Planning Guide

Creating Learner-Focused Schools

Madison – Oneida BOCES – This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: You’ve Got Mail: A Primary ELA/ Social Studies Unit
Author: Aimee M. Guimond
Grade Level: 1^st
Subject Areas: English Language Arts / Math / Technology
School Address: 315 Gates Street, Ogdensburg, NY, 13669
School Phone: 315-393-0165

Content Knowledge

Declarative

• Verbally state their complete address with zip code
• Add coins and self check for accuracy
• Explain the process of having a letter mailed
• State three job related responsibilities of a postal worker
• State the current price of stamps
• Explain the three main parts of a friendly letter
• Explain the process of e-mail

Procedural

• Write a friendly letter using correct format
• Address an envelope completely, including stamp, to be mailed
• Use Microsoft Word to type/print a letter
• Work successfully in cooperative pairs
• Use money skills to "sell " items and identify correct change
• Discern a letter’s destination by address and deliver it accordingly in the classroom
• Gain responsibility handling money and understand the concept of budgeting

Essential Questions

1. Explain the path a letter takes from writer to addressee.
2. How does technology help us to communicate with others?
3. How is math used in the real world?

Connection to State Learning Standards

NYS LEARNING STANDARDS BEING ASSESSED

Content Area: English Language Arts

Standard 2: Students will read, write, and speak for literary response and expression.

Performance Indicators: Observe conventions of grammar and usage, spelling, punctuation, and capitalization.

Students will use a variety of oral, written, and electronically produced forms.

Standard 3: Students will read, write, listen and speak for critical analysis and evaluation.

Performance Indicators: Monitor and adjust their own written presentations according to criteria for competent performance: organization, vocabulary, mechanics, neatness, and diction. Students will use effective vocabulary, correct capitalization, variety of sentences, grammar, spelling, and punctuation.

Home Economics

Standard 3: Resource Management: Students will understand and be able to manage their personal and community resources.

Key Idea : Students will be able to manage personal resources of time and money. They will nurture and support positive relationships in their workplace and community.

Performance Indicators: Students understand the kinds of resources available in their community and make informed decisions about their own use. They will understand how people use and protect money and recognize some factors that influence spending. They will know some different jobs in their community and the contributions made by individuals performing those jobs.

Math/ Technology

Standard 2: Information Systems: Students will access, generate, and transfer information using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Performance Indicators: Students use a variety of equipment and software to enter, process and communicate information. They will communicate a message to a distant location with teacher help.

Standard 3: Mathematics: Students will understand mathematics and become mathematically confident by reasoning mathematically, applying math in real-world settings and by solving problems through the study of number systems.

Key Idea 2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world.

Performance Indicators: Relate counting to grouping and to place value.

Declarative Knowledge

1. As a result of the unit, the student will know or understand:

What an address is and what they are used for

• Why we use stamps and their current price
• How to add coins and self check for accuracy
• How a letter is mailed from one person to another
• Some of the job related responsibilities of a postal worker
• The three main parts of a friendly letter
• Charts and samples of real letters/envelopes will be on hand daily for reference.
• Through daily practice and correspondence with a pen pal, students will memorize their address, and become accustomed to letter form.
• Reference sheets with item prices and coin value will be available for self-checking, for the classroom post office.
• Students will work inside the class post office, familiarizing them with the responsibilities of a postal worker, handling money, and the price of stamps.
• A graphic organizer will be used to demonstrate the path a letter travels from beginning to end.

Procedural Knowledge

1. As a result of the unit, students will be able to:

• Write a friendly letter using correct format.
• Address an envelope completely, including stamp.
• Use Microsoft Word 97 to type and print a friendly letter.
• Work successfully in cooperative pairs.
• Use money skills to sell items and identify correct change.
• Discern a letter’s destination by address, and deliver it accordingly.
• Handle money more responsibly and use budgeting skills.

1. To help students construct models, and shape and internalize the knowledge, they will;

• Correspond daily with classmates through letters in our classroom postal system, and correspond with a pen pal.
• Mail letters daily through our classroom postal system, using a student’s individual seat address on the envelopes.
• Practice using Microsoft Word 97 previous to typing the letter, and copy their hand written letters onto a word document.
• Work in pairs to run our classroom post office, working together to sell items, sort and count money and deliver mail.

Learning Experiences

1. Initiating Activity :Day 1

2. Materials Needed: 1 piece of chart paper, marker, writing paper, pencils, the book, Letters From Felix, by Annette Langen.

   The teacher begins by reading the book, "Letters from Felix" to the class. While reading, point out the changing return address, and the recurring main address on each letter, and explain what these are. When finished, discuss reasons why someone might send a letter – (thank you, friendship, business, etc.). On the chalkboard, set up a KWL chart and brainstorm student knowledge about letters and how they get from one person to another. As students brainstorm further, explain that they are to think of things they would like to ask Felix about his letters and travels. Model a letter on chart paper using their questions and comments. Explain the heading, body, and closing. Without copying, have students write their own letters to Felix, and mail them to his fan club address.

