Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alison Culver

Date 4/7/2014 Subject/ Topic/ Theme Read Aloud rade !!!!!2nd!!!!!!!!!!!
I. Objectives
How does tis lesson connect to te unit !lan"
This lesson "ill introduce the stories that the students "ill be comparin#$ This lesson is all about #ivin# the student the content the% need in order to compare and
contrast$
Learners will be able to#
co#nitive&
R ' Ap An ( C)
ph%sical
development
socio&
emotional
*denti+% the characters in the stor% R
*denti+% the settin# R
'nderstand the main ideas/ plot o+ the stor%
,e able to identi+% the author and illustrator o+ a boo-
.rom the in te/t clues be able to predict and ans"er 0uestions about the stor%$
'
R
'
Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS$(1A&1*T(RAC2$R1$2$3 Describe the overall structure o+ a stor%4 includin# describin# ho" the be#innin# introduces the stor% and the endin# concludes the
action$
CCSS$(1A&1*T(RAC2$R1$2$7 'se in+ormation #ained +rom the illustrations and "ords in a print or di#ital te/t to demonstrate understandin# o+ its characters4
settin#4 or plot$
CCSS$(1A&1*T(RAC2$R1$2$5 Compare and contrast t"o or more versions o+ the same stor% 6e$#$4 Cinderella stories7 b% di++erent authors or +rom di++erent cultures$
68ote# 9rite as man% as needed$ *ndicate ta/onom% levels and connections to applicable national or state standards$ *+ an objective applies to particular learners
"rite the name6s7 o+ the learner6s7 to "hom it applies$7
)remember4 understand4 appl%4 anal%:e4 evaluate4 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Students "ill need listenin# s-ills "here the% are able to ta-e "hat the% hear and understand its
meanin#$ Students "ill also need some -no"led#e o+ ho" to identi+% characters settin# and plot$
Outline assessment
activities
6applicable to this lesson7
Pre-assessment (for learning): The students have completed projects prior to this lessen "here the% "ere re0uired
to identi+% characters settin# and plot$
Formative (for learning): * "ill also be as-in# them 0uestions as "e #o$
Formative (as learning): Students "ill be able to dra" or "rite as the% are listenin#$
Summative (of learning7; As a "rap up * "ill as- the students 0uestions about there understandin# and *
"ill as- them to share some o+ the dra"in#s and "ritin#s the% did$
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
<rovide options +or perception&
making information perceptible
The students "ill be able to listen to
the stor% as * read it and the% "ill
also #et the chance to #et a visual
"as * sho" them the pictures$
<rovide options +or ph%sical action&
increase options for interaction
Students "ill be listenin# to the
stor% and the% "ill be able to dra"
and "rite "hile doin# so$ The% "ill
also #et the chance to voice their
insi#hts$
<rovide options +or recruitin#
interest& choice, relevance, value,
authenticity, minimize threats
=% #oal is that the students chance
to dra" "hile "ritin# "ill help hold
their attention$ Their +amiliarit%
"ith the ori#inal version o+ the
three little pi#s "ill also help to
intri#ue them$
<rovide options +or lan#ua#e4
mathematical e/pressions4 and
s%mbols& clarify & connect
language
The students dra"in#s
<rovide options +or e/pression and
communication& increase meium
of e!pression
The students "ill be able to
dra"4 "rite and voice their
thou#hts$
<rovide options +or sustainin# e++ort
and persistence& optimize
challenge, collaboration, mastery-
oriente feeback
* "ill as- 0uestions as "e read
to motivate them to continue to
listen$
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<rovide options +or comprehension&
activate, apply & highlight
As-in# students to articulate
their -no"led#e "ill #ive them
an opportunit% to thin- throu#h
their thou#hts$
<rovide options +or e/ecutive
+unctions& coorinate short & long
term goals, monitor progress, an
moify strategies
* "ill be loo-in# around at "hat
the% are dra"in#$ There
ans"ers to m% 0uestions "ill
also #ive me an idea o+ "hat
the% are understandin#$ * "ill
also be listenin# to the students$
*+ * am losin# their attention$ *
"ill stop and as- students to act
out the stor%$
<rovide options +or sel+&re#ulation&
e!pectations, personal skills an
strategies, self-assessment &
reflection
The% "ill be articulatin# their
-no"led#e and the% "ill also
have a visual in +ront o+ them o+
"hat the% are hearin#$
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
* "ill have the boo- "he "rue Story of the "hree #ittle Pigs$ * "ill also have paper and cra%ons +or
them to dra" "ith$
How will (our classroom
be set u! for tis lesson"
The students "ill be as their des- as the% are normall% set up$ * "ill be teachin# +rom the +ront o+ the
classroom$
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
6openin#/
introduction/
en#a#ement7
* "ill introduce the lesson b% sa%in# "e are all
