Address Importance

Lesson Title: The Importance of an Address

Name _Heather Vernon_
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will understand why an address is important.
B. Objective(s)
Given an envelope (with lines drawn on it), students will correctly write a mailing
address, their address, and put a stamp on it.
Students will verbally identify the parts of an envelope (address, return address,
stamp)
C. Standard(s) IAS: K.3.4 - Identify & describe the address and location of school;
understand the importance of an address.
NCSS: Strand
Skill: Explore how individuals and/or institutions relate to one another.
Time: 23 minutes. See each section for time. *Day 1 of a 2 day lesson*
Materials: A Day with a Mail Carrier by Jan Kottke, 18 envelopes addressed to each
student, a short note to each student (to put inside the envelope), 20 blank envelopes,
stickers to use as stamps, envelope from Mimis letter, Mimis address on a scrap piece of
paper, SmartBoard, a small bag, each students name on a slip of paper
Space: students at their tables and at the carpet
Behavior Management:
One, Two, Three Eyes on Me: When I say one, two, three eyes on me the students stop,
look at me and make sure theyre sitting cross-legged with their hands in their lap. They
respond One two eyes on you.

II. Anticipatory Set (2 minutes)

Formation: Students at their tables finishing up their morning work.
Materials: 18 envelopes addressed to each student, a sack/bag to put them in, a short
note to each student, stickers to use as stamps
Preparation: Address an envelope to each student (Name, Table, Mrs. Dollars Class),
write a little something to put in the envelope
Begin handing out the letters in my bag to the students when everyone is done with the
morning work. Read the name and address before handing it to them.
(As handing out the envelopes) Do you remember how we passed out Valentines for
Valentines Day to each other? How did we know where they went?

Address Importance

III. Purpose Statement:

How did I know who to give the letters to? Listen to students responses. Thats right, our
names, and our names were part of something called an address. We are going to explore what
an address is and why they are important.
INSTRUCTION (Direct)
IV. Lesson Presentation (12 minutes)
(Input/Output)
Formation: On the carpet
Materials: A Day with a Mail Carrier by Jan Kottke, envelope from Mimis letter,
Mimis address on a scrap piece of paper, an envelope (a rectangle) for the SmartBoard,
SmartBoard & pen, my book of Forever stamps
Preparation: pull the envelope up on the SmartBoard,
1. Read A Day with a Mail Carrier to class.
2. Ask the students to give a thumbs-up if theyve even gotten a letter (besides the ones I just
handed out.)
3. Addresses let the mail carrier know where to take mail so it gets to the right place.
4. Show them the envelope from Mimis letter. How did the mailman know to bring the letter
to me? (point out my address) See this writing right here? This is my address at school.
This is how the mailman knew to bring it to me here at school and not to Ohio where I live.
Can you all say address with me?
5. How will I address an envelope so that I can write a letter back to Mimi? See this writing
up here in the top corner? This is called the return address, can you say that with me? This
is how I know where to write back to Mimi.
6. This picture in the other corner is called a stamp. Stamps pay for the mail to go through
the post office. Stamps = pictures of important things (Mimis = flag). My book of stamps
has the flag too.
7. Have students face SmartBoard, pull up the envelope to write the address on
8. Address the envelope to Mimi and point out the different parts (mailing address, return
address, stamp)
V. Guided Practice (5-7 minutes)
Formation: On carpet
Materials: SmartBoard & pen
Preparation: have another envelope ready (or clear the existing one),
1. We will be using just our names for the return address because that is a little easier. And,
since not everyone may know their house address, we will be using our school addresses,
the addresses that were on your red envelopes with your table.
2. Have the class help me address another envelope, this time to a student. (Name, Table, Mrs.
Dollars class)

Address Importance

3. Address another to another student, do an additional one after that if they still dont
understand.
VI. Closure: (2 minutes)
Now who can raise a quiet hand and tell me what this is (point to address)..thats right,
and what about this? (repeat w/return & stamp). Now you are going to turn to a partner and
tell them what the stamp does. Then, they will tell you what the address does. Make sure you
both know what they do!
VII. Independent Practice/Extending the Learning (15-20 minutes)
(The independent practice will be long, as the students will be completing an activity. It also
extends into their writing time as the activity involves writing.)
Formation: at tables
Materials: 20 blank envelopes, SmartBoard, lined paper for each student
Preparation: draw a square on each envelope for the stamp, draw lines on the envelopes
for the students to write on, write Mrs. Dollars Class up on the board for spelling help, a
small bag, each students name on a slip of paper
1. Now you are going to write a letter to someone in the class. I have put everyones name
and their table into this bag (ex: MiLah, Fish Table). You are going to pick a name out,
and remember we get what we get and we dont *wait for students response*_(throw a
fit)_.
2. Students will address an envelope to a peer and put their name in the top left corner. They
will then get a robot sticker for a stamp.
3. Once myself or Mrs. Dollar has checked their envelope, they will get the robot sticker
4. We will write the letter the next day
VIII. Assessment
Formative: I will walk around making sure the students are writing the address of their
peer in the correct spot and remembering to put their name in the top left corner. I will
help if they get stuck on one part or forget something. I will tell the students to raise their
hand if they need help.
Summative: I will examine the envelopes and stick a robot sticker (stamp) to the
envelope when a student has completed their envelope. I will look at the envelopes after
they have been turned in to see common mistakes that were made to prepare to reteach if
necessary. I will make note of who understood the assignment and who needed more
clarification and I or Mrs. Dollar will meet with them.
IX. Adaptations:
ESL: For students who are speaking English as a second language, the stronger student at
their table will help them complete the assignment correctly. The address they are to write
will also be on the slip of paper in front of them.
Enrichment: For students who are gifted, I will ask them to write 3-4 sentences in their
letter instead of just one or two.

Address Importance

Remediation: For the students who did not understand where to put the address I will
complete a short review lesson at the back table during the afternoon. The address they
are to write will also be on the slip of paper in front of them and if they are struggling I
will have a model available they can place next to them.

X. Technology Inclusion
SmartBoard & its software
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that 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?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did I keep the students engaged enough to prevent misbehavior?
8. Was my explanation good enough, or did many students need clarification or a model?
9. Was there enough space on the envelopes for the students to write their addresses, or did the
lines need to be bigger and more spaced apart?