Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Bonnie Heykoop

Date 3/6/14 Subject/ Topic/ Theme Math: Fact Familie !ra"e ##1##############
I. Objectives
How does tis lesson connect to te unit !lan"
The unit i on mo"elin$ a""ition an" ubtraction an" intro"ucin$ %act %amilie i a $oo" &ay to $et tu"ent to ee the relationhip bet&een a""ition an" ubtraction'
Learners will be able to#
co$niti(e)
* + ,p ,n - ./
phyical
"e(elopment
ocio)
emotional
*eco$ni0e a""ition an" ubtraction %act %amilie *
.ontruct %act %amilie i% $i(en an a""ition or ubtraction problem ,p
*elate a""ition to ubtraction

-
Common Core standards $or %LCEs if not available in Common Core& addressed#
+n"ertan" an" apply propertie o% operation an" the relationhip bet&een a""ition an" ubtraction
12ote# 3rite a many a nee"e"' 4n"icate ta5onomy le(el an" connection to applicable national or tate tan"ar"' 4% an objecti(e applie to particular learner
&rite the name16 o% the learner16 to &hom it applie'6
/remember7 un"ertan"7 apply7 analy0e7 e(aluate7 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
-5plorin$ a""ition &ith .uienaire ro"7 e5plorin$ input/output table7 in$le a""ition an" ubtraction7
they ha(e been "oin$ ome &ork &ith %act %amilie in math &orkhop
Outline assessment
activities
1applicable to thi leon6
Pre-assessment (for learning):
4 ee them &ork &ith %act %amilie at the %act %amily tation "urin$ math &orkhop e(ery "ay
Formative (for learning):
They houl" ha(e a""ition an" ubtraction kno&le"$e'
Formative (as learning):
They are uin$ counter 1poibly "ominoe6 an" buil"in$ %amilie "urin$ math &orkhop'
Summative (of learning6:
They &ill be able to complete their &orkbook pa$e &ith %act %amilie on it'
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
8ro(i"e option %or perception)
making information perceptible
There &ill be (iual an" a lecture
%orm o% repreentation'
8ro(i"e option %or phyical action)
increase options for interaction
They ha(e a lot o% ener$y o 4 am
inclu"in$ mo(ement into the
leon'
8ro(i"e option %or recruitin$
interet) choice, relevance, value,
authenticity, minimize threats
They &ill en$a$e throu$h bein$
number themel(e an" uin$ their
counter on their "ek'
8ro(i"e option %or lan$ua$e7
mathematical e5preion7 an"
ymbol) clarify & connect
language
They &ill &ork &ith a""ition
an" ubtraction ymbol'
8ro(i"e option %or e5preion an"
communication) increase meium
of e!pression
4 &ill be akin$ them 9uetion
to an&er in their o&n &or"'
8ro(i"e option %or utainin$ e%%ort
an" peritence) optimize
challenge, collaboration, mastery-
oriente feeback
They &ill be &orkin$ to$ether
in the (iual'
8ro(i"e option %or comprehenion)
activate, apply & highlight
They &ill apply &hat they
learne" %rom the (iual throu$h
uin$ their counter on their
"ek'
8ro(i"e option %or e5ecuti(e
%unction) coorinate short & long
term goals, monitor progress, an
moify strategies
Their pro$re &ill be
monitore" each &eek at the %act
%amilie tation in math
&orkhop e(ery "ay'
8ro(i"e option %or el%)re$ulation)
e!pectations, personal skills an
strategies, self-assessment &
reflection
The el%)aement &ill be
their &orkbook pa$e an" ho&
&ell they "o "urin$ math
&orkhop at the %act %amilie
tation'
1)1:)13
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
.ounter7 tu"ent &orkbook7 pencil7 3 "i%%erent color o% contruction paper &ith ;7)7 an" < on 3 o%
the piece that are the ame color 1chooe a %act %amily an" $et the amount o% piece o% paper nee"e"
o% each color67 popicle tick &ith ki" name on them
How will (our classroom
be set u! for tis lesson"
They &ill it in their "ek an" participate &hen calle" on' Stu"ent &ho are participatin$ &ill tan" in
the %ront o% the room'
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
1openin$/
intro"uction/
en$a$ement6
),k: Ho& many o% you are part o% a %amily=
)The cla i a %amily too7 a chool %amily' To"ay
&e are $oin$ to ho& ho& there can be %amilie in
math too'
)>olunteer to be human counter 1chooe %rom
popicle tick ran"omly6 1? to 1@ min6
-5: A;4<6
)tu"ent an&er the 9uetion
)tu"ent participate by (olunteerin$ to come to the
