question assigment

Lesson Goals

Lesson Title: Types of Transportation

Central Focus of Lesson:

The central focus of this lesson is to learn new vocabulary on the theme of transportation, where students will learn about types of transportations.

State Standard(s) Addressed:

Domain 4: Communication, Language and Literacy English Language Arts and Literacy Reading Foundations PK.ELAL.2. [PKRF.2.] Demonstrates an emerging understanding of spoken words, syllables, and sounds (phonemes) Reading PK.ELAL.8 [PKR.4] Exhibits an interest in learning new vocabulary (e.g., asks questions about unfamiliar words) Language PK.ELAL.25. [PKL.1] Demonstrates command of the conventions of academic English grammar and usage when writing or speaking.

Domain 5A: Cognition and Knowledge of the World: Mathematics

Sorts objects and counts the number of objects in each category PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category.

Lesson Objectives and Language Demands

Content/Skill Objectives:

· Students will identify the land, air, and water transportation.

· Students will learn we use different types of transportation.

Language Demands:

The students will use the discourse of language demand, which includes written and oral language. 

Key Vocabulary:

Resources and Materials

Resources:

· Book - “Things that Go” by Amy Pixton

Materials:

· Transportation song

· Poster with picture of the land, water, and air

· Word puzzles

· Tracing letters worksheet

· “Land, Water or Air” Worksheet

· Transportation stickers

Sources:

https://infohub.nyced.org/docs/default-source/default-document-library/unit-5-transportation-explore.pdf  

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

Prior Academic Learning and Prerequisite Skills:

To succeed in this lesson, the students must have the following skills:

· Know colors

Misconceptions:

The following misconceptions may occur during the lesson:

· Not understanding the difference between airplane and jet

· Not understanding the difference between ship and boat

· Not understanding the difference between van and car

Lesson Plan Details

Beginning the Lesson/Introduction

Minutes [10 ]

Read the book “Things that Go” by Amy Pixton to pique the student’s interest in the topic.

Discuss with students how they got to the school today by showing them pictures.

Ask students to name transportation types they know.

What Teacher Will Do:

The teacher will read the book.

The teacher will ask students: “How do you get to school?” when giving the visual chart with four choices: school bus, a girl walking, car, bike, and scooter.

Note: There are no students that came to school on a train. Therefore this option was not included. 

The teacher will ask to circle the picture that represents how they got to school. 

The teacher will ask students to name the transportation types they already know.  

What Students Will Do:

The students will listen to the story.

The students will be engaged in a discussion or point to pictures to demonstrate how they got to the school.

The students will demonstrate what type of transportation they already know by sharing the answer with the teacher and classmates.  

Introducing New Content/Skills

Minutes [10]

The students are going to sing a song and then explore the transportation types using the cards.  

What Teacher Will Do:

The teacher will ask students to sing a song together:

I hear choo-choo-choo when a train chugs by,

I hear zoom-zoom-zoom when a plane flies high,

I hear toot-toot-toot when a boat glides past.

I hear beep-beep-beep when a car drives fast.

A teacher will show students cards with different types of transportation. Each card has a visual picture and text. Example:

It drives down the road, shiny red, green, or blue. A car is a transportation. Can you ride it too?

The teacher will ask questions:

Does the train travel by water?

Where does the train travel?

What Students Will Do:

The students are going to sing a song and then learn about different types of transportation.

Guided Practice

Minutes [10]

The students will play a “Sort Me” game.  

Formative Assessment:

The students will sort at least three cards for each type of transportation: air, water, and land.

During this activity, the teacher will observe the students and provide verbal praise and feedback.

What Teacher Will Do:

The teacher will ask students to sit in the area of the whiteboard where a teacher prepared a poster for a “Sort Me” game. The poster represents three different types of transportation: land, water, and air. The teacher will introduce the activity to students and ask each student at a time to pick a card out of the box and place it in the right space on the poster.

The teacher will ask students to name the transportation they placed on a board to check for vocabulary understanding.

The teacher will observe students during this activity to check for understanding.

As needed, the teacher will provide feedback to help students understand their mistakes and give them a chance for self-correction.  

