Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Amanda Asfour
11/17/15

Subject/ Topic/ Theme

Community

Grade ____2____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson on community sets students up to learn about local government. Local government is the government of the students community.
cognitiveR U Ap An E C*

Learners will be able to:

Define diversity.
Identify someone who helps them and what he/she does to help.
Describe ways that they can help others in their community.
Draw or write five ways that they can help others.
Draw or write about their personal strengths and weaknesses.
Discover the diversities in their classroom.

R
R
U
R
U
A

physical
development

socioemotional

x
x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences to answer a question.
CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.1B Build upon others talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of what a community is.

Pre-assessment (for learning):

KWL. Summative assessment from the previous unit on Community.

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Assess students during group discussion on helping and diversity. Listen to their answers to your
questions, how can we help others? And, what is diversity? Asses again after the all about me
activity by asking, what are some examples of diversity, or differences, that you could see in our
posters?
Formative (as learning):

Have students write what they learned that day in their booklets.
Summative (of learning):
Helping hands project will assess whether or not students can think of ways that they can help others.
Discussion about the jigsaw puzzle will assess whether or not students understand what diversity is.
What barriers might this
lesson present?
Some students may struggle
to write on the Helping
Hands and on the jigsaw
worksheet. These students
could draw instead of write.
Some students may not be
able to read the directions. I
will read the directions out

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Write brainstorms and definitions

on the board.

Moving from sitting on the carpet

to sitting in desks. Cutting out
Helping Hands, writing, drawing,

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will talk about people they
know and about themselves--this
provides relevance and authenticity.
Students have autonomy in creating
their helping hands

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Clarify diversity as differences. I
will write it on the board as well.

Provide options for

comprehension- activate, apply &
highlight

We are applying all knowledge

helping others and diversity
to the setting of the
classroom, a community the
students know well.

Provide options for expression and

communication- increase medium
of expression

Talking, writing, drawing.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Students write down what they

learned that day in the booklet,
write down questions they still
have.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Categories for what they should
think about with themselves. Keep
goals in mind, reflect on the
essential questions or KWL
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

I will set the expectations for

the activities:

loud to the class and

instruct the students to ask
each other and myself if
they need help.
Students may struggle with
creating the helping hands
cutting out the hands
especially. I should talk to
the art teacher to find out if
they could handle that
activity. I could pre-make
the helping hands and just
let them fill them in.

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Construction paper, markers, jigsaw pieces in both colors (1 of each color for each kid), pencil, poster
or white board for brainstorms, diversity poster

Students will sit in a circle on the carpet and at their desks.

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components

5 min

Motivation

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

(opening/
introduction/
engagement)

10
min

5 min

1.
Students should be sitting in their
desks. Explain to them that we are going to do
a project about our strengths and weaknesses.
Have them turn and tell their neighbor what
strengths are, then what a weakness is. Remind
them that strengths are things that we are good
at and weaknesses are things that we are not so
good at. For example, one of my strengths is
that I am a good listener, but one of my
weaknesses is doing math.

1. Students listen to the teacher and participate in

the discussion.

2.
Hand out jigsaw pieces to
student, one of each color. On the green jigsaw
pieces, have each student write one of their
strengths and on the blue one have each
student write or draw one of their weaknesses.
Walk around and assist as needed. Students
may draw, or write.

2. Students write one strength and one weakness on

the jigsaw pieces.

3.
Have the students bring their
jigsaw pieces to the rug. Have students turn
and tell the person next to them what they
wrote on each piece. Have a few students tell
what they wrote as their strengths with the
class.
3 min

1 min

5 min

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Development
(the largest
component or
main body of
the lesson)

3. Students come to the rug and share some of their

answers.

4. Ask them if they know what diversity means?

Write all of their ideas on the board. Then write:
Diversity = differences. In this classroom we have
lots of differences. Some differences we can see,
like skin, hair and eye color. Some differences we
cant see, like the things that bother us (our pet
peeves), and our special talents.

4. Students share their ideas for what diversity

means.

4. 5. Explain that diversity is good for a

community because people can help each other
with things that they arent as good at.

5. Listen

6.

6. Students share names of people who help them

and how they help them.

Have students sit in a circle on the floor. Ask

them, who is someone who helps you? How

do they help you? Explain that communities

work best when people help each other.
10
min

7.

a.
b.
c.

Students go back to their desks. Pass out 1

sheet of construction paper to each student and
have them get out any coloring supplies that
they wish to use. Pass out scissors. Students
will create a helping hands project.
Students will trace their hand on a piece of
construction paper.
Then they will draw a picture of themselves on the
palm of the hand
Draw or write ways that they can help others in
their community on the fingers
8.

3 min

5 min

Closure
(conclusion,
culmination,
wrap-up)

Explain that communities are places where

people help each other, and are diverse. Bigger
communities, like towns, also have a local
government. This is what we will be learning
about over the next few days.

9. Have students fill in the What I learned

section on Lesson One in their booklets. Fill this in
with them on the ELMO to model spelling,
grammar, and sentence structure.

7. Students create a helping hands project by:

a. Students trace one of their hands on a
piece of construction paper.
b. Then they draw a picture of themselves
on the palm of the hand.
c. Then they draw or write ways that they
can help others on the fingers.

8. Listen

9. Students fill in the what I learned section in

Lesson One in their Booklets.

10. Collect booklets.

10. Hand in booklets.
Total:
~50
min
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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