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Teachers Name: Melina Harrington and Delaney Iacona

Date: November 30th
Grade Level: Kindergarten
Subject Area: Language Arts

Common Core
RL.K.1 With prompting and support, ask and answer questions about key details
in a text.
RI.K.7 With prompting and support, describe the relationship between
illustrations and story in which they appear.
3.A Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits.

Learning Objectives:
- Students will be able to identify and understand multiple forms of transportation.
- Students will be able to apply their knowledge on their former uses of transportation and
compare it to their peers.
- Students will be able to analyze differences between multiple forms of transportation and
use this information to expand their future knowledge.

- For students who have visual impairments, we will provide a video at the beginning of
the lesson providing an auditory explanation.
- For students who have hearing impairments, there will be captions on the video.
- For our summative assessment, we will provide options so the students will be able to
choose which one they want to complete. This will allow them to be creative and feel
confident about their work.

- To evaluate our students growth and knowledge of the subject, we will provide two
types of assessments during and after the lesson.
For the formative assessments, students will show their ability to match images of
transportation to the correct word
Students will watch a short video introducing the topic of different types
of transportation.
Singing wheels on the bus replacing bus with train, car etc.
Students will see images of multiple forms of transportation and be asked
to match the correct word to the image using ipads. (This will assess their
knowledge of matching the picture to the word and allowing them to
practice their fine motor skills).
Students will be asked to sort pictures of different types of transportation
whether they would be on land, air, or sea, to assess the information they
For the summative assessment, students will go home at the end of the unit
(week) and talk to their families about what they learned. They will be required to
find a book or watch a movie/video with their families focusing on a form of
transportation of their choosing. When they come in the next week they will be
asked to either record their findings on a computer with a voice recorder, present
their information to the class, or create a poster with pictures and information
about what they learned.
This will provide options for the children so they do not feel obligated to a
certain form of assessment.
- Consider the UDL Guidelines to create a developmentally appropriate assessment(s).
Formative Assessment
1.1 Offer ways of customizing the display of information
Students will follow along to a short introduction video about the different
forms of transportation. This will provide visual access to the topic as well
as multiple means of representation.
4.2 Optimize access to tools and assistive technologies
Students will be using an ipad to click and drag images that match words.
This will allow them to practice using their fine motor skills while using a
new form of technology, providing multiple means of action and
8.3 Foster collaboration and community
While the students are working on the ipad , they will be collaborating
with their peers to get ideas and better further their knowledge. This
expresses multiple means of engagement.
Summative Assessment
9.3 Develop self-assessment and reflection
This provides multiple means of engagement because the students will be
able to go home after the lesson and talk to their families about what they
learned. They will be able to reflect on different forms of transportation
and find at home references about their specific form.
8.2 Vary demands and resources to optimize challenge
Students will be able to come to class after the weekend and choose what
type of project they want to create. This will give the students options to
present what they learned. This will provide multiple means of
engagement, and also multiple means of representation.

Teaching Materials:
- Glue sticks
- Ipads
- Books
- Small and large construction paper
- To teach the formative assessment, we will be using an ipad with the pictures of the
transportation. They will be using the Make It: For Teachers - to complete this.
- We will also be using a video on youtube to introduce the topic for the day.

Anticipatory Set
We will capture the attention of our students in a few ways. We will start out the class with a
GoNoodle video that will get the children up and moving before we start our lesson. This will
allow them to get their bodies moving and help them to wake up if they are still tired. They will
also be able to dance around with their peers to get them excited about the day. We will then
have students watch a fun and engaging wheels on the bus video that will grasp most students
attention. Students will also be engaged by having them tell stories about times that they were on
different types of transportation. This will grab the attention of our students because at a young
age, children love to tell stories. Engaging in prior conversation will also allow the students to
feel comfortable with their peers and teacher.

