22 Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher : Date Hannah Lee Subject/ Topic/ Theme: Intro uction to the !ain"ore#t# $ra e: %ir#t $ra e

November 6th, 2013

I. Objectives How does t is lesson connect to t e unit !lan"

Thi# i# the intro uction to the entire unit p&an topic about rain"ore#t#'

Learners will be able to#

0or1 to(ether to te&& 2hat the/ 1no2 about the rain"ore#t 0or1 to(ether to a#1 4ue#tion# o" 2hat the/ 2ant to &earn about the rain"ore#t I enti"/ #ome o" the anima&# in the boo1 2e 2i&& be rea in( $ive their pre iction# "or 2hat 2i&& happen ne3t 0rite their o2n 4ue#tion# in their journa&

co(nitive) ! * +p +n , -.

ph/#ica& eve&opment

#ocio) emotiona&

3 3 ! * +

Common Core standards $or %LCEs if not available in Common Core& addressed#
0'$!'01'01 5 in the conte3t o" 2ritin(, correct&/ u#e comp&ete #imp&e #entence#, be(innin( 2ith a capita& &etter an en in( 2ith a perio , 4ue#tion mar1, or e3c&amation point an capita&i6e "ir#t an &a#t name#, an the pronoun I' !'-7'01'08 5 app&/ #i(ni"icant 1no2&e (e "rom (ra e)&eve& #cience, #ocia& #tu ie#, a mathematic#' --SS',L+)Literac/'!L'9'1 5 2th promptin( an #upport, a#1 an an#2er 4ue#tion# about 1e/ etai&# in a te3t --SS',L+)Literac/'!L'1'1 5 +#1 an an#2er 4ue#tion# about 1e/ etai&# in a te3t :Note# 0rite a# man/ a# nee e ' In icate ta3onom/ &eve&# an connection# to app&icab&e nationa& or #tate #tan ar #' I" an objective app&ie# to particu&ar &earner# 2rite the name:#; o" the &earner:#; to 2hom it app&ie#'; .remember, un er#tan , app&/, ana&/6e, eva&uate, create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

9no2 #ome in"ormation about the rain"ore#t 9no2 2hat the/ 2ant to 1no2 about the rain"ore#t 9no2 2hat it mean# to pre ict
Pre-assessment (for learning):

$roup 90L -hart Outline assessment activities :app&icab&e to thi# &e##on;

Formative (for learning):

90L -hart
Formative (as learning):

90L -hart
Summative (of learning;:

0rite one o" their o2n 4ue#tion# to an anima& in their journa& + at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"
Provide /ulti!le /eans of 0e!resentation <rovi e option# "or perception) making information perceptible )=ption# that cu#tomi6e the i#p&a/ o" in"ormation' :Stu ent# 2i&& be ab&e to hear each other># an#2er# an 2i&& a&#o be ab&e to #ee them on the paper I 2i&& 2rite on; <rovi e option# "or &an(ua(e, mathematica& e3pre##ion#, an #/mbo&#) clarify & connect language Provide /ulti!le /eans of Action and E.!ression <rovi e option# "or ph/#ica& action) increase options for interaction )=ption# in the mo e o" ph/#ica& re#pon#e' :Stu ent# 2i&& be ab&e to #a/ their an#2er#, an rea their an#2er# 2hen I 2rite them on the paper'; <rovi e option# "or e3pre##ion an communication) increase me ium of e!pression Provide /ulti!le /eans of Engagement <rovi e option# "or recruitin( intere#t) choice, relevance, value, authenticity, minimize threats

<rovi e option# "or #u#tainin( e""ort an per#i#tence) optimize challenge, collaboration, masteryoriente fee back

)=ption# that e"ine vocabu&ar/ an #/mbo&#' :De"inin( a coup&e o" the 2or # at the en o" the boo1#? 2or # epen on 2hich one# the #tu ent# choo#e';

)=ption# that "o#ter co&&aboration an communication :2or1in( to(ether to come up 2ith i""erent "act# an 4ue#tion# about the rain"ore#t;

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<rovi e option# "or comprehen#ion) activate, apply & highlight )=ption# that provi e or activate bac1(roun 1no2&e (e' :Stu ent# 2i&& thin1 about 2hat the/ a&rea / 1no2 2hen 2e 2or1 on the 90L chart, then 2i&& continue to #ee 2hat the/ 1no2 2hen 2e rea throu(h the boo1 <rovi e option# "or e3ecutive "unction#) coor inate short & long term goals, monitor progress, an mo ify strategies <rovi e option# "or #e&")re(u&ation) e!pectations, personal skills an strategies, self-assessment & reflection )=ption# that (ui e per#ona& (oa&) #ettin( an e3pectation#' :Stu ent# are thin1in( about 2hat the/ 2ant to &earn about the rain"ore#t, 2hich can #tan a# their (oa&'

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use" How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#77 /otivation :openin(/ intro uction/ en(a(ement; 6#78 Com!onents

90L -hart Di""erent co&ore mar1er#/pen# Aoo1 5 BCS&o2&/, S&o2&/, S&o2&/,> #ai the S&othD b/ ,ric -ar&e <repare 4ue#tion# to a#1 2ithin the uration o" the boo1 + ru&er Ai( #heet o" paper to 2rite the anima&# that the #tu ent# &i#t Eourna&# :each #tu ent ha# their o2n; Stu ent# 2i&& be #ittin( on the ru(, then 2i&& return to their #eat# 2hen 2ritin( in their journa&'

