Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Van Dyk

Date

October 30, 2016

Subject/ Topic/ Theme

Grade _________4_______

Identifying Theme (introduction to final project)

I. Objectives
How does this lesson connect to the unit plan?
This is last lesson in the unit plan. It isnt necessarily the fifth day of the unit it may be many days or even a week later. It is important to do this when many
students have finished whatever book they are reading for silent reading time, and have finished filling out their finding theme packets (given to them during lesson 4).
cognitiveR U Ap An E C*

Learners will be able to:

Demonstrate and apply their knowledge and understanding of theme through this final project
Design a puppet show or skit presenting the theme of their novel (individually or in a group)
Write a letter to the author of their book explaining to them what they believe the theme to be and designs an
illustration of that theme as well (individual)
Creates and designs a choreographed dance presenting the main theme of the novel (individual or group)
Create a photo essay or collage presenting the main theme of their novel (individual)

physical
development

socioemotional

Ap
C
C
C
C

x
x

x
x
x

(Students will choose one of the last four bullet points to do)

Common Core standards (or GLCEs if not available in Common Core) addressed:
Determineathemeofastory,drama,orpoemfromdetailsinthetext;summarizethetext.
(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 have completed a novel and completed a theme packet to go along with it.
Pre-assessment (for learning):

Go over students theme packets with the students individually, making sure that they have filled them
out with adequate details and have a well developed theme
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Walk around the room as students are working on their projects, making sure they are staying on task,
but also answering and asking students questions about their projects.
Formative (as learning):

Give feedback to students as needed while observing and monitoring students work. Also print out
rubric for students so they can know exactly what they will be graded on.
Summative (of learning):
Presentation of final projects
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

Provide handout with explanations

of project ideas as well as rubric so
students can follow along while
teacher explains it

Students have the option of

physical action through the dance
project as well as the puppet
show/skit option

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students are given choice for their
final project. They have four
different options to choose from as
well as the option to work
individually or in groups!

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for comprehensionactivate, apply & highlight

Students are activating their

knowledge on their particular
themes and applying it to their
final project
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

Students can express their ideas

through writing, acting, dancing
or creating a collage

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

This project is a challenge,

students are expected to do and
plan it mostly on their own, but
group collaboration also
provides options for sustaining
effort and persistence
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Handing out rubric for students

to know expectations and to be
able to assess themselves
provides options for selfregulation

Handout explaining final project

Handout with rubrics
Chart with signup sheet for students to mark what they are doing/who they are working with
Possible art supplies students must need
Paper, markers, magazines (for collage project)
It can be set up in the way that it normally is (with pods) but once students begin working on their
projects, they are free to move around and work around the room or in the commons area.

III. The Plan

Time

Components

10
min

Motivation
(opening/
introduction/
engagement)

25-30
min

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher passes out final project handout and rubric
to all students.
Teachers listen to project explanations and
Teacher then explains the final project and the four
expectations and decide which project they would
different options students have.
like to complete.
Explains that students may work in groups or
individually (but not in groups larger than three).
Students ask any questions they may have
Then teacher goes over the rubric and expectations
regarding the final project.
for final project.
Then teacher allows students between five and ten
minutes to talk to each other and decide which
project they would like to do. Once they have
decided, they can write their choice on the chart
hanging on the board. (They may change their
projects later during this work day, but they must
talk to the teacher first)

Teacher instructs students to begin working on their

projects. Allows them to move around the room
and some to work out in the commons area. Show
students all materials and resources they have for
their projects.

Students begin working on their final projects.

Teacher walks around the room, monitoring and

observing students progress.

5 min

Closure
(conclusion,
culmination,
wrap-up)

Teacher announces that it is time to begin wrapping

things up, instructs students to begin putting away
materials and cleaning work-spaces. Students must
return to their seats.

Students clean up and return to their seats.

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.)
I did not get a chance to teach this lesson. I did pass out the theme packets to the students during the fourth lesson and they
are working on them. They are all at different places in their silent reading books and different levels of completion of their
packets, so they will all finish at different times. I think if I was teaching this one I would have had students complete their
packets using the group novel that they are reading with the other students who are at their reading levels. This way it would
be easier to tell where students are in their novels and they would be able to finish their books and packets more closely
together, rather than all spread out and at very different times.

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