Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ashley Swaagman
April 15, 2015

Subject/ Topic/ Theme

Writing with prompt

Grade _K_____________

I. Objectives
How does this lesson connect to the unit plan?
First writing after reading of big book, connecting new words and concepts to writing
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

C
Ap
E

Write about a prompt, Imagining life as a truck driver

Connect new vocab and concepts to own writings
Contribute to a discussion of a prompt

Common Core standards (or GLCEs if not available in Common Core) addressed:
Writing 1, 2, and 8: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the
topic or the name of the book they are writing about and state an opinion or preference about the topic or book. Use a combination
of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Speaking/Listening 1, 4, 5: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Describe familiar
people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays
to descriptions as desired to provide additional detail.
(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.

The students will need to have read Trucks Roll and gone over the Amazing Words of the week

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Teacher looks over students writings while they are writing and after to monitor
progress
Formative (as learning): Hearing other students writing
Summative (of learning): Completed writings

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 will be able to see and
hear the teachers example.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will get up and act out a
job they would like to have.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students use imagination to come
up with own idea of what they
might do as a truck driver, write
about what they have thought up,
choose own writing.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will be able to see the

teachers writing while hearing
her ideas.

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?

Students get the opportunity to

think about their own lives as
truck drivers, then will be able
to connect it to their learning
about transportation by writing
about it.
Truck Trouble by Angela Royston
White board/ markers for teacher
Students journals and pencils

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students have the opportunity

to connect themselves to their
learning about transportation
by imagining what life would
be like as a truck driver. They
both will have the chance to
write and share out loud.

Students will be a large group

at the beginning while
brainstorming and again at the
end whiles sharing their
completed work.

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 complete their

writings on their own.

Students will need space to gather as a whole class as well as tables where they will be able to write
on their own
How will your classroom be
set up for this lesson?

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

5
minutes

Development
(the largest
component or
main body of
the lesson)
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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.
Read Truck Trouble to students to give them an
Students listen to story
idea of what a trucker does.
Ask students What kind of job would you like to
Students respond with what kinds of jobs they
have when youre older? Listen to several
would like when theyre older.
student responses, ask some students to stand and
demonstrate what they would do in their job.
Tell students Now, imagine that you are all
Students imagine what it would be like as a truck
grown up. Put your fingers on your head and
driver.
close your eyes and imagine yourself as a grown
up, like me. Think about what you might look
like, what kind of things you like to do. Now,
imagine that you get a job as a truck driver, like
the truckers we saw in Trucks Roll and like John
in the book we just read. What would you do?
What would your truck look like? What kind of
things would your truck carry? Where would you
drive? What do you like about being a truck
driver? Pause between each question to give
students time to think. Ask students to keep their
ideas in their heads for now.
Tell students to open their eyes, but keep their
ideas in their heads
Ask for a student volunteer for what they pictured
to share what they pictured.

Students open eyes, but still think about what they

were picturing
A volunteer shares his/her picture

20-30
minutes

5-10
minutes

Closure
(conclusion,
culmination,
wrap-up)

Give students an example using yourself. If I

were a trucker, I would like to drive a truck with a
pink cab and a green trailer. I would like to
deliver books to children in different cities. I
would drive all around to deliver my books. I like
that I get to haul books and that kids can enjoy the
books I deliver. Write it on journal paper up on
the easel, so they can see the example. Make an
illustration, and talk through your illustration and
why.
Move the example to the side, and write the
prompt on the board: If I were a trucker, I
would.
Tell students its now their turn to write about
what they imagined about being a truck driver.
Tell them to copy down the prompt, but then write
about their life as a truck driver. Encourage them
to use Amazing words if possible.
Pass out journals to students and dismiss them to
write.
Walk around, assisting students when necessary.
Have students bring you completed writing to
check over.

Students listen to teachers example, follow along

as she writes

Once the students have turned in their writing, ask

students to return to rug. Have students sit in a
circle. Go around the circle, having each student
read their writing to the class and show their
illustration. Praise students work.

Students sit and listen to classmates reading their

writings and look at classmates illustrations.
When it is their turn, students read their writing to
their classmates and show their illustations.

Collect journal from teacher, go back to table to

write. Use prompt, If I were a trucker, I
would to complete writing.
Write about what they imagine about being a
truck driver. Write at least three sentences about
what they would do. Use creativity in writing,
and amazing words where they fit. Use capital
letters, complete sentences, correct punctuation,
and sound out words in a way that makes sense to
them.
Ask teacher for help when they need it. Complete
an illustration to go along with their writing.
Bring finished work to the teacher to check over.

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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