ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Vander Baan
Date: October 12, 2015
Studies/Fire Safety/Stop-Drop-Roll+Personal information

Subject/ Topic/ Theme: Social

I. Objectives
What is the main focus of this lesson?
For students to learn the stop, drop, and roll and to begin learning their addresses and phone numbers.
To understand that fire safety is important for the health of ourselves and our families.
How does this lesson tie in to a unit plan? (If applicable.)
The unit plan is all about fire safety, the stop, drop, and roll and addresses are all steps in being safe.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
3.5 Students will be able to demonstrate actions to take in a fire emergency
Students will
-understand they each have phone numbers for their homes/families
-will begin memorizing their own phone numbers
-will know the three steps to take if their clothes catch on fire

II. Before you start

Prerequisite knowledge
and skills.

-Should have heard of the term stop, drop and roll

-Students should be aware that they have something called and address
and phone number

Assessment
(formative and
summative)

-Formative assessmentphone number worksheet

-Walking around the room and quizzing students verbally on phone
numbers
-Walking around the room and asking the steps of stop, drop and roll
throughout the day

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
-Information will be provided through
visionseeing the phone numbers
-Information will be provided through
touchtouching the phone numbers
-Information will be provided through
hearingthe information will be read out
loud
Options for Language/Symbols
-Information will be spoken out loud
-Writing in numerous colors

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-Coloring the numbers with
different colored crayons
-Asking questions about fire
safety
-Touching the buttons on the
phones

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-Ask a student if they know why
we should know about fire safety?

Options for Expression

-Speech of the information
-Touching the phone numbers

Options for Sustaining Effort &

Persistence
-Encouragement to the students
-Positive affirmation
-Keeping interest with students by
providing opportunities for
movement

Options for Executive Function

-Options in the scaffolds for

Options for Comprehension

-Prior knowledge stimulated by talking
about sheet sent home on Friday
-Prior knowledge stimulated by
questioning

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Time
Parts
12:5
0

12:5
51:05

1:051:10i
sh

Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent

Closure

Options for Self Regulation

-Intrinsic/extrinsic motivation for
why we should learn about fire
safety
-Self assessment and reflection if
they knew their phone #s

-Clifford book
-Phone worksheet
-Name cards on desks
-N/A

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
-Students sitting at their desks
-Raise hands if you can think of a reason why we should learn about fire safety?
(To keep ourselves as safe as we can, keep those around us safe/healthy)
-Ask students to look at their stickers on their desksthese stickers will be on our
desks all week, they have your phone number and address written on them.
-By the end of the week, we are going to have learned these so if we are ever in an
emergency we can remember these!

-Pass out worksheets (Phone)

-Display my paper on the overhead screen
-point to your nose, point to your elbow, finger on your name.
-Walk through the worksheet with students
-FIRST, we are going to write our phone numbers on the line on the phone
-I write my number on the lines to show an example for students (remind them to
use their notecards)
-NEXT, we are going to read our numbers out loud to yourself
-LAST, we are going to trace over our phone numbers words and write them again
below! We are going to do RAINBOW writing!!!!
(Take out a yellow crayon) write the phone number with a yellow crayon
(Take out orange crayon) trace the same letters with orange
(Take out a green.)
(Take out a red)
(Take out violet)
(Take out blue)
-Touch the buttons to dial your phone #s
-Place this in green basket (remember to practice this at HOME!!!!!!)
-Meet me at the back carpet
-Call students to the back of the carpet
-Read the Clifford book
-Review with students that we must stop, drop and roll if we are on fire!
-Remind students that if they bring back their WS sent home in their mailboxes,
they may put their name in the good for you jar
-Dismiss to get art shirts for art class

Your reflection on the lesson including ideas for improvement for next time:
-Good overall lesson. I could have reviewed why we stop/drop/roll a little bit more. I wish I had
elaborated on it more. I could have also made another station for students who already knew their phone
numbers. This would have been smart because 4 of my students knew their phone numbers and didnt
need this extra practice. Students learned the movements for stop/drop/roll easily and loved the
kinesthetic movements. I continued to review the stop/drop/roll throughout the day, ie.) when we would
line up at the door.