%ront o% the room &hen they are choen by ran"om
3evelo!ment
1the lar$et
component or
main bo"y o%
the leon6
)ue tu"ent a counter to repreent the %act
%amilie 1? min6
)rearran$e them an" ho& that e(en thou$h they
are rearran$e" they till ha(e the ame total 1are
till in the %amily6
)e5plain ho& a""ition an" ubtraction are relate"
1.ommon .ore6
)ha(e them $o to their eat an" &ork &ith the
counter on their "ek %or more practice %rom
e5ample 4 &rite on the boar"
-5: 3;?<B
,k: CHo& are thee number entence
alike/"i%%erent=D
)tu"ent participate in the (iual by actin$ a
counter
)tu"ent &ork on the A e5ample %rom the boar"
&ith their counter at their eat
)e5ample o% their an&er: they ha(e the ame
number but are jut in a "i%%erent or"erE ome are
a""ition an" ome are ubtraction
Closure
1concluion7
culmination7
&rap)up6
)&orkbook pa$e
)"o the pa$e to$ether but ha(e each table $roup
an&er %or a problem 1?)1@ min6
)tu"ent "o the &orkbook pa$e a a &hole cla
an" participate by an&erin$
6our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 13rite thi a%ter teachin$ the leon7 i% you ha" a chance to teach it' 4% you "i" not teach thi leon7 %ocu on the
proce o% preparin$ the leon'6
1)1:)13
4 canFt belie(e 4 ha(e alrea"y tau$ht my %irt leon at *i(er .ity Scholar' 4 %eel like there &ere jut a many $oo" thin$ a there
&ere ba" thin$ that happene" "urin$ my leon' 4t "i"nFt tart out the &ay 4 anticipate"' 4 &anFt plannin$ on ha(in$ a tu"ent
thro& up minute be%ore 4 ha" to be$in my leon' ,ll the tu"ent &erenFt %ocue" on me' Their main %ocu &a on &hat &a $oin$
on in the back o% the room' 4t &oul" ha(e been nice i% 4 ha" ome tranition or &ay to $et their attention on me an" not &hat &a
$oin$ on in the back o% the room' Gnce 4 $ot their attention 4 thou$ht the human counter i"ea &a $oin$ to run moother than it "i"'
4 thou$ht it &oul" be a $oo" opportunity to ha(e ki" up an" mo(in$ aroun" an" ue their ener$y in a poiti(e &ay' 4 alo thou$ht it
&oul" be $oo" %or them to (iuali0e &hat really happen &hen &e make %act %amilie' The ki" &ere a little out o% control an"
coul"nFt really ee the (iual becaue all o% them &ere up %ront' 4 "i"nFt reali0e e(ery tu"ent &oul" be up %ront' 4% 4 coul" teach thi
leon a$ain 4 &oul" ha(e jut t&o table $roup participate' 8ickin$ the name by ran"om alo took a little too much time' 2e5t
time 4 &ill jut pick the $roup o it mo(e 9uicker an" their attention tay on me' Gne thin$ that "i" $o really &ell thou$h &a
&hen they ue" the counter at their o&n "ek' 4 &a e5pectin$ the ki" to play &ith them an" not kno& &hat to "o7 but they
&orke" har" at puttin$ the %act %amilie to$ether' 4 think it &a a $oo" i"ea to &rite the number un"er the counter that 4 ha" on the
boar" a an e5ample7 o they coul" ee the "i%%erent or"er %act %amilie ha(e' 4 think %or ne5t time 4 &ill ha(e the ki" &rite on their
o&n the number to $o &ith their counter' Thi &oul" ha(e been a $oo" %orm o% aement' 4 notice" that the ki" &ere uper
e5cite" to &ork &ith the counter a a han")on acti(ity' 4 think thi i important %or %irt $ra"er' They nee" to keep their han"
buy &ith omethin$' 4 think by uin$ the counter they coul" better $rap &hat &a $oin$ on becaue they &ere phyically "oin$ it
intea" o% me "oin$ it on the boar" an" them %ollo&in$' They &ere "oin$ ome aement on themel(e' 3hen 4 "i" the
&orkbook pa$e &ith them there &ere a %e& tu"ent that kne& the an&er becaue they either choe to an&er &ith their han"
raie" or &oul" jut blurt them out' 4 really nee" to &ork on cla mana$ement "urin$ the leon that 4 teach' 4 "onFt &ant the ki"
to &alk all o(er me7 o 4 %eel like 4 nee" to tart uin$ the clip chart an" ome other %orm o% "icipline' 4 "onFt &ant to ha(e the
teacher inter(enin$ all the time' My $oal %or my upcomin$ leon i to incorporate more cla mana$ement into them7 but try an"
"irect their attention more on the leon an" le on the "itraction takin$ place in the claroom' G(erall 4 think thi leon &ent
&ell' There are ob(iouly ome thin$ that 4 nee" to &ork on %or ne5t time7 but 4 reali0e there are both poiti(e an" ne$ati(e thin$
to take a&ay %rom teachin$ my %irt leon e(er'
1)1:)13