Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Conz

Date April 6, 2017 Subject/ Topic/ Theme Capitalization Grade _____10___________

I. Objectives
How does this lesson connect to the unit plan?
This is the introductory lesson.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate sentences for correct use of capitalization x
Reference notes in order to complete a worksheet
Process information in order to copy down notes
Create their own sentences using correct capitalization x
Articulate the importance of grammar x x
Articulate the importance of capitalization
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.L.9-10.2

(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 -Students will need to have the appropriate level of reading comprehension for a 10th grader
knowledge and skills. -Students will need to be able to construct their own sentences

Pre-assessment (for learning):

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?
Give me a thumbs up if youre with me and understand
Formative (as learning):
What rule was being utilized in that example?
Note sheet
Summative (of learning):
Quiz given the following day
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
- Use of the internet, use of
sticky notes, use of white boards
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for
comprehension- activate, apply
& highlight
progress, and modify strategies
Provide Multiple Means of
Action and Expression
Provide options for physical
action- increase options for
interaction
Provide options for expression
and communication- increase
medium of expression
Provide options for executive
functions- coordinate short &
long term goals, monitor
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Kahoot
(https://play.kahoot.it/#/k/1a82ee66-
8bfd-451f-b37c-4102296971eb)
- White boards with rules
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
- Student collaboration to come
up with rules
- Student collaboration through
use of the internet to find rules
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
- Students review their graded
quizzes (2 days after this lesson)
in order to assess themselves

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 White boards, dry erase markers, sticky notes
Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?

Normal; the tables are clumped together with no more than 4 students per table clumping

How will your classroom be set

up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5-10 (This can take longer if the conversation is
minutes Motivation beneficial and productive)
(opening/
introduction/ Discussion on the importance of grammar:
engagement) Teacher will be floating from table to table, Students begin by discussion the following
listening to some answers, and constantly questions at their tables with their peers (or any
pushing the why of their answers. variation of the following questions):
-If a student answer is Grammar is important -Is grammar important?
because we if we use proper grammar, we -Why do you think so? Or why dont you think
sound educated. Teacher will respond Why so?
do we sound educated? Why is that important? -Do you think we need grammar?
Why do we want to sound educated? and -Why? Or why not?
other things along those lines -Why do you think we teach it in schools?

After students discuss together and teacher has

visited each clumping of desks once, teacher
will ask for student volunteers to share their
answers. Teacher will again, be constantly Students will offer their answers and their
pushing the why of answers. discussions, adding to the conversation
-If not mentioned, teacher should be sure to appropriately and as needed.
mention the possibility of miscommunication
with incorrect grammar (consider asking for
volunteers who have a story of
miscommunication through texting, email, or
something similar)
-If not mentioned, the teacher should be sure to
question students on what they think might
happen if there was no grammar; teacher can
draw a comparison to if there were no rules in
driving; teacher can speak to the basic design
for humansthe internal desire to listen and to
be heard by others (and how grammar helps
that)
-If not mentioned, the teacher should be sure to
mention the social justice side of grammar;
English language learners needing our aid so
they can understand us better

10-15 Development The rules of capitalization:

minutes (the largest Teacher will be floating around from table to Students will be using whiteboards to write the
component or table, answering any questions there may be rules of capitalization that they know.
main body of -They will use the sticky notes to write an
the lesson) example that exemplifies that rule

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 -Once theyve written all of the rules that they
know, they can use Chrome books or personal
laptops to find more rules using the website
grammarbook.com
-They will need to use the website to find 5 more
rules
10-15 Presentations of the rules of capitalization:
minutes Teacher will be answering qualifying questions Students will be presenting their white boards to
wherever needed in order to further their peers
understanding -They will read the rule, then give an example
-They will repeat this pattern until they have
finished presenting all of their rules
-Each group will present
10-15 Kahoot:
minutes (https://play.kahoot.it/#/k/1a82ee66-8bfd-451f-b37c-
4102296971eb )
Teacher will be presenting the Kahoot exercise Students will be using technology (Chrome
on the screen, stopping after each question to Books or personal laptops) to participate in
ask students what rule was being utilized. Kahoot
-To ask students, teacher will use the No Opt -Students will offer answers when called upon,
Out method and Practice Success method and will repeat the correct answer if they dont
get it right the first time
Remainder Closing Discussion:
of class Teacher will be touching back on why students Students will be answering questions, offering
Closure thought grammar was important from the their thoughts appropriately and as needed.
(conclusion, discussion at the beginning of class.
culmination, -Discussion can be set up in the same way as
wrap-up) the opening discussion (students discuss with
their peers first, then out with the whole class)
-Or, if not a lot of time is remaining, discussion
can just be a whole class discussion
-Teacher should be sure to emphasize and ask
students to discuss why capitalization
specifically is important
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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