Writing Lesson Plan Template

CAEP K-6 Standards

LESSON RATIONALE
This lesson directly correlates with a state standard for kindergarten writing. This state standard requires students to be
able to write capital and lowercase letters. This will create a foundation for students to use when they begin writing larger
words or sentences.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to write capital and lowercase letters.
B. Objective(s)—
 After the lesson, students will be able to write capital and lowercase letters correctly.
 Once I complete this lesson, my students will be able to correctly shape and space letters.
C. Standard(s): K.W.2.1: Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping
and spacing the letters of the words. (CAEP K-6 3.c)
II. Management Plan-
a. Time per lesson element: the anticipatory set will take less than 5 minutes, the lesson presentation and
read aloud will take about 10 minutes, the stations will take 15-20 minutes depending, and the
conclusion will take 5 minutes.,
b. Use of space: students will start at the carpet, move between 3 different tables for stations, and then
come back to the carpet.
c. List of materials: alphabet on the wall, white board, flashcards with each capital and lowercase letters
written on a card, tracing worksheet for just letters and one for my station, and the Dr. Suess ABC book.
d. Describe expectations and procedures: students are expected to actively engage in the anticipatory set,
during the read aloud the class is expected to quietly pay attention, and during rotations students are
expected to work with their group and stay on task.

PLAN FOR INSTRUCTION

III. Adaptations:
 This lesson will be beneficial for students with varying learning styles. For students that learn better by writing will get
the opportunity to write and for students that need to move will have that opportunity throughout transitions.
 This lesson incorporates bodily/kinesthetic intelligences for those students who learn best by moving. The transitions
throughout will be best for them.
 If there are students struggling (exceptional needs students or students that require extra support) I will work one-on-one
with them during the independent parts of the lesson to increase understanding
(CAEP K-6 1.b)

IV.Lesson Presentation (Input/Output) (CAEP K-6 3.d)

 Minilesson (Whole Group)

o Anticipatory set
 Gather students to the carpet. Have the alphabet on the wall for students to see. Okay class,
can you say the alphabet with me quick? Say the alphabet with the class as a refresher before
teaching the class how to write them. Start writing the alphabet on the board. Today you all
are going to learn how to write these letters just like I did.
o Purpose statement: today we are going to learn how to write the alphabet, this is important for so
many reasons inside and outside of school. Knowing how to write will help you write letters to friends
and family or do your homework throughout school.
o Introduce Trait
 Since we all know what each letter looks like, it will help us when learning to write each letter.
Today we will also learn the difference between capital letters and lowercase letters!
o I will have the students stay seated on the carpet and read Dr. Suess’s ABC story book.
o After reading, I will point out how each letter has a capital letter and a lowercase letter as shown in the
book.
o Students will work through three different stations.

1 Revision Date: October, 2018

  The first station will be a letter sort.
 The second station will be tracing the letter of the alphabet on a worksheet like the one
below.
 The third station will be with me and students will start by tracing over common 3-4 letter
words. They will start by tracing work their way up to writing on their own.
o Check for Understanding
 At the beginning of the lesson, I will observe the class to see if anyone is struggling with
saying the alphabet.
 During the stations, I will monitor the class to make sure everyone understands what they are
expected to be doing.
 At the conclusion, I will observe the class and see if any of the students are not fully
understanding of what was learned today.
 Writing
o During the letter sort, students will have different cards for each letter of the alphabet. There will be
capital letters and lowercase letters. Students will first sort letters by whether it is capital or lowercase.
Following that, students will match capital letters with their corresponding lowercase letter.
o During the letter tracing, students will trace the letters of the alphabet on the worksheet. They will
start by tracing a letter 3 times and then write the letter on their own 3 times. The students will repeat
this for each capital and lowercase letter.
o During the station with me, students will trace common 3-4 letter words with me. They will then work
on writing these words without the help of tracing. They will write words to form simple sentences
like: The cat is cute, My mom is home, I love my class, etc.

VIII. Review learning outcomes / Closure

I will have students take home another tracing worksheet to practice and hand in their tracing worksheets from
the station. I will look over these to see what letters seemed to be harder for students and provide additional
support in writing these letters.
 Students will come to the rug and I will share how this connects to our big idea. Lately we have been learning
how differences aren’t so different. Throughout this writing activity, we learned that each letter looks different
whether it is bigger than the lowercase or looks completely different. Since all letters look different, these
differences are not so different after all.
PLAN FOR ASSESSMENT
Formative assessment:
 I will assess which students are having a hard time picking differences.
 I will walk around the classroom and ask students questions to double check and make sure they have a firm grasp on
the difference between capital and lowercase letters
Summative assessment
 I will look through students’ worksheets they hand in. I will use this to see what letters students are having the most
difficulty with.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?                    
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students participating within the anticipatory set or was it too challenging?
8. Were students able to correctly sort the letters between capital and lowercase? Match the capital letter with its
lowercase letter?
9. Were student able trace letters and then write them on their own?
10. Were students able to understand the connection from this to the big idea?

2 Revision Date: October, 2018

 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
grow, develop, and learn. developmental domains developmental domains domains, and is able to
CAEP K-6 1.a but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.

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 CAEP K-6 3.c assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
Lesson The candidate’s lesson is
Presentation not developmentally
appropriate.
Explicit
Instruction of The candidate’s lesson
Trait does not use
appropriate modeling
and guided practice.
The lesson presentation
includes little
InTASC 5 opportunity for students
CAEP K-6 3.f to engage in relevant
and active learning.
Differentiated The candidate’s plan is
Instruction not differentiated for
subsets of students or
Conference Plan individual students.
CAEP K-6 3.d
The connection between
the anticipatory set and
lesson objectives and
content is weak or
unclear.
A statement of purpose is
included in the LP, but
has little power to
motivate students and
capture their
imaginations.
The Developing
Candidate
Instructional
opportunities are
provided in this lesson;
however, they are not
adapted to individual
students.
The Developing
Candidate
The candidate’s lesson is
somewhat
developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack
purpose or depth.
The candidate’s plan is
differentiated according to
a subset of learners and
includes modifying
content or instructional
processes.
4 Revision Date: October, 2018
The anticipatory set is
clear and direct and
focuses students’
attention on the lesson.
The statement of purpose
is clearly connected to
the content of the lesson
and is presented in terms
that are easily
understood by students.
The Competent
Candidate
Instructional
opportunities are
provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to individual
students.
The Competent
Candidate
The candidate’s lesson
demonstrates an
understanding of
developmentally
appropriate practice.
The candidate’s lesson
includes both modeling
and guided practice.
The lesson presentation
includes relevant activities
that encourage student
participation and critical
thinking.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
Instructional planning is
based on individual
student needs.
The anticipatory set
connects the current
lesson with previous and
future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.
The Accomplished
Candidate
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of individual learner
characteristics and how
these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of ways
to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
The lesson presentation
supports student
motivation through
relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate
 differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Check for included to check for is included in the lesson plan and the means to understanding of the
Understanding student understanding plan, but the connection check for student content are an integral
or to reteach concepts with the lesson understanding of the part of the lesson, and
InTASC 4 that elude students presentation is weak lesson. A provision is include frequent questions
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.
Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.

InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
Writing Plan of the lesson. to result in lesson mastery match lesson objectives.
InTASC 5

Plan for Assessment

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6
activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning

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 terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4

6 Revision Date: October, 2018