PK-3 Lesson Plan Format

Madison Rohm and Biannca Guzman

Mentor Teacher’s Initials _____

Grade Level: Preschool Date: Group Size: 2-4

Subject/Lesson Topic: Language and Literacy/ Buses

Objectives: (TLW:) Students should be able to identify at least two

different buses and use basic bus related vocabulary when talking
about features and functions of different buses when prompted by the
teacher.

Standards/GLEs: Birth to five years old Standards.

SUBDOMAIN: LANGUAGE. Standard LL 2: Comprehend and use
increasingly complex and varied vocabulary.
 Demonstrate understanding of a variety of concepts, such as
opposites, positions, and comparisons. (4.1)
 Use new vocabulary acquired through conversations, activities, or
listening to texts read aloud. (4.2)

Contextual Factors:
This school is a Reggio-Emilia program inspired lab school located
in Baton Rouge, Louisiana on the campus of Louisiana State
University. This school serves 16 classes from infant to pre-school,
student ages 6 weeks to 5 years old. The students here are varied
in ethnicity and are from middle upper to upper class, educated,
families.
This lesson will be given in a small group size between two and
four children at a large table in the class or hall. Most of the
students have not traveled out of the country or may know that
there are many types of buses with different functions. Since
these children do not take a bus to school this book allows them
to see what they may do in the future and see that there are many
types of buses they may also take.
Teacher Materials/Resources:
- Models/pictures of different types of buses
 Double decker bus, school bus and tour bus
- Book that was created.
-Large table
-Notepad and pen to write down student's answers, reactions, and
questions
-Rubric
-Copy of lesson plan

Student Materials/Resources: Book and models for investigation.

- Large white construction paper (one per Student)
- Crayons/markers/ colored pencils
Technology Integration: Book “Biannca and Madison’s Big Bus
Adventure”

Family/Community Connection or Extension: Tell students once they

are done with their activity to bring it home and show
mom/dad/grandparents their bus route and ask them what buses they
have been on and where they went. Encourage students to use their
maps during play and to ask for a map if they ever get on a bus.
Communicate to parents to try to take a bus one day even if it is for a
block or two and to purchase or find maps for students to look at.

Pre-Assessment: Show students different types of buses (pictures in

the book or models) and ask students what they know about buses
and if they know there are different kinds of buses. Have them list off if
they know any. Other teacher should write these answers down on
notepad for documentation.

Lesson Procedure and Activities: Read the book “Madison and

Biannca’s Big Bus Adventure”. Allow students before and after
reading to inspect model of buses. Students will make their own
bus route map after book reading and be assessed on what they
have learned.

Introduction: Tell the student that we heard they are learning about
buses. What have they learned so far? Talk about the buses that ride
around LSU campus and the bus that stops in their window every day.
Ask if they know there are different kinds of buses. Introduce the book
and ask them what they think it will be about based on the cover and
title. Cover that when reading the book, we are going to ask questions
and that is when the students can answer by raising their hand. Also
tell them that we will discuss the book more once it is finished with.

Activities:
- Introduce teachers and lesson. “Hi my name is Madison and this is
Biannca, we heard you are learning about all kinds of transportation
and so we came to talk to you today about buses.
(3 min)
- Get students prior knowledge on buses (intro and pre-
assessment). What do you know about the buses you see every day
outside your class window? Have you ever been on a bus? Do you
know different kinds of buses? (2-3 min)
- Introduce book. “This is a book we brought that may teach us
more about buses.” (1 min)
- State behavior expectations (1 min)
- Read the book aloud to students & ask questions ( 5-8 min)
 Pg. 4 Before reading this page ask “can anyone raise their
hand and tell me what kind of buses these are?” then read
page.
 Pg. 6 pause before ‘“route?” explained Ricky "and ask
students if any one of them know what a route is, give
time for an answer, then say well maybe they’ll tell us or
let's find out & continue reading page.
  Pg. 12 pause and show the students the double decker bus
and emphasize the two different levels and the stairs.
*Teacher or assistant teacher should write students answers to these
questions down on notepad.
- Introduce activity, making a bus route.
-Children will be instructed to use what they have learned about buses
from the book to make a bus route and map using markers and other
materials.
- During the activity teachers can ask students individually to identify
things on their map such as bus routes and bus stops. This can be used
as part of the assessment if answers meet the objectives.
- If time permits, teacher or students label their maps.
(Total time for activity 5-8 min)
-Closure and informal assessment if not done during activity.
(1-5 min)

Closure: Ask what students think about the book, if they would like to
ride in the double decker bus. Encourage students to take home
project or use during play in class.

Differentiation: Have book out for children to observe a picture of

buses. Have working models or toys of buses for children to investigate
with the book. If group seems to not be able to sit through reading the
book/story time can be broken up into two or more days. Students can
also be given their own copy of the book to turn pages as the teacher
goes or to investigate deeper.

Formative Assessment/Evaluation: Have the students tell us at

least two different kinds of buses and at least one of their features that
make them different than other buses. Ask the students what a bus
route is. Write the students answers on notepad next to their names.
Refer to rubric.
 Letter to Parents

Bus Lesson

Hi! Our names are Biannca and Madison and this letter is to inform you about a literacy

lesson created by us to be taught to a group of students including your child. In our

lesson we read a book written by us about the adventures of two girls and their class to

London. In the story the students go through London learning different types of buses and

their different functions. An activity was given after the story where students made their

own bus route maps and they were encouraged to either take the map home or use it in

the classroom during their play. To encourage further in-depth conversation and learning

about buses here is a suggested resource to investigate with your child.

About the resource: LSU parking and transportation is the university hub for the buses

your students often sees outside of their classroom window. They provide transportation

for students and faculty in and around campus. If you visit their website you can print of

schedules that the buses should follow, learn about other transportations provided, and

more.

Resource:
LSU Parking & Transportation Services
LSU Public Safety Building
South Stadium Drive
Baton Rouge, LA 70803
Telephone: (225) 578-5000
Fax: (225) 578-5588
https://www.lsu.edu/parking/
 PK-3 Lesson Plan Format

Mentor Teacher’s Initials _____

Name: Grade Level:

Date: Group Size:

Subject/Lesson Topic:

Objectives: (TLW:) Short term, specific and observable

10 points

Standards/GLEs: List number and text.

2 points

Contextual Factors: (What contextual factors were considered

when planning the lesson)
2.5 points

Teacher Materials/Resources:
2 points

List everything the teacher and students will need for this activity
including materials, supplies and equipment.

Student Materials/Resources:
2 points

Technology Integration: Include technology in the lesson, if

possible.
2 points

Family/Community Connection or Extension:

2 points
Pre-Assessment: What data did you use to plan for instruction that
meets children’s interests, needs, and abilities? This may be formal
or informal.
2.5 points

Lesson Procedure and Activities: (the format will depend on the

type of lesson such as ELA or science)
15 total points at 5 each

Introduction: A brief activity that will introduce the lesson by

activating students’ prior knowledge and/or experience, interests
them in the lesson, and sets a purpose for the lesson. (About 5
minutes) 5 points

Activities: This is a detailed, step-by-step list of the activities.

Include questions you may ask the students, if applicable. Be
very specific so anyone can follow the directions to conduct the
lesson. 5 points

Closure: Briefly summarizes, reviews, or wraps up the

experience. (About 5 minutes.) 5 points

Differentiation: How will you organize and manage instruction to

meet the needs of each student? (special needs, behavior needs,
different ability levels, cultural differences)
5 points

Formative Assessment/Evaluation: How will you determine if

the objectives were met? This may be formal or informal.
5 points