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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ashley Swaagman


Date

April 7, 2015

Subject/ Topic/ Theme Trucks Roll second reading

Grade __K______________

I. Objectives
How does this lesson connect to the unit plan?
Second read through of story of the week, second time going over vocab
cognitiveR U Ap An E C*

Learners will be able to:

Define the weeks Amazing Words


Use the Amazing Words in speech and writing
Answer questions about Trucks Roll
Put themselves in the story by saying what they would do
Students will be able to identify what truck drivers lives are like and how they can help others/make them happy
Create a storyboard as a class

physical
development

socioemotional

R
Ap
U
X
x
C

Common Core standards (or GLCEs if not available in Common Core) addressed:
Informational Text 1/Literature 1: With prompting and support, ask and answer questions about key details in a text.
Speaking/Listening 2 and 3: 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. Ask and answer
questions in order to seek help, get information, or clarify something that is not understood.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Will have read book at least once, and gone over vocab in earlier lesson

Pre-assessment (for learning): How well students know words in earlier lesson when being taught vocab, preassessment of Amazing Words

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Monitor which students are responding to questions and who is not/how well they
are able to answer them
Formative (as learning):
Summative (of learning): Writing lesson (follows this lesson, checks how they are using the vocab

and incorporating the ideas of the story)


What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
Students hear story read out loud,
are able to see pictures while
hearing the story read. There are
visuals on the vocab cards.

Provide Multiple Means of


Action and Expression
Provide options for physical
action- increase options for
interaction
Students go up to board to help
write storyboards

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students write storyboard sentence
themselves, while discussing
which they will choose. All
options are written on board to
choose from.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Students will get the chance to


write storyboard words and
discuss which sentence they
will choose.
They review vocab by talking
in small groups.
Students answer story
questions out loud during the
story.
Provide options for
comprehension- activate, apply &
highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will participate in


interactive writing, where they
express ideas for a story with
the class.
Students answer questions
during the reading of the story

Students will work together to


create storyboard. They will
review vocab in small groups,
and answer questions during
the reading of the story.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations, personal


skills and strategies, selfassessment & reflection

Students will respond to


Students will review vocab
questions during story geared
words
towards understanding the
story.
Although they will review
vocab before the story, the
vocab words will also be
reinforced during the story
Teachers copy Trucks Roll
Vocab picture cards
White construction paper
Blue construction (large)
Picture of truck to use on storyboard
White board and marker
Easel

Students will be asked what


they would do if they were a
trucker, tie themselves to story,
and reflect on personal opinion.

Students gathered at rug at front of room


How will your classroom be
set up for this lesson?

III. The Plan


Time

Components

5
minutes

Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)
15
minutes
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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Puts vocab cards up on board
Students split into their given groups
Point to each card, read the term
Split students into six groups based on who
Discuss given term to figure out how they will
theyre sitting by. Give each group a card to
define it, using vocab card picture as a reference
define as a group. Listen carefully to make sure
group is discussing as they should. Give a minute
for them to figure out answers.
Give answer the group agreed upon when called
Ask each group to define their given term for the
class. Have a student bring the card back up and
Return vocab card to teacher
put it back on board, repeating the answer given
by the students.
Asks Who remembers reading Trucks Roll?
Who can remind me what its about?
Tells students Were going to read Trucks Roll
again, but this time Im going to ask different
questions than I did last time. I want you to pay
close attention to the illustrations to help you.

Students raise hands, respond to teachers


questions
Students listen to story attentively, watching
illustrations. They answer questions out loud
during story rather than raising hands.

Reads Trucks Roll, asks questions like


-What are these trucks carrying? Who remembers
a word for what trucks carry? I also see two of
our Amazing Words on this page. Who can
remind us what trailer/cab means? 8-9
-Where are they driving? Why do you think there
is a water spout on the side of the truck? How
does water help you when youre hot? Pg 10-11
-What are some of the things these trucks are
carrying? Which one of these trucks would you
like to drive the most? 12-13
-Who tells the truck driver to start driving? Do
you see anything in this illustration that tells you
where this truck might be going? (pg 15)
-Where do you think the truck is taking these? Pg
16-17
-What do you think trucks drive around blue sky
curves means? What do you think it means about
the weather? What kind of weather do you think
would be easiest to drive in? Pg. 18-19
-Do you remember some of the things trucks have
carried in other pages? What do you think these
trucks are carrying? Pg. 20-21
-Does anyone remember what the cab of the truck
is? What is the back of the truck called? Do you
remember what a person who drives a truck is
called? Where do you think truckers sleep when
theyre on the road? Pg. 22-23
-What kind of food does the truck driver stop for?
What food would you stop for if you were on a
long trip? Pg. 24-25
-Why is the trucker stopped in this illustration?
What are some other reasons a truck might stop?
Pg. 26-27
-How are the stars like the headlights on a truck?
Pg 28-29
-How do you think the trucker feels at the start of
the new day? Pg 30-31
At the end of the book, ask questions like What
are some places the trucks went? Why do you
think they went so many places? How are they
helping people do their jobs? What are other
vehicles that help people do their jobs? Do you
know anyone who drives a big truck? What would
you do if you were a truck driver?

10
minutes

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Closure
(conclusion,
culmination,
wrap-up)

Puts new white construction paper on easel, says


Now were going to add to our class story.
Reminds students of other storyboard sentences,
asks for volunteers to read them.
Asks: What should happen next in our story?

Volunteer answers to what the previous


storyboard sentences are
Answer question What should happen next?

Listens for variety of answers, writes all viable


Choose sentences (2-3) they would like to use
answers on board, asks students which sentences
they will use (which one makes the most sense to
One student will go up, wait until group agrees on
include next).
spelling of words before writing.
Call one student up to write one sentence. Asks
class how to spell words of sentence before
student writes, help spell out words they dont
Second student will go up, wait until group agrees
know on white board.
on spelling of words before writing sentence.
Calls second student to write another one of their
sentences.
(After lesson, teacher may ask students to help cut
out the words to add to the storyboard, or cut out
on her own)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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