Tucker Davis

TAG Differentiated Lesson Plan

Title: Monster Trucks

Subject Area and Grade Level: 1st Grade Language Arts
State Content Standards:
Literature=Anchor Standard 1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text. ( 2.RL.1 Ask and
answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text).
Comprehension and Collaboration=Anchor Standard 1: Prepare for and
participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and
persuasively.( 2.SL.1 Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults in small and
large groups).
Learning Objective:
Students will be able to synthesize a story using different parts of speech and
will write a short story using the vocabulary on a word wall (Creative
Thinking). Their story will be at least three sentences long, and will utilize
proper capitalization and punctuation in at least 90% of the story.

Assessments:
1. Students will draw a picture of a Monster Truck
labeling different features of trucks (at least three labels). They will
use the vocabulary from the word wall, the book Monster Truck: A
Cars and Trucks Book For Kids by Jenny River, and the word/picture
matching activity, to write a short story about what their Monster
Trucks are doing. For example, a student could write: The monster
truck is large and loud. It drives across mud with big tires! They
will use correct punctuation and capitalization throughout at least
90% of the story.
Instructional Strategies:
1. Scaffold Instruction: Providing support takes place
in a number of ways - the way in which the selections are organized
in a theme, the amount of prior knowledge activation that is
provided, the way in which the literature is read by the students,
and the types of responses students are encouraged to make.
2. Cooperative Learning: Teacher will provide time for
students to learn alongside other students during a word/picture
matching game.
3. Modes of Reading: Teacher will utilize a fun video to
hook the learners, as well as provide the students with a list of
lyrics from the video in order to lower the affective filter. The book
Monster Truck: A Cars and Trucks Book For Kids by Jenny River,
includes facts, pictures, and challenging vocabulary.

TAG Differentiation: Objective: Students will be able to synthesize a story

using different parts of speech and will write a short story using vocabulary
and facts from a non-fiction book (Creative Thinking). Their story will be at
least three sentences long, and will utilize proper capitalization and
punctuation in at least 90% of the story.
1. Students will receive written instructions for their
differentiated lesson.
2. A group of at least two students will read the book
Monster Truck: A Cars and Trucks Book For Kids by Jenny River. Using
vocabulary from the word bank and the book, students will create a
short story about monster trucks that includes at least three facts from
the book.
3. The picture created must have at least three labels for the
monster truck that are not on the word wall.

Materials: YouTube Video (https://www.youtube.com/watch?

v=uLbBx_25y3U) Lyric sheet, word wall words, word bank words,
picture of a monster truck, class set of the book Monster Truck: A Cars
and Trucks Book For Kids by Jenny River and blank picture story
sheets.

Procedure:
Open: Teacher will begin with a video that features a song about
monster truck. Students will be provided with a lyric sheet so that they

may follow along with the song by reading. While the video is playing,
teacher will write down important predetermined vocabulary on a
word wall. After the video we will discuss the meaning of the words
and ask guiding questions, which will help activate students prior
knowledge of the lesson topic. A copy of Monster Truck: A Cars and
Trucks Book For Kids by Jenny River will be distributed to all students.
(5-10 minutes)
Body: As a whole group teacher will label the parts of a monster truck
using a pre-made word bank. Teacher will guide the students with an
opportunity to hear it, say it, and see it. Students will read aloud
vocabulary from the word bank and the book to each other in small
groups (10-13 mins)
Close: For the assessment piece, students will draw a monster truck
and label the parts (at least three labels) using the word bank and the
book. Students will then write a short story about what their Monster
Trucks are doing. This will indicate whether they can meet the
standards. Students will be able to demonstrate key details of a text,
summarize information, work effectively with peers in groups, and use
creative thinking and writing to establish an understanding of
vocabulary. (20 minutes)
Resources:
Oregon Department of Education. (2014, January 1). Oregon Education
Standards. Retrieved January 17, 2015 from

http://www.ode.state.or.us/teachlearn/real/standards/searchablestan
dards.aspx
Kids Truck Video - Monster Truck. (2013, December 6). Retrieved
January 19, 2015, from https://www.youtube.com/watch?
v=uLbBx_25y3U