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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Holland Cummisford

Date 3/10/17 Subject/ Topic/ Theme Literary Interactions Grade _____7________

I. Objectives
How does this lesson connect to the unit plan?
Students are learning about the parts of a story, and this lesson ties it together by showing them how the parts interact.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Demonstrate the connections between literary components in a story Ap
Explain how each story element affects the others in a story U
Justify why an author uses specific elements of a story E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
(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

- Knowledge about how to identify and explain character, setting, dialogue, and incidents/plot
Identify prerequisite
in a story
knowledge and skills.
- Read Dirt on Their Skirts

Pre-assessment (for learning): Review of the parts of a story to check their understanding of the components.

Formative (for learning): Teacher checking in on small group work as they fill out story chart
Outline assessment
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
- Visual chart to organize - Filling out their own authenticity, minimize threats
info charts - Using their own personal
- Also talking about it out - Moving around into small reading books
loud as a class and in groups in middle of
What barriers might this groups lesson
lesson present?
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
What will it take language - Discussing and writing oriented feedback
neurodevelopmentally, down examples - Walking around and
experientially, giving direct feedback
emotionally, etc., for your
students to do this lesson? Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
- Expectations for group
- Self-monitoring during
group work

Materials-what materials - Dirt on Their Skirts
(books, handouts, etc) do - Story element interactions worksheet
you need for this lesson
and are they ready to

- Standard setup (desks in rows)

- Students move to their small groups part way through and can rearrange desks into groups
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
5 min - Ask students about what a setting, - Participate and answer teacher questions
Motivation character, dialogue, and plot/incidents are

- Draw literary interactions chart on board

and explain how story parts affect each
min - Work with class to out with a few - Provide examples of literary interactions
examples from Dirt on Their Skirts from the book
(the largest - Distribute literary interactions worksheets
component or
20 main body of - Tell students to work in their reading - Work as small groups to discuss and fill
min the lesson) groups to fill out the worksheet together out literary interactions worksheet

- Walk around and check in on groups


- Free Reading time for those who finish


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 think that this lesson went well overall. As I was teaching, I noticed students nodding along with me signaling their
understanding. While it took them a little bit of time to get involved in the lesson, once I prompted them, they started giving
ideas that I was looking for. They also did very well in the small group work.
Next time, I think that I would give them more time to think before giving them an example. Also, I may have them talk with
their elbow partners to find examples instead of having them share with the whole class. This could get them all more