Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alison Culver

Date 4/9/2014 Subject/ Topic/ Theme Comparing and Contrasting rade !2nd!!!!!!!!!
I. Objectives
How does tis lesson connect to te unit !lan"
This lesson build on the students "no#ledge o$ the stor% and it #ill delve deeper into the stories meaning&
Learners will be able to#
cognitive'
( ) Ap An * C+
ph%sical
development
socio'
emotional
,denti$% the "e% aspect o$ the boo" The True Story of the Three Little Pigs. (
,denti$% that the boo" is #ritten $rom the point o$ vie# o$ the #ol$ -not using those terms.&
Appl% ho# the perspective o$ the stor% teller can change the stor%&
)
Ap
Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS&*/A'/,T*(AC0&(/&2&1 Describe ho# characters in a stor% respond to major events and challenges&
CCSS&*/A'/,T*(AC0&(/&2&2 Ac"no#ledge di$$erences in the points o$ vie# o$ characters3 including b% spea"ing in a di$$erent voice $or each character #hen
reading dialogue aloud&
-4ote# 5rite as man% as needed& ,ndicate ta6onom% levels and connections to applicable national or state standards& ,$ an objective applies to particular learners
#rite the name-s. o$ the learner-s. to #hom it applies&.
+remember3 understand3 appl%3 anal%7e3 evaluate3 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
The students #ill need to have remembered the stor% The True stor% o$ the Three /ittle 8igs& Students
#ill also need to be able to identi$% the character and plot o$ the stor%&
Outline assessment
activities
-applicable to this lesson.
Pre-assessment (for learning): There #ill be a revie# o$ the stor% #here , can assess ho# much the% remember&
Formative (for learning): , #ill be observing and listening to the students responses&
Formative (as learning): The students #ill be able to articulate their ideas and listen to #hat the other students
are sa%ing&
Summative (of learning.9 The students: verbal responses at the end o$ the lesson #hen the% give their reasoning
$or their opinion&
+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
8rovide options $or perception'
making information perceptible
The students #ill be able to hear an
audio o$ the stor%& The students #ill
also be reading the in$ormation
the% #rote in their ;enn diagrams&
8rovide options $or ph%sical action'
increase options for interaction
The students #ill be as"ing
<uestions and the% #ill be able to
be creative #ith the cra$t&
8rovide options $or recruiting
interest' choice relevance value
authenticity minimi!e threats
The cra$t #ill be a #a% to get the
students involved& The% #ill also be
able to voice their opinions b%
#hich mas" the% chose&
8rovide options $or language3
mathematical e6pressions3 and
s%mbols' clarify " connect
language
The% students #ill be hearing the
stor% #ith visuals& The students #ill
also be able to read their responses
in their ;enn diagram&
8rovide options $or e6pression and
communication' increase me#ium
of e$pression
The% students #ill be able to
verbali7e their responses and sho#
their creativit% #ith cra$t&
8rovide options $or sustaining e$$ort
and persistence' optimi!e
challenge collaboration mastery-
oriente# fee#back
The students #ill be challenged
to give evidence $or their
opinions&
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8rovide options $or comprehension'
activate apply " highlight
The students #ill have to ta"e
#hat the% learned about ;enn
diagrams #hen articulating
them& The% #ill also have to
remember the characters and
plot o$ the stor%&
8rovide options $or e6ecutive
$unctions' coor#inate short " long
term goals monitor progress an#
mo#ify strategies
Students #ill be learning ho# to
use ;enn diagrams& Students
#ill also be learning ho# to $ind
evidence $or their thoughts&
8rovide options $or sel$'regulation'
e$pectations personal skills an#
strategies self-assessment "
reflection
Students #ill have to re$lect
bac" on ever%thing the% have
learned and come up #ith an
opinion about the stor%& This
#ill also challenge them to thin"
about multiple perspectives&
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
;ideo
8rojector
;enn diagrams
Cra$t supplies3 construction paper scissors3 glue3 popsicle stic"s
How will (our classroom
be set u! for tis lesson"
The students #ill be at their des"s and the teacher #ill be at the $ront $ 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
-opening/
introduction/
engagement.
, #ill sho# an audio o$ the boo" The True Story of
the Three Little Pigs.
The students #ill be #atching the video&
6
mins
3evelo!ment
-the largest
component or
main bod% o$
the lesson.
=ollo#ing the video , am going to be as"ing the
students some <uestions about #ho is telling the
stor%& , #ill not be using the #ords perspective or
point o$ vie# %et& , #ill also as" them i$ the% thin"
the original stor% #as told $rom the vie# o$ the
#ol$& , #ant to get to the point #here the students
understand that the stor% changes based on #ho is
telling it&
, then #ant to give then real li$e e6amples&
, #ill then as" them to pull out there ;enn
diagrams& , #ill then as" them to give me e6amples
o$ #hat changed $rom the original version because
the stor% #as told b% the #ol$& , #ant to stress that
The students #ill be responding to m% <uestions as
#e go& The students #ill also have the chance to
loo" bac" at their ;enn diagrams& This #ill
challenge them to remember the in$ormation and be
able to interpret their ;enn diagram&
The students #ill then be creating their mas"s&
-could possibl% ma"e this a station $or time
purposes.
7
mins
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mins
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the #ol$ told the stor% di$$erentl% because it #as
$rom his perspective&
Then , #ill introduce the cra$t& This #ill consist o$
them gluing di$$erent pieces together to create t#o
mas"s each a pig mas" and a #ol$ mas"& , #ill
have e6amples $or them to loo" at&
8:
mins
6
mins
Closure
-conclusion3
culmination3
#rap'up.
To conclude , #ill as" them to put on the mas" o$
the character the% believe either the #ol$ or the pig&
, #ill then as" a $e# students to give evidence $or
their opinion&
The students #ill hold up the mas" o$ the character
the% believe& , #ill as" some students to give a
rational&
;our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. -5rite this a$ter teaching the lesson3 i$ %ou had a chance to teach it& ,$ %ou did not teach this lesson3 $ocus on the
process o$ preparing the lesson&.
, did not end up teaching this lesson& ,n the previous lesson , as"ed the students about #hose stor% the% believed and , touched on the
idea o$ perspective& 5hen m% teacher and , #ere tal"ing about moving $or#ard #e both decided that #e #anted to give them the
$inal assessment that #as in lesson $ive and that this #ould end up being more bene$icial& A$ter teaching lesson $ive , thin" that it
#ent $airl% #ell3 but , thin" the students could have used an additional da% to go over the idea o$ perspective& This lesson #ould have
given the students more opportunit% the get more com$ortable #ith the idea& , thin" it #ould have helped bridge the gap bet#een the
stor% and them being able to appl% it to real li$e situations& , also #ould have li"ed them to listen to the audio& The voice on the video
had a reall% good #ol$ voice and , thin" this #ould have been a clear #a% $or them to understand that the stor% #as $rom the #ol$:s
perspective& ,n addition there #as a student #ho #as absent all #ee" and this lesson #ould have given her more o$ a chance to get
caught up& ,n contrast , thin" that $or some students this lesson could have been too boring because the% #ould o$ $elt that the%
alread% "no# all o$ the in$ormation and it #as too much a o$ a revie#& , also reali7e that this lesson #ould have been a lot o$ me just
tal"ing to the students #ithout them having to #rite do#n an%thing& , "no# $rom previous e6perience that this can be a problem&
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