Introduction - Greet students with a welcoming tone and comforting environment.
1. Students will enter the classroom and take their seats. We will give a short two minutes to
allow students to settle down and place their belongings at their desks before we begin
2. To get all students settled down before learning, we will participate in a short GoNoodle
video. (The GoNoodle video is on the chicken dance). The link will be in the powerpoint
presentation. This will allow students to get out some of their energy/wake them up. This
will especially accommodate students with attention deficit disorders. Some students
have rough home lives, and we hope to use this to set a positive and exciting environment
for all students. This video will also get them excited about learning. (We will ask, have
any of you ever done the chicken dance before? If so, where and when?) Also, (if the
chicken dance is too easy for you, try and see how fast you can do it without skipping any
3. Students will start engaging in class by taping their names underneath the type of
transportation that they took to get to school this morning.There will be a large paper
with main forms of transportation. (Tell students they will be taking a seat on the carpet
after they tape their names.) All of the students name will be on a large piece of
construction paper so they will walk up, grab their name as well as a piece of tape, and
tape it under a car, bus, metro, etc. Students will not all be called up at once. They will be
asked to come and tape their name based on answers to questions about their weekend.
Examples Come up and tape your name if you were on a plane over thanksgiving
break Come up and tape your name if you rode a train over break Come tape your
name if you saw grandparents over break Come tape your name if you do not like
thanksgiving. We will ask questions until every student has been able to tape their name.
4. After they tape their name, students will take a seat on the carpet to discuss the results of
the activity, allowing them to recognize that students travel to the same place in different
ways. Students will gather in a circle to discuss different forms of transportation and why
they are used. During this time, we will go over all of the different forms of
transportation that their classmates used to get to school. If the answers come out to only
walking and car, we will start our discussion with an introduction about how even though
these were the only modes of transportation used today, we will learn about many more!
5. After the short discussion we will watch a wheels on the bus video that sings, has
visuals, and has captions. The song will include bus, car, train, etc.
a. Having the video with captions and audio will provide accommodations for all of
the students.
6. After the video, we will ask the students what forms of transportation that they saw. After
a short discussion, we will tell all of the students wearing any red (any color) to go back
to their seats. We will then continue on with colors until all of the children are back at
their seats. This will teach a mini lesson about colors to keep them interested. Once all of
the students are back at their desks, they will glue pictures of different forms of
transportation onto a piece of construction paper. (While they are watching the wheels on
the bus video, one teacher will pass out the construction paper to tables and the cut out
images). Students will be creating collages of the forms of transportation they have used
in their lifetime. They will engage in a hands on activity and will be allowed to quietly
socialize during this time.
a. This will allow the students to work on their fine motor skills and use their
creativity to put pictures together and communicate with their peers by showing
each other what they made and the types of transportation they have been on.
7. Students will be put into groups by their tables and work together using Ipads to complete
an activity on Make It: For Teachers. After the students have fully completed the last
assignment, we will pass out ipads with the app already pulled up. Students will lose
focus quickly so instructions will be quick.
a. We will have the app up on the computer as well to go through the activities with
them. This will provide direct instruction while they are working together as well
as multiple means of representation.
8. When the activity is finished, we will collect the Ipads before we begin discussing what
we saw in order to gain their attention. We will ask students if they learned anything new
and what they liked about the activity. Students love to get a chance to talk and voice
their opinion so we will allot time for this.
a. 9. After the Ipad activity, we will keep the students in the same groups and have
stations set up for them to travel to. In one station we will have laptops set up to
project a screencast video on listening to information provided by us, and working
on tracing the letters of the words. At another station we will provide books for
the children to read through. These books involve Things That Go by Amy
Pixton, Go Dogs Go! By Dr. Suess, Transportation: How People Get Around by
Gail Gibbons, We All Go Traveling By by Sheena Roberts, and Sheep In A Jeep
by Nancy E. Shaw. Another station will have cards that are used for matching.
The children will match the picture of the type of transportation to the name of it.

UDL Implementation (be sure to reference the UDL Educators Checklist for this section):
Provide specific examples of the components in this lesson plan that exemplify the following
(keep in mind, this section can be one-two full pages on its own):
Multiple Means of Representation:
3.1 Activate or supply background knowledge
Students will work together with their peers and glue down types of transportation
that they have used in the past.
Students will be asked to review a screencast with parents and discuss the forms
of transportation they have used
Students will begin class with a discussion about how they got to school today
2.1 Clarify vocabulary and symbols
Students will be given overviews of the purpose of each form of transportation
When students complete the activity on the iPads, they will be working on
spelling and matching, addressing their vocabulary and understanding of language
thus far.
Students will be matching their names to the picture/word that clarifies how they
arrived at school that morning
3.2 Highlight patterns, critical features, big ideas, and relationships
Students will understand that all forms of transportation have a purpose of getting
you somewhere, and the differences between them,
The activity on the app provides multiple explanations about which type of
transportation travels on what type of surface and why.
Students will understand that not everyone has access to the same forms of
Multiple Means of Engagement:
4.2 Optimize access to tools and assistive technologies
We will use multiple technologies to teach
Each of these forms of technology will provide both audio and visual
accommodations for all students.
We will use applications, websites, and collaborative presentation forms
5.1 Use multiple media for communication
There will be one screencast with information on transportation and allowing
students to work on tracing the letters. This gives the students time to look at the
pictures, listen to what is being said, and practice their writing skills and fine
motor skills with holding a pencil correctly.
We will send students/parents a screencast to review the weekly lesson.
Multiple Means of Action and Expression:
8.3 Foster collaboration and community
When the students are given time to work on the glueing activity, they will be
able to work with their peers.
Students will be able to work together on the iPad activity to ask questions if they
are confused.
Students will be discussing personal experiences in the group with the teachers as
well as with their peers.
7.2 Optimize relevance, value, and authenticity
Students will begin to understand why all forms of transportation are important
They will be able to learn how these types of transportation help people get place
to place, how they can help them in the future, and compare them to each other.

To bring this lesson to a conclusion, we want to be sure that the children understand different
forms of transportation and why they exist. At the end of our lesson, we will ask students to re-
discuss in small groups the forms of transportation they have taken. We will ask students to
determine why that form of transportation was used. We will also be sure to touch on the topic of
using multiple forms of transportation for financial issues. Not all families can afford a car and
we want our students to be aware of this.
- An end of the unit screencast will be sent out as our summative assessment. This
screencast will explain what we learned and ask the parents to work with their children to
review a specific form of transportation that they chose. They will then be asked to come
into class the next week to explain what they learned over the weekend with a voice
recording, a collage, or a short oral presentation.