3. Day 2:

• Ahead of time, set up a schedule with another teacher from a different state or country on the Internet, for correspondence between your two classes. Begin by discussing means of communication with the class; telephone, letters telegrams, faxes, internet/ email, bulletin board, web site etc. Then explain that the class will be corresponding with another 1^st grade class from a different area for one month. Using a web organizer on the board, brainstorm things students would like the pen pal class to know about themselves. On chart paper, write out student ideas in letter form, pointing out the introduction, body and closing. Type the letter into the computer and send it by email to the other class. Point out email address and steps used to send email. For homework, students need to bring one thing to school representing the local community (picture of school, local brochures, etc) to be collectively boxed and mailed to the pen pal class. This will in turn be done for your class. Correspond as desired though out the year and have students note the similarities/differences between the two locations and students. * This correspondence through email is ideal on a computer projector for larger groups.

1. Day 3: Show the students a variety of letters, envelopes and packages, (air mail, express mail, etc). Verbally, students will compare and contrast these various forms. Note the variety of stamps on these letters. If possible, have a stamp collection on hand to show the many types of stamps and prices through the years. Discuss the current price of stamps and why we need them and use them. Using a large, blank form, students will design their own stamp and mark the current price in the bottom corner.

2. Day 4

• Read The Jolly Postman to the class. Explain how he finds the homes (by the number on the house and on the envelope). Have students who can, share their home address verbally with the class. Explain that beginning the following day, students will practice writing their address daily on the back of their papers. They will each have an index card labeled with their home address, taped inside their crayon box for continuous reference. On the board, draw a giant envelope with 3 lines for the main address. Explain what each line is for and model one student’s address on it. Hand out a similar envelope practice sheet and the pre-written address cards. Students will fill in their own address on the practice sheet. Ahead of time, make a completed copy of the graphic organizer (enclosed with this unit) for each student. Cut each one into large puzzle pieces and put into individual plastic bags. After students finish writing their address, have them take a bag and put their puzzle together. Explain that the puzzle shows each step of the letter/mailing process. Have students keep the puzzles for future reference, as they will be filling in the same organizer later, independently, as an assessment.

1. Day 5

• Ahead of time, student’s names are paired with that of a willing pen pal from a local nursing home. Until memorized, the pen pal’s name may be on an index card taped to the student’s desk for easy reference. Begin by explaining what a pen pal is and invite discussions about the types of things pen pals might write to one another about (ideas, stories, feelings, etc.). Explain to them that their pen pal is an older adult who may not get a lot of mail, so they are as eager to have a pen pal as the students are. Give each child a card with their pen pal’s name on it. Review letter form using the chart you previously made together. Have them begin writing and encourage them to tell their pen pal as much about themselves as they can, and ask some questions as well. Photo-copy or scan a class picture and send 1 with each letter. A group envelope with all correspondence can be hand delivered twice a month to save on postage.

1. Day 6

• Using Microsoft Word 97, have students type a friendly letter to their pen pal. Once it is printed, students glue it to a piece of white tag board. On the blank side of the tag board, students color a picture for their pen pal. With teacher assistance, draw jigsaw puzzle piece lines on the picture side, and cut apart into pieces. Place each puzzle message into a zip lock bag, label and deliver to the nursing home.

Meaningful Use Task

After two weeks of practice with letter writing, call the local post office and arrange a tour and an opportunity to witness sorting and stamp cancellation. Once the date is arranged, a day or two before the trip, each child will be paired up with a classmate. They will write a letter to their partner (without teacher assistance) and address an envelope for their letter, including the stamp provided by the teacher. Students will be given an entire class period to do this. Students may switch address cards with their partner to have the necessary information in front of them while doing the project. Explain that you will be taking a trip to the local post office to mail the letters and have a tour. When you go, students can witness the entire process of mailing the letter, seeing it sorted, and then receive one at their home address. Once you return from the post office with the class, discuss the mailing process, and any important details from the trip. Have the students complete the enclosed graphic organizer independently, showing the steps in the mailing process. This will be used as an assessment tool.

Extending and Refining

The students will be extending and refining their understanding of:

• How mathematical concepts (money skills) are really used in society

• The budgeting and responsibility it takes to handle money on a daily basis

• The similarities and differences between the real world and classroom postal systems

• How a community helper provides their service

• How their group handled obstacles and ways to improve cooperation

The reasoning processes they will be using are:

• Comparing

• Inductive Reasoning

• Error Analysis

• Real World Connection

Extending and Refining Activity: The classroom post office

Ahead of time, prepare a "post office" by decorating a large dryer box, and cutting out a main window for transactions. On the inside wall, attach an envelope for each student with their name and picture on it. Students will purchase items from the post office with paper coins and the money will be placed in these envelopes as they do so. Inside, arrange a student desk and any necessary supplies such as paper, envelopes, and a rubber stamp (or stickers in place of stamps.) These items will be sold to the students by the "postal workers". An inexpensive mailbox can be placed near the post office for outgoing mail. Any letters to classmates will be delivered by the postal workers also.