listenin# detectives and "e must be listenin# and
loo-in# +or clues as * read$ Their paper is their
detective noteboo- "here the% can "rite and dra"
an% o+ the clues the% +ind$ Then * "ill move into
as-in# them about the stor% o+ the three little pi#s$ *
"ill call on students and the% "ill #ive us ?clues@
as to "ho the characters are "hat the settin# is and
"hat the main points o+ the stor% are$ * "ill ma-e
sure to use the terms characters4 settin#4 plot4 main
ideas and summer% to help them master these
terms$
Students "ill be sharin# about "hat the% -no"
about the ori#inal stor% o+ the three little pi#s$ The%
"ill also be "ritin# do"n clues in their detective
journals as "e #o$
67
mins
3evelo!ment
6the lar#est
component or
main bod% o+
the lesson7
Ance "e have #one over the ori#inal stor% o+ the
three little pi#s * "ill move into the boo-$ * "ill as-
them to identi+% the author and illustrator$ * "ill
then as- them to predict "hat the stor% "ill be
about based on the title$ * "ill also remind them
that this is "here their detective s-ills "ill reall% be
put to the test$
* "ill start to read the stor% and sho" them the
pictures as "e #o remindin# them also to jot do"n
the clues the% +ind$ At points throu#hout m%
readin# * "ill stop and as- them 0uestions li-e to
predict "hat "ill happen ne/t or ho" an event
di++ered +rom the ori#inal stor%$
Students "ill be practicin# there listenin# s-ills as *
read the boo- "he "rue Story of the "hree #ittle
Pigs$ The% "ill be interactin# "ith the readin# b%
ans"erin# m% 0uestions and b% "ritin# do"n the
clues the% +ind in their noteboo-s$
68
mins
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67
mins
Closure
6conclusion4
culmination4
"rap&up7
As a "rap up * "ill as- the students to raise their
hands i+ the% have an%thin# the% "ant to share
+rom their detective noteboo-s$
The "rap up "ill be a chance +or the students to
share their ideas and +indin# "ith one another$ *t
"ill also #ive them the opportunit% to articulate
their -no"led#e$
9our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 69rite this a+ter teachin# the lesson4 i+ %ou had a chance to teach it$ *+ %ou did not teach this lesson4 +ocus on the
process o+ preparin# the lesson$7
This lesson "as a cool "a% +or me to reall% see m% pro#ress over the semester$ The +irst lesson * tau#ht this semester "as also a read
aloud this helped me to ma-e this lesson even better$ * made sure that the students had somethin# to "rite/dra" on "hile * "as
readin#$ * also "anted to ma-e sure that * stopped throu#hout m% readin# to as- 0uestions4 but to also ma-e sure to -eep the lesson
movin#$ * thin- * made #reat improvements in these areas4 but "hat * thin- * could have used improvement "ith m% openin#$ * mad
detective noteboo-s$ * could have used this as a "a% to #et the students attention and #et them e/cited$ * ho"ever just bree:ed over
this and moved ri#ht into tal-in# about the stor%$ * also should have done a better job e/plainin# "hat the noteboo-s "ere +or$ * thin-
* assumed that the students "ould just -no" "hat to do$ * "as surprised ho" man% o+ the students "ere con+used b% the terms
characters and plot$ * thin- that i+ * did a better job o+ e/plainin# this at the be#innin# more o+ the students "ould have been able to
better +ill out these noteboo-s and the discussion at the end "ould have #one smoother$
Bavin# said all that * thin- that the lesson "ent alri#ht$ =% observin# leads me to believe that the students "ere listenin# to the stor%
and the% "ere #enerall% intri#ued$ * "as able to loo- at some o+ the studentsC detective noteboo-s a couple da%s later and some o+
them had #reat dra"in#s and in+ormation$ There "ere others that had ver% little in them and there "ere others that had in+ormation
that * "ouldnCt sa% "as that important4 but it sho"ed me that the% "ere listenin# to the stor%$ A+ter teachin# the lesson * believe a
majorit% o+ the students #ot a handle on the basic components o+ the stor%$ 9hat * believe could o+ used more help "as their
-no"led#e on the terms li-e characters and plot$
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Conte.t O!tions , 2e Class as a +ole
:ariables Class Overview based on observations and data
Individual differences;
%akes&#ipton 6174&17D7
#evine 6255&>024 >21&>277
Cognitive and
4eurodevelo!mental
differences
'riging(61E1&1EE7
%akes&#ipton 6170 & 1727
#evine 624EF G Table o+
8eurodevelopmental Constructs7
Learning st(le differences
#evine 627&307
<tudents wit disabilities
I3EA
'riging(613E&1E27
%akes&#ipton 6253&E G>0>++7
%ifted <tudents
'riging(61E2&1EE7
%akes&#ipton 62534 >02&>277
<ocial Class differences
'riging(61D3&2107
%akes&#ipton 65&237
#evine 6223&2447
Etnic = 0acial
differences
'riging(610>&1217
%akes&#ipton 633&E34 54&1047
%ender differences
'riging(6212&2247
%akes&#ipton 6277&27D7
Language differences
'riging(6123&13>7
%akes&#ipton (157&2027
1&15&1>