Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nate Postmus

Date April 15 Subject/ Topic/ Theme Persuasive writing (Logic an statistics! "rae ###$
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I. Objectives
How does tis lesson connect to te unit !lan"
This is the last lesson in the unit number %
Learners will be able to#
cognitive&
' ( Ap An ) *+
ph,sical
evelopment
socio&
emotional
'ecall the other tools that we have learne '
*omprehen the current tool an be able to use it in their own writing (
-nterpret what their wor.sheet tells them
An compose a writing sample base on what their wor.sheet tells them

)
*
Common Core standards $or %LCEs if not available in Common Core& addressed#
-ntrouce a topic or te/t clearl,0 state an opinion0 an create an organi1ational structure in which relate ieas are groupe to support the writer2s purpose0 provie
reasons that are supporte b, 3act an etails0 provie a concluing statement or section relate to the opinion presente
(Note# 4rite as man, as neee5 -nicate ta/onom, levels an connections to applicable national or state stanars5 -3 an objective applies to particular learners
write the name(s! o3 the learner(s! to whom it applies5!
+remember0 unerstan0 appl,0 anal,1e0 evaluate0 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
(nerstan the i33erence between the previous tools that we have learne an unerstan when we
want to use certain ones 3or i33erent scenarios
Outline assessment
activities
(applicable to this lesson!
Pre-assessment (for learning):
'eview all the previous tools
Formative (for learning):
Listen an write own the notes as - write them on the boar
Formative (as learning):
4or. on the wor.sheet0 an the write a paragraph using the results the, have gathere
Summative (of learning!6
4or.ing on the 3inal project when we get to it on Thursa,
+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
Provie options 3or perception&
making information perceptible
The notes will help them unerstan
with the e/amples0 the, ,outube
commercial
Provie options 3or ph,sical
action& increase options for
interaction
Provie options 3or recruiting
interest& choice, relevance,
value, authenticity, minimize
threats
Ta.ing notes an listening to me
as - escribe the tool
Provie options 3or language0
mathematical e/pressions0 an
s,mbols& clarify & connect language
Provie options 3or e/pression an
communication& increase meium
of e!pression
Provie options 3or sustaining
e33ort an persistence& optimize
challenge, collaboration,
mastery-oriente feeback
Provie options 3or comprehension&
activate, apply & highlight
The, will be writing the notes
own an writing base on the
results the, gather 3rom their
sheets
Provie options 3or e/ecutive
3unctions& coorinate short & long
term goals, monitor progress, an
moify strategies
Provie options 3or sel3&
regulation& e!pectations,
personal skills an strategies,
self-assessment & reflection
1&17&18
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to use"
The, will nee their notes that the, have in their es.s0 ,outube vieo0 89 copies o3 the wor.sheet
How will (our classroom
be set u! for tis lesson"
Same as alwa,s5
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/
introuction/
engagement!
'eview with them all the tools that we have use prior5
The, will nee a re3resher on them because o3 both
spring brea.s5 :ave one stuent give the name o3 the
tool0 another to provie the e3inition0 an a thir to
provie an e/ample o3 that tool5
- will write the name o3 this tool on the boar an have
them tr, an wor. through what it means5 ;ost li.el, -
will have to e/plain that statistics is a math term an it
will ma.e more sense once the, .now what it is5
Show the ,outube vieo on crest 8D white toothpaste6
(https6//www5,outube5com/watch<
v=NT>(,:?#>@A!
The, will be helping me 3igure out the other
tools because we have not loo.e at them over
a wee.0 an then help me tr, an 3in a
e3inition base on the name o3 the tool alone5
3evelo!ment
(the largest
component or
main bo, o3
the lesson!
A3ter watching the vieo - will tal. to them about what
logic an statistics are5 - will move the vieo to 1A
secons where it sa,s Bremoves 79C o3 stainsD - will
use that as an e/ample to teach logic an statistics5
- will then write the e3inition on the boar0 an tal.
through it with them proviing i33erent e/amples o3
toothpastes0 meicines5
- will then have them tr, an thin. o3 i33erent
e/amples just ma.ing up statistics as a wa, to show that
the, nee these statistics to help prove something5
The, will listen to the boo. as - rea to them0
an help me 3igure out how it connects to the
tool o3 the a,5 The, will then go bac. to their
seats0 an watch the ,outube commercial an
then help me again 3igure out how it connects
to the topic at han5 The, will then write
own the notes0 an help create their own
e/ample to help them unerstan5 The, will
then listen as - e/plain the assignment an then
get out o3 their seats an wal. aroun the room
getting people to answer the surve,5 The, will
1&17&18
- will then have them get out o3 their seats an we will
practice this5 - will sa, two i33erent things e/5 EF an
;cD2s an have them choose one or the other0 an use
that as a i33erent e/ample to show them that a person
woul rather agree with the group with more people
than less people5
4e will o that with a couple o3 i33erent e/amples0 an
then - will han out their assignment5 - will e/plain the
assignment an actuall, go up to stuents an as. them
their opinion as a wa, to emonstrate what the, are
going to o5 The, will then have to get up an as. 5 o3
their classmates to choose between G things an answer
the Huestion at the bottom5
then wor. on the paragraphs on the bac.5
Closure
(conclusion0
culmination0
wrap&up!
4hile the, are oing this0 - will be staning b,
answering Huestions0 helping stuents thin. o3 i33erent
e/amples0 an possibl, choosing between one o3 their
two choices5
A3terwars - will have them choose their 3avorite one
an share it with the class as.ing Bwhat the, mae them
choose between0 what the, wante0 an how man,
people agree with them out o3 how man,<D
The, will continue to wor. on the assignments
an when the, 3inish the, can o A' reaing5
6our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. (4rite this a3ter teaching the lesson0 i3 ,ou ha a chance to teach it5 -3 ,ou i not teach this lesson0 3ocus on the
process o3 preparing the lesson5!
2is lesson was ama7ing. I ad so muc fun being able to get te students out of teir seats getting tem involved and
el!ing figuring out statistics and ow it el!s tem write. It was fun to see tem get u! and move around and as*ing teir
classmates different )uestions of different coices. +en it came to te saring !ortion it was a little difficult because (ou
could tell if a bo( was as*ing te )uestion or a girl because te coices were ver( gender oriented. It was good toug. +en
I was first getting tem out of teir seats it too* a wile to get tem to reali7e te( would rater believe te majorit( of te
grou! or te minorit(. It too* a wile for tem to reali7e te( want to believe te majorit( wit te el! of /rs. /iedema-
but te( got te idea after a wile. It was fun to get tem out of teir seats toug.
1&17&18