Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Conz

Date April 20, 2017 Subject/ Topic/ Theme: Writing Assessment Grade __10______________

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

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Display their mastery of the grammar skills learned in previous classes R
Write under similar restrictions to the SAT/ACT x
Edit their writing in an allotted amount of time E


Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.L.9-10.1
CCSS.ELA-LITERACY.L.9-10.2
CCSS.ELA-LITERACY.L.9-10.2.A
CCSS.ELA-LITERACY.L.9-10.3.A

(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

Students will need to know how to read and write.
Identify prerequisite Students will need to know the grammar concepts that were previously taught.
knowledge and skills. Students will need to know how to evaluate and edit their own work.
Students will need to be able to manage time in order to finish their writing.

Pre-assessment (for learning):

Formative (for learning):

Outline assessment activities
(applicable to this lesson) Formative (as learning):

Summative (of learning):

What barriers might this Provide Multiple Means of
lesson present? Representation
Provide options for perception-
making information perceptible
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
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 Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students will be given a choice
of 5 prompts
-Students will be writing under
the similar time pressures as the
ACT/SAT
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

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 Provide options for comprehension- Provide options for executive
activate, apply & highlight functions- coordinate short &
long term goals, monitor progress,
and modify strategies
-Students will be given an
editing checklist to ensure they
include all of the necessary
items and that they edit
properly
Provide options for self-
regulation- expectations,
personal skills and strategies,
self-assessment & reflection
-If students feel they need
more time, they will be
allowed more time

Lined paper, pencils, prompt sheet, editing sheet

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

Ideally, students would have their own spacetheir own individual desks to workbut in my
current classroom, that is not possible.

How will your classroom be The classroom will be set up normally, with tables clumped together and no more than 4 students at
set up for this lesson? each clump.

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.

Motivation
(opening/
introduction/
engagement)

Development
45 (the largest Writing the prompts:
minutes component or Teacher will be displaying a countdown of the Students will be writing the prompt of their
main body of remaining time on the screen choice
the lesson) -Teacher will hand students the prompt sheet as they
walk into the classroom
-There will be lined paper and extra pencils in the
middle of each desk clump
-There will be chello music playing in the
background for prompt number 5.. the song playing
will be Yo Yo Ma Suite for Solo Cello No 5 in C
10 Minor 1011
minutes -https://www.youtube.com/watch?v=STuOSlYcL8U
Students will be editing their writing using the
editing checklist and paying close attention to

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 the grammar skills we have talked about
Editing the prompts: previously in this unit
Once the 45 minutes is up, the teacher will hand
each student an editing checklist

If students feel they could benefit from more time,

they may have more time (either before/after school,
or during class the following daythis is left up to
the teachers discretion).
Closure
(conclusion,
culmination,
wrap-up)

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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