6#98

6#9:

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. )Te&& #tu ent# that 2e 2i&& be &earnin( more about rain"ore#t#' BDi /ou 1no2 it rain# 30 "t//r in the rain"ore#tFD +#1 #tu ent# ho2 much the/ thin1 it )$ive (ue##e# rain# in 7ichi(an ever/ /ear' :*#e a ru&er a# a vi#ua& ai '; )+n#2er ba#e on their prior 1no2&e (e )+#1 #tu ent# i" the/ remember bein( a##i(ne their in ivi ua& 90L chart# )Te&& #tu ent# that 2e 2i&& no2 be 2or1in( on one a# a 2ho&e c&a## )+#1 an pic1 on #tu ent# 2ho have either a "act or 4ue#tion about the rain"ore#t' )Te&& #tu ent# a bit about the rain"ore#t, that it i# ju#t &i1e a "ore#t, #o it ha# a &ot o" tree#' +n it rain# a &ot 2hich i# 2h/ it i# ca&&e the BrainD"ore#t' It i# a&#o hot an i# a home "or man/ i""erent anima&#' )Intro uce the boo1 that 2e 2i&& be rea in(, #ho2 )+n#2er ba#e on their o2n thou(ht# #tu ent# the cover an a#1 #tu ent# 2hat the/ thin1 the #tor/ 2i&& be about' )0hi&e rea in( the boo1, #top at certain pa(e# :7aca2, Aat, -aiman ; to a#1 #tu ent# 2hat the/ thin1 2i&& happen ne3t' 7aca2 5 0hat o /ou thin1 the #&oth 2i&& o C#&o2&/> ne3tF Aat 5 Do /ou thin1 the #&oth han(# up#i e o2n a&& the timeF In the #unF In the 2in F In the rainF -aiman 5 Do /ou thin1 the #&oth 2i&& an#2er the 4ue#tion:#;F 0h/ i# the #&oth not an#2erin( the 4ue#tion#F )+n#2er ba#e on their o2n i ea# an the previou# pa(e# that 2e rea

6#;7

3evelo!ment :the &ar(e#t component or main bo / o" the &e##on;

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6#<7 )Stop at the &a#t pa(e to a#1 #tu ent# i" the/ 1no2 2hat certain 2or # mean' :&ac1a ai#ica&, me&&o2, tran4ui&; )+#1 #tu ent# to &i#t the anima&# the/ #a2 throu(hout the boo1 ' an 2rite them o2n on a bi( #heet o" paper "or the c&a## 2a&&' )!emin #tu ent# that in the boo1, #ome o" the anima&# a#1e the #&oth 2h/ he i# #o #&o2, borin(, &a6/F )$ive #tu ent# time to come up 2ith their o2n 4ue#tion# "or a certain anima& :rain"ore#t anima& pre"erre ; an 2rite it o2n in their journa&' :Inc&u e picture o" the anima& an on the bottom, 4ue#tion an an#2er'; )Te&& #tu ent# that 2e 2i&& be &earnin( more about the#e anima&# an 2here the/ &ive in our ne3t &e##on'; )7a1e (ue##e# or (ive an#2er# to 2hat the#e 2or # mean

6#<8 6#<: )0rite in their journa&#' )-ome up 2ith 4ue#tion "or a certain anima& )i&&u#trate an 2rite

6#87

)+#1 #tu ent# to "ini#h up their journa&# an brin( )Some #tu ent# 2i&& vo&unteer to #hare 2hat the/ them to the ru( #o that #ome #tu ent# can #hare have 2ritten Closure 2ith the re#t o" the c&a## :conc&u#ion, )Te&& #tu ent# that 2e 2i&& be &earnin( more about cu&mination, the anima&# that 2e #a2 in the boo1 that 2e rea 2rap)up; to a/ an 2e 2i&& a&#o be &earnin( about the i""erent &a/er# in the boo1 an 2hich t/pe# o" anima&# &ive in 2hat &a/er' =our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. :0rite thi# a"ter teachin( the &e##on, i" /ou ha a chance to teach it' I" /ou i not teach thi# &e##on, "ocu# on the proce## o" preparin( the &e##on'; Overall- I feel t at t is lesson went !rett( well. 2 e >+L c art was a good wa( for students to s are w at t e( *now and w at t e( want to *now and all of t e students were able to s are. I was not able to get to t e end of t e lesson t at da( because t e students needed to go to g(m- so I definitel( need to *ee! a better trac* of time. I ad to somew at s!eed tal* t roug t e closure !art of w at we would be learning in t e ne.t lesson. ?tudents were able to answer )uestions and give t eir !redictions w ic el!ed me to see if t e( were engaged or not. ?omet ing t at I ad in mind- but forgot to do was @t in* !air s areA for t e )uestions at t e end of t e boo*- t at would ave el!ed me to ma*e sure t at all t e students com!re ended w at was going on in t e stor(. ?omet ing t at I t oug t was cool about t is lesson was t at some of t e students were able to ma*e t e connection of t e aut or- Eric Carle. 2 e( recogniBe is name and told me about t e ot er boo*s t at t e( ad read b( im.

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