Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Ashley Swaagman

Date April 16, 2015

Subject/ Topic/ Theme Observation writing

Grade _K_______________

I. Objectives
How does this lesson connect to the unit plan?
Students will have had the book read to them at least twice, practice using Amazing Words and new knowledge to write
cognitiveR U Ap An E C*

Learners will be able to:

Explain what an observation is

Make an observation and describe what they see out loud
Wonder about what they cant directly observe
Take what they observed and write about it, telling what they saw or writing a creative story
Students will be able to collect data about trucks through observation

Ask questions to relate to people different than they are

physical
development

socioemotional

U
An
E
C
X
X

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.

Need to know Amazing Words and basic writing skills, like capital letters, periods, spacing, letter
sounds, etc.
Pre-assessment (for learning): Lesson taught earlier, are they able to define Amazing words

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): How well are they able to talk about what they saw
Formative (as learning): Students will fill out rubrics based on their writings
Summative (of learning): Completed writing

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 go
outdoors to make an observation.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students go outside, are able to
walk and be in the air, rather than
just sit in the classroom talking
about transportation, active
learning.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students write about what they
see, are able to choose what to
write about and what type of
writing they wish to do (expository
or creative story) so they can
choose what theyd most like to
write about.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students and teacher will

discuss observation as a group,
writing suggestions on board
for clarification. Writing
prompt will remain on board
for students to follow.
Provide options for
comprehension- activate, apply &
highlight

Students will discuss and write

about what they have seen,
highlight creativity.

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

How will your classroom be

set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

Students participate in both a

verbal discussion and
individual writing.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students and teacher work

together to organize
observations and discuss what
was seen.

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 are able to compare

what they observed to others.

Students get the chance to

write on their own and express
what they saw in their own
writing. Reflect on what they
saw and where they think the
truck may be going. Students
will complete a rubric for their
writing, consisting of how well
they integrated the Amazing
Words, content, and basic
writing skills.

White board and markers

Writing journals, pencils, and crayons for students

Will need both a rug to gather as a class, and desks/tables for students to complete individual
writing at.

III. The Plan

Time

5
minutes

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Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Tell students Now this week, weve been talking
Sit and listen, offer suggestions as to what an
about transportation and how big trucks carrying
observation is
different things to bring places. Now were going
to write about it. But todays writing is special.
Were going to do an observation! Does anyone
know what an observation is? Wait for students

to offer suggestions.
An observation is when you watch/look at
something in order to learn more about it. Give
students an example of an observation. Ask
students for another example of an observation.
Ask for a volunteer to remind class of what they
are talking about that week (transportation), so
what do you think we might observe?
Tell students that this is a special observation
where they will be going outside to make an
observation on the different types of
transportation they see on the road. Remind
students that this is not recess, so they need to stay
with teachers.

30-40
minutes

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Development
(the largest
component or
main body of
the lesson)

Have class line up at door. Tell students to follow

in a line to go outside to playground to observe.
Lead the class outside. Gather the students (in
playground, if possible, so theres a fence) close
enough to road in order to see, while still
maintaining a safe distance from the cars.
Ask students to observe the road, and tell teacher
different things they see.
Prompt them with questions like What kinds of
transportation are you seeing? What colors are
the vehicles? How big are they? Do you see any
big trucks like the ones in Trucks Roll!? Think
about what the trucks might be carrying. What do
the cabs/trailers of the trucks look like? and any

Remind teacher of topic for the week

Line up at door, follow teacher in line outside

Observe road, noting the different vehicles they

see, think about what the vehicles look like, what
they are carrying, where they could be going
Discuss what they see with classmates and the
teacher

other relevant questions based on what you see.

After a sufficient amount of observation time (510 minutes), line class up to go inside. Instruct
students to sit at rug in front. Tell students they
are now going to get to write about what they
observed.
Ask class to remember what they say outdoors,
ask for volunteers to share what they saw.
Encourage students to remember what the
vehicles looked like. Write suggestions on board.
After different suggestions have been made,
remind students to be creative. Think about what
the trucks they saw could have been carrying, or
where the trucks may have been going.
Write an example for the students. For example,
if you saw a moving truck, write, Outside, I saw
a moving truck. The cab was blue and the trailer
was white. The truckers name was John. He
hauls peoples things when they move. He uses
headlights at night.
Leave prompt on board, Outside, I saw but
erase suggestions to encourage students to be
creative in their writing rather than rely on the
classs suggestions. Encourage them to include
amazing words if possible. Tell the students, I
am looking for capital letters, good spacing, neat
handwriting, and periods at the ends of every
sentence. Tell them they may either describe
what they saw, or write a short story about one of
the vehicles.
Pass out writing journals to students. Walk
around assisting students with writing where
necessary.
Have students bring completed journals to teacher
to check.

Follow teacher back indoors, gather at rug

Share observations with class, talk about what

they saw, mention types of vehicles and other
details

Collect journal from teacher and bring back to

seat. Use prompt Outside, I saw to write
about what they saw when they observed when
outside.
Write at least three sentences about vehicles,
either informational or a creative story. Use
capital letters, complete sentences, correct
punctuation, good spacing, neat writing, sound out
words in a way that makes sense to them. Use
creativity.
Ask teacher for help if they need it. Complete a
relevant illustration based on their writing.
When journal is finished, bring to teacher to
check.
Student completes the rubric based on their
writing.

When writing is finished, teacher hands the

student the rubric to complete.

5-10
minutes

Closure
(conclusion,
culmination,
wrap-up)

Gather students together at rug. Hand back their

journals. Go around circle, having each student
read their writing to the class, and show their
illustration.
Praise student work, point out good sentences,
sentence structures, punctuation, etc.

Gather at rug, collect journal from teacher. Sit

and listen attentively while other students share
writing. When its their turn, read writing out
loud to class and display illustration.

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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