesson. T!ad$t$onal #!$nt9 Inte!net and NETS !esou! es an ass$st you. This classroom has one male student who is in a wheelchair and does not have use o$ the lower hal$ o$ his body a$ter he was paralyzed in a car accident. The student is able to write and communicate well. The teacher has arranged the classroom so that there is plenty o$ room $or the student to navigate around the classroom and between des*s. When the students come to the *idney.shaped table $or the mini.lesson& this student comes to the side o$ the table so that he is not sitting behind any students and he is an active member o$ the group. The teacher also gives this student his own dry.erase board to write on because it would be di$$icult $or him to write on the $ront board she is using when she calls on students to demonstrate or practice writing an abbreviation. Te )nolo(y/5)at te )nolo(y ,$()t en)an e t)$s lesson o! t)$s un$t at so,e #o$nt6 T!ad$t$onal #!$nt9 Inte!net and NETS !esou! es an ass$st you. 1irst& the teacher would address the di$$erent $orms o$ sending mail and communicating with other people and would address the topic o$ email. The teacher could use a smart board to pro;ect an email account on a screen that is visible to the whole class. This would allow her to e%plain to the class why letters going through the postal mail must be addressed in a certain way& ;ust as emails are addressed using a speci$ic $ormat. The teacher could also show the students how to loo* up addresses o$ someone online& instead o$ only demonstrating to the class how to use a phone boo*. 8o2 2$ll you #!o'$de #!a t$ e %o! t)$s obje t$'e6 The students will be able to practice to meet their ob;ectives by writing out their addresses with abbreviations be$ore recording them onto an envelope. The students will also get more practice addressing envelopes in the ne%t lesson& where they will write

than* you notes to those responsible $or organizing the $estival the students invited their grandparents to attend.