Taylor Brad- Establishing a Summer Bucket List and Letter Writing

Lesson Name or Number:		Establishing a Summer Bucket List and Letter Writing			Date:	April 1, 2014
Name:	Taylor Brad		Subject:	Language Arts			Grade(s):	1-2

                                                                                                                                                                            

Rationale:  Students will generate a bucket list to accomplish over the summer. Students will then create a letter inviting a friend to join them as they complete their summer goal.

Prescribed Learning Outcome(s):  Students will be able to brainstorm ideas on a certain topic, set goals for themselves, learn how to organize a list and how to properly write a letter.

Instructional Objective(s):

Students will explore and express their ideas and opinions.

Students will recognize that writing is an important tool for communicating.

Students will organize their thoughts and then express them through writing and drawings if wanted.

Students will be able to determine realistic and nonrealistic goals.

Prerequisite Concepts and Skills: 
To be able to write independently, type on a computer (optional for this assignment), demonstrate creativity in ideas and drawings, differentiate between realistic and nonrealistic goals for summer.

Materials and Resources:

Teacher	Students
Brainstorming activity sheet, writing paper with letter template to benefit the students in their writing. Paper, scissors and glue to demonstrate to students on how to make the buckets (done before this lesson).	Paper, pencils, crayons/markers, scissors, glue, eraser, ruler and dictionary. Paper, scissors and glue will be used to make homemade buckets for their ideas (done before this lesson).

 

Lesson Activities:

Teacher Activities: Great end of the school year project (roughly 2-3 classes, depending on length of class)	Student Activities	Time 30 mins x3
Activity 1: Anticipatory Set: Begin with discussing summer and activities students might like to do during summer. Start brainstorming ideas with students as a group, displaying pictures of activities for summer, for ex: eating ice-cream or swimming Step by Step Procedure: Explain to the students that they will be making a summer bucket list on activities they hope to do during summer with friends and family. Then explain the importance of making a list and ask students if they know what a list is or if they have used one before, for example you can ask the students if they have seen their mom or dad make a list for grocery shopping. The teacher will provide the class with their summer bucket list, so the students have an example of what is expected. Distribute buckets made in class previous to this lesson and have the students put their name and 6 summer activities (with/without drawings) on it.   Activity 2: Anticipatory Set: Have students use their bucket lists for the next activity. Explain to students that they will be writing a letter, inviting someone to join them on completing their summer bucket list (friend, family member, pet). Have them brainstorm ideas for who they would like to invite. Step by Step Procedure: Show the class your bucket list as you explain to the class possible goals you will complete and who you would invite to help you accomplish that goal.   Record on the board these possible goals, who you will ask, and why you will ask that person. Speak your thoughts out loud for students to hear what you are thinking. Then continue explaining why you are asking this person and how you will ask them to join. Students will eventually need to express their opinion in their letter, explaining to their recipient why the goal they selected is a good goal for the summer.   Hand out brainstorm sheets for students to write their ideas. Explain that after when they write their good copy of their letter, it is up to them on how they choose to display it, as it is meant to help in becoming better writers. After as a class, the students will share their ideas with the class and teacher and give feedback to each other on the ideas the students have chosen. Activity 3: Anticipatory Set: Explain to students that they will be using their brainstorming sheet for the next part of the activity. Re-explain what a letter is again and ask students if they have ever written a letter or recieved a letter before (sending santa a letter). Encourage students to think out loud about who you will write your letter to and what you will invite them to do with you over the summer.  The teacher will then write some possible starter sentences that may grab the attention of the person receiving the letter. Let your student’s help you decide which sentence would be the best.  Explain to students that it is now their turn to write a letter inviting someone to join you in the accomplishment of at least one summer goal.  As students take out their pencil, hand out a premade letter template.  While students are writing, walk around and visit with students.  Address positive attributes of the individuals writing and encourage them where they could improve. It is a beneficial for students to read their letters out loud to themselves or to others as they continue to perfect their writing. Give students the opportunity to make a good copy on a new piece of paper, so their recipient is able to read their neat, clear writing.	Students start brainstorming summer activities with teacher and classmates.         Students start thinking of what a list is and/or where they have seen or used one.           Start thinking of their summer activites they would like to use on their summer bucket list.   Students now have their buckets and are putting their names and top 6 activities on it, if students are feeling creative, they are encouraged to add drawings.     Students are brainstorming ideas for who they would like to write their letter to and invite to complete their summer bucket list with.       Students have an idea of what is expected of them in their letter and are thinking of what they will write.                   Students write their goals on their brainstorming sheet. When finished they will share their ideas with their classmates and teacher.             Students will be remembering what a letter is from their previous discussion. Explaining to the class if they had made or received a letter before.     Students are sharing their ideas for their recipient and have now chosen who they will invite to join them in completing their summer bucket list. By using the starter sentences that the teacher provided them, students are able to start writing their letter.     Students are writing their letters to someone to join them in completing at least one summer goal with them.               Students can now make their good and final copy for their recipient. It is now ready to be delivered.	5 mins             15-20 mins                           2 mins             20-30 mins                                   5 mins                         20 mins

 

 

 

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

In the original lesson plan, the teacher split the class into small groups for them to share ideas with, however I changed that idea. Instead I would have the students talk as a class when sharing their ideas and make it a classroom discussion. For my class, many students have learning disabilities and may perform poorly on tasks that require memory, focused attention, organization, metacognition, and information processing. I would have the EA’s in the classroom sit beside the students with the LD in case they needed assistance or encouragement in ideas.

Organizational Strategies:
By choosing not to split the class into small groups I felt that by sharing the ideas as a classroom it is a better strategy because it allows those particular students to branch off the other student’s idea, feel more included and able to participate. I felt that if they were split up, it may put those students on the spot especially if they cannot remember an activity or something discussed earlier. This way, as a class, there is constant ideas being brainstormed, continuously reminding these students of summer activities, allowing the students to comprehend more efficiently. The students with LD ould have an EA sitting with them to help them in brainstorming ideas and when working on each activity, in order to make sure they are focused and understand what to do.

Behavioural Management Strategies:
Have the students with a LD sitting with an EA to help with their organization, attention and memory.

Assessment and Evaluation:
For activity 1 and 2, evaluate students on their participating in sharing their goals as it allows you to make sure the student is understanding the activity and if they are able to coherent what was said. As the students are writing the goals, observe the students if anyone is struggling and where guidance is needed. Make sure students are explaining why they chose a certain activity.
For activity 3, interact with the students as they are writing their letters. Walk around the class to ensure that students are writing their letters properly and using the guidelines discussed earlier.

Extensions:
Hang up the students buckets around the classroom, or outside the classroom to allow the students to see the other students work. As this is an end of the school assignment, once school is done, let the students take home their buckets so they can complete their goals and hang it in their house for their family to see.

 

Original Lesson Plan:
http://lessonplanspage.com/establishing-a-summer-bucket-list-that-transitions-to-letter-writing/