Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Leeann Randall

Date Subject/ Topic/ Theme Unit Test Grade ____10-

12____________

I. Objectives
How does this lesson connect to the unit plan? This lesson consists of a formative and summative assessment, pulling together
what the students have learned from the short story and the movie.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

Discuss themes from Karate and The Karate Kid

R U Ap
An E
X

Discuss plot, characters, and literary elements such as irony R U Ap

An E
Create thoughtful questions R U Ap
An E C

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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 have to remember the plots of the short story read and the movie watched in
Identify prerequisite
class, as well as themes, characters, characterization, and examples of irony.
knowledge and skills.
Students have been asked to come to class with at least 2 questions to ask the panelists in
the discussion
Pre-assessment (for learning):

Formative (for learning): Panel Discussion

Outline assessment
activities Formative (as learning): Panel Discussion
(applicable to this lesson)
Summative (of learning): Panel Discussion

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
What will it take
reflection
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression

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 Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to
answer questions they
are comfortable with.
Students will be able to
answer at their own
pace.
Materials-what materials Projector
(books, handouts, etc) do Notebook
you need for this lesson Students notes
and are they ready to Computer
use?
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
During the panel
discussion, questions
will be projected on
the board, and the
teacher will take notes
as the students answer
questions, so the
students will be able to
listen and read to
follow along with the
discussion

Students will sit in their normal seats, but 5 extra chairs will be placed in a line in front of the
room
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.
Class will begin with time to go over Students will review notes and questions
Motivation notes and review questions that they have
(opening/ written before coming to class
introduction/
engagement)

Development The test will take the form of a mock Students will participate in a panel
(the largest panel discussion comparing and discussion, both asking questions and
component or contrasting the short story Karate and sitting on the panel.
main body of the movie, The Karate Kid.
the lesson) There are 10 students in the class. 5
students will be chosen to go first as the
panelists. They will sit in the front of the
class. The remaining students will ask
questions, directed either at the entire
panel, or at particular students. The
students will trade places (the first five
students will return to their seats and the
remaining five will be panelists) after
every student has asked at least 2

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 questions or it has been 25 minutes (half
of the hour)

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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