ALEX Lesson Plan


My License to Drive

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  This lesson provided by:  
Author:Shannon Bogert
System: Tuscaloosa City
School: Tuscaloosa City Board Of Education
  General Lesson Information  
Lesson Plan ID: 33222


My License to Drive


Students will summarize information found in the Alabama Driver Manual and share their findings in a multimedia presentation.  Students will be responsible for self scoring and peer scoring the multimedia presentations.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (9)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
ELA2015 (9)
23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.9-10.4]
ELA2015 (9)
25. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]
ELA2015 (9)
30. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]
ELA2015 (9)
33. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]
ELA2015 (9)
34. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]
ELA2015 (9)
36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
a. Apply rules of subject-verb agreement when the subject has compound parts joined by or with the second element as singular or plural. (Alabama)
b. Apply rules of subject-verb agreement with the subjunctive mood. (Alabama)
c. Use parallel structure.* [L.9-10.1a]
d. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]
ELA2015 (9)
37. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
a. Use commas correctly with non-essential appositives. (Alabama)
b. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. [L.9-10.2a]
c. Use a colon to introduce a list or quotation. [L.9-10.2b]
d. Spell correctly. [L.9-10.2c]

Local/National Standards:


Primary Learning Objective(s):


1.  I can read a chapter from the Alabama Driver Manual and create a multimedia  presentation to share with my classmates about the chapter that I read.

2.  I can demonstrate demands of the conventions of Standard English through my presentation.

3.  I can collaborate with classmates to create a multimedia project.

4.  I can use a scoring rubric to score my peers' presentations.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

paper and pens

Technology Resources Needed:


Students should have a working knowledge of creating a multimedia presentation (Glogster, Prezi, slide show, etc.)


Before Activity:

1.  Ask each student to access the online version of the Alabama Driver Manual.  

2.  Students should look at the Table of Contents and make predictions as to what they think each chapter will cover.

3.  Teacher should ask groups to share their predictions with a partner.


During Activity:

1.  Students should be divided into eight groups. Each group should be assigned a chapter (1-8).  

2.  In their groups, students should work together to create a multimedia product that presents the material from the chapter.  Information from each subheading should be included along with a brief summary statement about the overall theme of the chapter.  

3.  Students should also include a paragraph in their presentation with justifications as to why their chapter is important for potential drivers.

After Activity:  

1.  Student groups will self score presentations using the Alabama Driver Manual Presentation Scoring Rubric.  (See attachment.)

2.  After self scoring, students will present their projects to the entire class and peers will score the presentations.


**Some files will display in a new window. Others will prompt you to download.

Assessment Strategies

The multimedia presentation will be assessed by both students and teachers by using the project's scoring rubric.


Students will write a persuasive essay in which they persuade teen drivers to read and study the Alabama Driver Manual.


Students needing extra assistance may need to have extended time for planning and creating their project.  They may be given one or two subheadings to present instead of an entire chapter.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.