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345 Calvin College Lesson Planning Form

Teacher: Alison Culver

Date: October 2015

Subject/ Topic/ Theme: Fire Safety/ Personal information

I. Objectives
What is the main focus of this lesson?
What is a phone number and address and why should we know them?
How does this lesson tie in to a unit plan? (If applicable.)
It is the first lesson in a fire safety unit.
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.

Students will be able to verbally explain what a home address is.
Students will be able to verbally discuss why it is important to know your number and address.
SL.1.1. Participate in collaborative conversations with diverse partners about first grade topics and texts with peers and adults in
small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under
discussion).
b. Build on others talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
3.3 Demonstrate the procedure for using 911 to get help in emergencies.


II. Before you start

Prerequisite knowledge and skills.
NA



Assessment
Formative: Class discussions about fire safety.
(formative and summative)


Summative: Students individual practice of their number and address.

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

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Options for action/interaction

Students memorize with a hand motion

Options for Language/Symbols

Students see address in multiple formats.

Options for Expression

Options for Executive Function

Options for recruiting interest

Including an individual letter for students.


Options for Sustaining Effort & Persistence

Options for Comprehension

Contextualizing the address

Options for Self Regulation

Following along with finger and
underlining/circling words (Jaydan, Ellyot,
Sophie)

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

Motivation
(Opening/
Introduction/
Engagement)

Development

Document camera
Students number and address cards
Hand sheets
Envelopes
Pencils
Visuals of address
Map of Michigan

NA

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Open by having all of the students sitting in their desks. The teacher has a large bag. Teacher tells
students that they have all received some mail!
Teacher tells students there is an envelope for everyone. However, they must wait to open it.
Teacher passes out a letter to each student.
Teacher asks students to examine the envelope.
Teacher asks students how did she know whose envelope was whose.
Students respond: It has my name on it.
Teacher asks students: If they have ever received a card in the mail. If so, how does the mail
man/woman know what house to give it to?

Students raise there hands and answer:
The mailman knows where we live
The name on the front
The address




Teacher tells students that the address on the front tells people where their house is located.

Have the students take out a pencil.

Tell each student to point to the first numbers under their name. Teacher explains that this is the
students house number. Explain that this tells people which house is theirs. Tell students every house
has one and they are all different. Have students read the numbers aloud to themselves. Have students
circle the house numbers.
Teacher could show students images of where an address can be found on a house and what it looks
like.

Next have students follow along with their fingers to their street name. Tell students that this is the
name of the street their house is on. Have students try to sound out their street name. Have students
underline their street name.

Then tell students that there are many cities in the state of Michigan. Cities have many different houses
in each of them. Tell students that some of them live in the same cities like Grand Rapids, Byron Center
or other cities. Have the students locate the city they live in with their pointer finger. Tell students to put
a box around the city in their address.

The teacher should be doing this with her address card under the document camera as a model for the
students.

Lastly explain to students that they all live in the state of Michigan, this is what the MI on their cards
stands for. The teacher should be pointing to the example on her address card for the students to see.
Tell students to take out their handy dandy pointers fingers and point to the MI on the address line of
their cards. The teacher can have a map of Michigan up on the board as a visual as well.

Inform students that addresses are not just used for mail it is also important to know your address for
safety. Tell students that a part of fire safety is each of them knowing their phone number and address.

Tell students to open their envelopes. Inside will be a card with their number and address.
Tell students that by the end of the week they will have their addresses and phone numbers memorized.
To help them they are going to do a special activity.
The teacher should pass out the hand print papers.

Tell students that there will be a lot of instructions. They need to put all their supplies down and listen
closely. Teacher can tell students that they cannot start working until you say the word of the day, fire
truck.

Frist, using a hand print page as a model, explain to students that their phone number is printed on the
pages. It is divided into three parts therefore they have three pages. Point out that they are numbered
one through three so the students know what order they go in.
First remind students that they need to write their name on their second paper so it doesnt get lost.
Their job is to trace the numbers of each page. (not for Jake, Eli, Natalie)
After they have traced the entire phone number their job will be to read it aloud. However, explain that
they will be doing this is a very special way.
The teacher should have her pages taped to the board as a model.

Inform students that first they need to stand up and push in their chair. Tell students that they will be
looking, slapping and then saying. Model this process for the students. Remind students that although
they will be reading it aloud they do not need to be loud because they are only reading it to them selves.

Lastly tell students that while they are working the teachers will be calling them individually to the
reading table to go through their number and address cards. After the teacher has gone through the
address with students hand them their address hand print papers for them to trace.

Reiterate to students that these are individual activities. They should be working alone. Remind students
that although they will be reading their numbers aloud they need to remember that the students around
them are also working so they need to keep their voices quiet.

After the teachers have met with each student individually call the students back together. Tell them to
place their hand print sheets in their desks explain that they will be working on this throughout the
week.

Once all the students have cleared their desks ask them why they think it might be important to know
their phone number and address.
Closure


Call on a variety of students and allow them to share their ideas.
Tell students that this is a question they will continue to think about throughout the week.

*Throughout the week these sheets will be a part of seat work. This will give the students additional
practice. In addition, the students will be practicing with the sheets hung in various locations.

*creeksidelearnign. Com is the recourse the hand sheets were found.

Your reflection on the lesson including ideas for improvement for next time:

Use Google maps or other visuals in illustrating where an address can be found.
Divide the lesson into two sections. Leave the memorizing fro a later time.