Lesson Plan Template

Module 4: Beginning Concept Book

Name: Brmm

Lesson: Down By the Station by Jess Stockham

(Child's Play, Swindon, UK, 2017)

Target Grade Level: Pre-K -1st

Standard(s): Put the RF.K.1 Demonstrate understanding of the organization and basic features
appropriate common of print.
core standard here.
1. Follow words from left to right, top to bottom, and page by page. 2.
Recognize that spoken words are represented in written language by
specific sequences of letters.

SL.K.1 Participate in collaborative conversations about kindergarten

topics and texts with diverse partners in small and larger groups.

1. Follow agreed-upon rules for discussions (e.g., listening to others

and taking turns speaking about the topics and texts under
discussion).

2. Continue a conversation through multiple exchanges.

SL.K.5 Add drawings or other visual displays to descriptions as desired to

provide additional detail.

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Objective(s): Goals
What are your goals for
this lesson? What do you 1. Identify vehicles
want your kids to be 2. Create a vehicle and describe it
able to do afterwards?? 3. Write the name of the vehicle
Why are you doing this 4. Tell the purpose of the vehicle
lesson?? 5. Identify the vehicle sounds
6. Repeat the rhyme, then insert a vehicle
7. Develop and understand the term Onomatopoeia  means
resemblance of the sound in a word.
Materials: Item needed
List absolutely 1. Pencils
EVERYTHING you need 2. Markers
to do this lesson—
especially since you are
going to be sharing it.
From paper/pencils,
chart paper or whatever.
Instructional Strategy
This is your step by step
guide to what you are
going to and in what
order. Put ideas about
time involved to do it
step.
Be specific so others can
follow this plan.
discuss the vehicle they created and voice their vehicle's
sound.
Differentiation: For students with various abilities
Put at least two
strategies as to how you
can address students
with varying abilities,
both above and below
typical students.
3. Construction papers
4. Scissors
5. Glue
6. Vehicles (small)
1. On the floor near the teacher's seat rests a basket of
small vehicles with the book standing uppercase
letters reading ONOMATOPOEIA.
2. The teacher answers the children's questions and
then proceeds.
3. The teacher removes one vehicle and what type of
vehicle this is.
4. The teacher asks where this vehicle can be found.
5. The teacher asks what sound the vehicle makes and
introduces the word Onomatopoeia. Every time the
children make a vehicle sound, the teacher says
Onomatopoeia until the children begin to chant
(Onomatopoeia).
6. The teacher points to the book, ask the children
what do you think we are learning about, and then
reads the book.  
7. The teacher provides the children the opportunity
to play with the small vehicles.
8. During small groups of about 4 – 6 children, the
teacher modeled scissor safety and how to create a
vehicle. The teacher will have laminated small 4x6
pictures of various vehicles lying on the table.
9. Throughout the day, the teacher has the children
pretend to drive their vehicle to the bathroom,
down the hallway, to the playground, and to
departure time.  
10. Closure— At the end of the day, each child gets to
 
1. Pre-cut construction paper
2. Paint brush and cup for glue
3. Pre-recorded vehicles sounds
Assessments: During the rhyming chant, the children can say the vehicle
How will you know if type and the sound the vehicle makes by using the word
your students learned onomatopoeia.
what you wanted them
to learn? How can you
prove it???