Begin by reviewing what the students already know about the post office. Explain that the class will be running their own postal system. The students will be grouped in cooperative pairs to work inside the office and will be responsible for selling stamps, paper, and envelopes, counting money, putting it in the correct pocket, and delivering classroom mail. Supplies purchased can be used to write a pen pal, friend or relative. There will be a reference sheet inside the office showing item prices and the various ways to make the needed change to buy each item. Every student will also be given a copy of this sheet to self-check before making purchases.

Have students punch out all paper coins from the back of their math books, or obtain some for the class elsewhere. (Ten of each coin per student should be sufficient.) Give each student an envelope to keep this money in at their desks, and explain that they will be responsible for the money for the remainder of the year (or remainder of the unit - whichever you prefer). To encourage responsibility and budgeting skills, lost money will not be replenished, and money spent will remain in the office envelopes until the week’s end, when it will be passed back for further use. Choose the first two workers and allow others to get their money ready to purchase needed items to write to a friend. Each child will be given a classroom address; (ex. Sue Smith, Row 1, Desk 2). The addresses can be posted on the sides of their desks for reference of others. *This system can be used daily for motivational practice in letter writing, during a free time, and can be used for the length of the unit or the remainder of the year.

Planning Guide

The students will be demonstrating their understanding of and ability to:

• Communicate effectively with others through the written word.
• Communicate and participate with others in cooperative pairs.
• Handle money responsibly and conserve it as needed.
• Describe in words the route a letter takes from beginning to end.

The reasoning processes they will use are:

• Decision making
• Systems analysis
• Real world connections

Products and performances and the criteria for evaluation include:

• Friendly letter and addressed envelope
• Group and self evaluation
• Explanation of letter path
• Money/Budgeting skills exhibited
• Communication question sheet

Rubrics:

Rubric for Assessing Mastery of Letter Writing and Addressing

Name: _________________________________________________

* This assessment tool is to be completed at the end of the unit, after an adequate amount of practice time has been allotted.

Student Self Assessment

Name_________________________________________

Tell me how you felt.

The hardest part for me was ____________________________________________________.

We learned that______________________________________________________________.

Rubric for Assessing Budgeting/Money Skills

Name: ___________________________________

Meaningful Use Task Assessment

Students will complete a graphic organizer showing the various steps involved in the mailing process.

The steps should include:

1. Writing a letter
2. Addressing and stamping the envelope
3. Mailing the letter at a drop box, home mailbox, or post office
4. Sorting the letter by state, town, and street
5. Delivery by address and zip code

* This assessment can be made verbally for a student who is struggling with reading/writing. Each portion is worth 20%

Assessing Communication Systems

Name_____________________________________________________________

Tell me 2 ways we communicated with others during this project.

1.____________________________

2.____________________________

Which one was faster?_______________________________

Was one easier then the other?___________________________

Which way did you like best? Why?_______________________________________________________.

Learn to Learn Skills

Students were able to work in cooperative pairs, enabling them to aid one another in areas of weakness; for example, counting money, creating a letter document, etc.

Assessment Modifications

Cooperative pairs will assist in learning, and prior knowledge of a group evaluation will encourage successful cooperation. Students are given opportunities to practice skills frequently, and reference charts are readily available to assist a struggling student.

Unit Schedule Time Plan

1. Planning Time

2. 2hours gathering supplies (total)

   1hr. contacting a correspondence class teacher/ arranging program

   30 min. arrangements with the nursing home for pen pals

   1hour painting and cutting the box for the post office

   30 min. arranging for field trip

    

3. Implementation Time

• Day1: 45 min. Story, demonstration and practice
• Day2: 40 min. Model letter and e-mail other class
• Day3: 30 min. Looking at and designing stamps
• Day4: 30min. Address writing and puzzles
• Day5: 40 min. Pen pals
• Day6: 45 min. Type letter and make puzzle
• Day7: 2 hours (field trip)
• Day8: 45 min. Explain post office and try out
• The use of the post office will be additional time at one’s own discretion

Total=8+hours over 8 days, plus any additional time using the post office

Written Overview

This ELA/ MST unit is designed for use in a first grade classroom and focuses on letter writing and the postal system. It is intended for use mid year, once money has been introduced and basic writing skills have been established. The unit begins with an introduction to the friendly letter and provides many opportunities for students to practice the skill in fun ways. Students will correspond with a pen pal, use and operate a classroom post office, and correspond with another class through e-mail. The unit concludes with a trip to the local post office to mail letters and see the entire process come full circle.

Students will become familiar with the parts of a friendly letter, addressing envelopes, using Word 97, budgeting money, and corresponding with a pen pal. Some of the skills needed for success with these projects include basic addition, coin value, sentence structure and punctuation. Several of the learning experiences can be extended throughout the remainder of the year as desired, to continue skill acquisition.