What Students Will Do:

The students will participate in the game and demonstrate their vocabulary knowledge about the lesson topic, such as naming different transportation types and placing the card in the correct place.

Independent Practice

Minutes [10]

The students will work on word puzzles.

Formative Assessment:

During this activity, the teacher will observe the students and provide verbal praise and feedback.

What Teacher Will Do:

For this assignment, the teacher will give students mixed puzzles to match the words. The puzzles include visualization of each word to support students.

The teacher will observe the student’s work and scaffold as needed.

What Students Will Do:

The students will collect word puzzles.

Closing the Lesson

Minutes [10]

The students will trace the first letters of main transportation types such as cars, airplanes, and boats. 

Summative Assessment: 

The students will complete the “Land, Water or Air” Worksheet. 

What Teacher Will Do:

The teacher will give students instructions and ask them to trace the first letter of each transportation.

After each card, the teacher will ask students to name the transportation type aloud.

The teacher will introduce the “Land, Water or Air” worksheet and work on it independently.

What Students Will Do:

The students are tracing the first letters of transportations.

The students are working on the “Land, Water or Air” worksheet.

Extension

Exploring the types of transportation in real world.

What Teacher Will Do:

The teacher will show different videos with types of transportation in the real world.

The teacher will ask questions such as:

What type of transportation is it?

Did you ever use an airplane/car/boat?

Tell me about your experience?

What Students Will Do:

The students will participate in group discussions and watch different videos about land, air, and water transportation.

Accommodations/Differentiation

Students with Special Needs or IEPs:

The following accommodations/modifications will be provided to students with special needs or IEPs:

· Provide extra time to complete the worksheets.

· Give individual instructions as needed.

· Given the organizers, visual schedules, enlarged prints, and etc., as required.

· Differentiated assessments.

English Learners:

The ELL students will be supported by receiving the translation of the keywords and questions to their native language. The teacher will use repetition to make students comfortable in saying the words.

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

When creating this lesson, I used Lev Vygotsky’s Zone of Proximal Development (ZPD) theory. Vygotsky defined the ZPD as: “the distance between the actual developmental level (of the learner) as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers” (Billings & Walqui, n.d.). In my lesson, I would act as a more knowledgeable other to help my students move from one zone to another zone of ZPD. The appropriate assistance will give my students the help and support they need to achieve the lesson task. Vygotsky believed that children integrate information better when they work together with MKO. Therefore, I plan to model all the activities, differentiate instructions, and scaffold as needed.

References

Billings, E., & Walqui, A. (n.d.). . http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/zone_proximal_development.pdf

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

Assessment Strategy #1:

Formative assessment 1:

The students will play a “Sort Me” game.  

During this activity, the teacher will observe the students and provide verbal praise and feedback.

Formative assessment 2:

The students will work on word puzzles.

During this activity, the teacher will observe the students and provide verbal praise and feedback.

Alignment with Lesson Goals:

This assessment is designed to check the student’s knowledge in the following lesson objectives:

· Students will identify the land, air, and water transportation.

· Students will learn we use different types of transportation.

Evidence of Student Understanding/Skill:

Those activities were created to help students practice the new skills about three types of transportation: land, air, and water. By working on formative assessment activities, students would improve their knowledge and move towards the lesson target. 

The teacher will observe the students to evaluate their comprehension and ability to manipulate and use the new vocabulary in both times.   

Feedback to Students:

During the formative assessment, the teacher will provide constructive feedback to students and use verbal prompts as praise.

Assessment Strategy #2:

Summative Assessment: 

The students will complete the “Land, Water or Air” Worksheet. 

Alignment with Lesson Goals:

This assessment is designed to check the student’s knowledge in the following lesson objectives:

· Students will identify the land, air, and water transportation.

· Students will learn we use different types of transportation.

Evidence of Student Understanding/Skill:

The summative assessment will demonstrate the student’s mastery level of the lesson objectives. The teacher will identify the students who still need to improve.

Feedback to Students:

During the formative assessment, the teacher will provide constructive feedback to students and use verbal prompts as praise.