Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Van Dyk

Date

October 29, 2016

Subject/ Topic/ Theme Introduction to theme

_______Grade ______4______

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson of the unit on identifying theme and learning how to use key details and specific examples from the text when describing and writing about
theme. In this lesson we will review the concept of theme and go more into depth learning about what it is than what probably most students have learned previously.
cognitiveR U Ap An E C*

Learners will be able to:

Define theme

Distinguish between main idea and theme

physical
development

socioemotional

Separate main ideas and themes given to them from the book Holes
An
Recognize essential questions when considering theme

Common Core standards (or GLCEs if not available in Common Core) addressed:
Determine a theme of a story, drama, or poem from details in the text; summarize the text. (This is the introductionstarting
with learning the importance of identifying and describing themein next lessons students will beginning the process of
determining theme)
(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.

Students must be able to work in groups (specifically their pod groups for a short period of time
during this lesson)
Students should also have read the book Holes (which they all have already, Holes was their mentor
text from the beginning of the school year)
Pre-assessment (for learning): Have students begin with a free write (or free draw), open-ended question.
Students may choose if they want to write or draw for this beginning activity. (What is theme? What comes to
mind when you think of the word theme? Can you think of any synonyms for the word theme?) Monitor the room
as children are writing, reading what they are writing. Also, have students volunteer to share what they wrote in
order to pre-assess.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Holes main idea vs. main message activity can be used as assessment for both student
and teacher to see how well they are at distinguishing between ideas and messages.
Formative (as learning):
Summative (of learning):

What barriers might this

lesson present?
Students might have
trouble working in their
pods?
Lesson might be too easy
for them?
1-19-13

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

Have essential questions poster as

well as difference between main
idea and theme poster and be
pointing to them and using them

Students will be able to get up and

move around as they hang their
Holes main idea and main message
cards on the board

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Offered choice in warm up activitystudents may choose to write or
draw their ideas

while explaining them verbally

(instruction is presented both
visually and audibly)

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for comprehensionactivate, apply & highlight

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

Also Holes is a relevant and wellliked book by them so it should

recruit their interest

Provide options for expression and

communication- increase medium
of expression

Draw or write option of

expression (in beginning
journal)

Provide options for executive

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

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Collaboration of students as
they work on the distinguishing
activity
Also there is a challenge if they
finish early to come up with
their own main idea and main
message to place on the board
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Scratch paper
Main idea vs. Main message poster
Essential Questions Poster
Holes activity passages/cards
Tape
Psalm 100:4-5 exit ticket
It can be set up in the way that it normally isdesks arranged in pods, nothing different.

How will your classroom

be set up for this lesson?

III. The Plan

Time

8 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher begins by instructions to do a free-write or
free-draw journal on scratch paper. Prompts are
written on board. Questions include: What is
theme? What comes to mind when you hear the
word theme? Can you think of any synonyms for
theme?
After about three minutes, teacher instructs
students to turn to a neighbor and share what they
wrote, and then has a few pairs share their ideas in
class.
Explain how theme is the main message of the
story that the author wants the reader to think
about.

1-19-13

Students write and/or draw what they know or what

they think of when they hear the word theme. Then
they use the think/pair/share format to share their
ideas/what theyve written and/or drawn.

Go over Essential Questions poster with students,

explaining the importance of keeping these
questions in mind while reading and thinking about
theme, as they will help guide you to the main
message.

15
min

Then go over difference between main ideas and

messages poster.
Development
(the largest
component or
main body of
the lesson)

Then pass out the main ideas and themes cards to

each pod and have them read them out
loud together and determine which ones are ideas
and which ones are messages. Then have them
hang them up on the board in the corresponding
section using tape.
Challenge groups that finish early to create their
own main ideas and/or themes and hang them up
on the board

Closure
(conclusion,
culmination,
wrap-up)

Students work in their pods to determine which

examples are main ideas and which are messages.
Then they hang them on the board in the
corresponding section.

Students write their own ideas and messages from

the book Holes and place them on the board.

Review definition of theme, difference between

Students review and discuss what they learned in
main idea and main message, and essential
this lesson and then complete the Psalm message
10
questions.
slip before going on to reading.
min
Then end with a Bible verse exit ticketPsalm
100:4-5
Have students fill out an I believe the message
is__________ because the text says
_____________ slip. Once they hand this in, they
may begin their silent reading.
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.)

1-19-13