Early Childhood Special Education Lesson Plan

Teacher Candidate: Melanie Sabo Grade Level: Pre-K

Lesson: Silly Putty
Unit of Study: Thank You Notes
Reading Standards for Literature:
Key Ideas and Details

C.R.1With prompting and support, ask and answer about detail(s) in a text.

C.R.2 With prompting and support, retell familiar stories.

C.R.3 With prompting and support, ask and answer questions about characters and major events in a story.
Writing Standards:
Text Types and Purposes
C.W. 1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic
(e.g., I like. because)
Speacking and Listening Standards:
Comprehension and Collaboration

C.S.1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and
texts with peers and adults in small and large groups.

a.Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under
discussion).

b.Engage in extended conversations.
c.Communicate with individuals from different cultural backgrounds.

C.S.2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media
by asking and answering questions about key details and requesting clarification if something is not understood.

C.S. 3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not
understood.

Language Standards:
Conventions of Standard English

C.LS.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print some upper- and lowercase letters.(e.g. letters in their name).
b. Use frequently occurring nouns and verbs (orally).
c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. With guidance and support, produce and expand complete sentences in shared language activities.

C.LS.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Capitalize the first letter in their name.
b. Attempt to write a letter or letters to represent a word.
c. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships


Objectives: Students will write their own thank you note using the friendly letter model.

Pre-Assessment: I determined what to teach by first following what the class has been working on. I then closely watched the
students skill sets over the past few weeks.

Post-Assessment: During small group activity I will walk around collecting data. See Chart below.


Materials: Individual or shared:
Book - What To Do If An Elephant Stands On Your Foot
Pencils
Crayons
Paper


Use of Technology: For this activity I will not be using Technology.

Differentiation:
To make easier:
Students will color picture and teacher could write words.
Offer pencil and crayon options accordingly (thicker and or grips for grasp).

To make harder:
Child could help friend in class.
Child will go first in sharing his or her thank you note.



Seating Configuration/Use of Physical Space: Whole Group, Small group, Whole Group

Teaching roles and collaboration:
Assistants Roles: Support teacher with management and engagement during read-aloud and mini lesson, help teacher with all
transitions, each staff member will lead a small group.



Classroom Management: Each teacher will have a set job prior to the lesson and know where they need to be. During whole
group they will sit on the outside of the circle assessing children where need. After they will break of into small group and
each teacher will take a table.



Engagement of students/anticipatory set/Motivation: I am going to build the children excitement using different tones in
my voice when reading the story.

Connection to Previous lesson/Prior Knowledge: For the past few weeks we have been learning all about the Post Office and
how mail works. You all wrote letters to your grandparents and put them in the mailbox. We have learned about stamps. Last week
Yonatons mommy came and made for us a delouses treat. Here is the envelope I created. Can anyone remember what this part is
called (answer: a stamp)? Who can remember what goes right here (answer: my name and address)? Well, today youre going to hear
a story about a safari guide and his adventure through a jungle (teacher will explain what a safari guide is). I want you to listen for the
fun directions the safari guide is going to give us throughout the story. One of these directions is going to help us write the letter so
pay attention!

Lesson Presentation:
The safari guide told us to remember our manners and to thank the monkeys for rescuing us. Just like we thanked the monkeys we
need to thank Yonatans mommy. So as a class, we are going to write a thank you note to his mommy. People write thank you notes to
say thanks or thank you for something like getting a present or coming to your party.
Who thinks they know what comes first for our thank you note? The first part of the thank you note is called the heading. For
our header we will write the date. Today is 4/1/2014. The header goes in the top right corner of your page (teacher will write
header on poster board). The 2nd part of the thank you note is called the greeting. Does anyone know what the greeting
means? One way that you can say hello in your note is by saying Dear persons name (teacher will write greeting on poster
board). What do you guys think comes after the greeting? Your message. The 3rd part of the thank you note is called the body.
The body is the longest part of the thank you note. Since this is a thank you note we should start our body with Thank you
for... Teacher will ask the students what they would like to include in the message (teacher will write body on poster board).
The 4th part of the thank you note is the closing. Can anyone tell me what we write in the closing? Closing means how we say
goodbye in our thank you note. We have 3 choices in how we want to write our closing. We can write Your friend, Love, or
From. Lets write From, on our thank you note (teacher will write closing on poster board). The last part of the thank you note
is called the signature. This is where we write our name.

So now you are each going to write your very own thank you note. When you sit down at your table to write your letter you
can come back up to the poster or ask a teacher if you need help remembering.
Estimated Time:15 Minutes


Guided Practice/Active Involvement/Small group work/Independent Practice:
Students will work independently and with assistance in writing their thank you notes. Next, students will color and or draw pictures
on the thank you note. Students will then the fold the thank you note. Teacher will collect their thank you notes.

Estimated Time:15 minutes

Final Summary/Closure:
After the students have completed creating their own thank you note, the students will come back to the circle to share what they have
wrote inside their notes.
I will then ask students, when do we write thank you notes?
Estimated Time:5 minutes

Extension: For my extension we will learn how to address an envelope. We will discuses where we think our thank you notes
should go. How we cannot just place them in the mailbox they need to be put into something.


Assessment Outline
Students Name:
Did student independently
& expressively answer
questions during read-
aloud?
Did student actively
participate in activities
during read-aloud?
Did student create their
own thank you note?
Did student expressively
share what they wrote in
thank you note?















Key: Y=Yes, N=No, P=Partly met, N/O=Not observed