Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alison Culver

Date 4/9/2014 Subject/ Topic/ Theme Comparing and Contrasting rade !!2nd!!!!!!!!!!!!!!
I. Objectives
How does tis lesson connect to te unit !lan"
"n this lesson #e #ill be ta$ing our comparing and contrasting s$ills and appl%ing it to the boo$ #e read&
Learners will be able to#
cognitive'
( ) Ap An * C+
ph%sical
development
socio'
emotional
,rgani-e a stor%. beginning middle and end
)se a /enn diagram
( 0
Compare t#o stories
1a$e observations based on the diagrams
(
) 0
Ap
Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS&*2A'2"T*(AC3&(2&2&9 Compare and contrast t#o or more versions o4 the same stor% 5e&g&. Cinderella stories6 b% di44erent authors or 4rom
di44erent cultures&
CCSS&*2A'2"T*(AC3&(2&2&7 )se in4ormation gained 4rom the illustrations and #ords in a print or digital te0t to demonstrate understanding o4
its characters. setting. or plot&
CCSS&*2A'2"T*(AC3&(2&2&8 Describe the overall structure o4 a stor%. including describing ho# the beginning introduces the stor% and the
ending concludes the action&
59ote# :rite as man% as needed& "ndicate ta0onom% levels and connections to applicable national or state standards& "4 an objective applies to particular learners
#rite the name5s6 o4 the learner5s6 to #hom it applies&6
+remember. understand. appl%. anal%-e. evaluate. create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
The students #ill need to have heard the stor%. The true Story of the Three Little Pigs. read 4rom the
lesson be4ore& The% should also have an idea o4 stor% structure li$e beginning middle and end&
Students #ill also need to have an idea o4 ho# to use a /enn diagram&
Outline assessment
activities
5applicable to this lesson6
Pre-assessment (for learning): " #ill as$ the students to share an%thing the% remember 4rom the stor% #e read&
Formative (for learning): ;ased on ho# #ell the% do #ith the stor% organi-ing " can see ho# #ell the%
remember the stor%&
Formative (as learning): The students #ill be #or$ing through organi-ing the stor% and the% #ill get an idea o4
ho# #ell the% understood the stor%&
Summative (of learning6< " #ill be loo$ing at the /enn diagrams the% completed to see i4 the% had a
good understanding o4 ho# to use one& "t #ill also give me an idea o4 ho# #ell the% understood the
stor%&
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
=rovide options 4or perception'
making information perceptible
The% students #ill be able to see a
visual o4 the stor% #e read& The%
#ill also be thin$ing through the
stor% b% using the /enn diagram&
=rovide options 4or ph%sical action'
increase options for interaction
The students #ill be getting up and
moving be arranging the stor%
board& The% #ill also be #riting
their ideas do#n in the /enn
Diagram&
=rovide options 4or recruiting
interest' choice, relevance, value,
authenticity, minimie threats
The students #ill be engaged
through movement and the% #ill
also be #riting in the lesson& " #ill
be accommodating them b% 4illing
out a /enn diagram 4or them to see
as #e go&
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=rovide options 4or language.
mathematical e0pressions. and
s%mbols' clarify ! connect
language
The students #ill be
understanding the stor% through
#ritten and spo$en #ords along
#ith pictures&
=rovide options 4or e0pression and
communication' increase me"ium
of e#pression
The students #ill be able to
move around to sho# their
$no#ledge and #rite do#n
#hat the% $no#&
=rovide options 4or sustaining e44ort
and persistence' optimie
challenge, collaboration, mastery-
oriente" fee"back
The students #ho have a greater
understanding can share their
$no#ledge and lead the group&
The students that need more
help #ill be able to 4ollo# m%
visuals or be observers&
=rovide options 4or comprehension'
activate, apply ! highlight
The students #ill be organi-ing
the stor% board pictures and
verball% sharing #hat the%
$no# #hen #e go through the
/enn diagram&
=rovide options 4or e0ecutive
4unctions' coor"inate short ! long
term goals, monitor progress, an"
mo"ify strategies
The student #ill be recounting
the stor% and the% #ill also be
#or$ing on their organi-ational
comparing s$ills&
=rovide options 4or sel4'regulation'
e#pectations, personal skills an"
strategies, self-assessment !
reflection
The students can see ho# the%
are doing m% their /enn
diagrams the% #ill be #or$ing
on&
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
Completed detective noteboo$s
Stor% board pictures&
The #hite board&
Document camera
/enn diagram sheets
How will (our classroom
be set u! for tis lesson"
The% #ill be in their des$s&
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
5opening/
introduction/
engagement6
:e #ill start b% revie#ing #hat the stor% #e read
#as about& The students can use their detective
noteboo$s to do so& " #ill as$ 4or a couple
volunteers #ho #ill come to the 4ront and have a
picture o4 a part o4 the stor%& " #ill then as$ the
class to help them stand in the order o4 ho# the
things happened in the stor%&
The students #ill be #or$ing together to arrange
the pictures in order& This #ill help them remember
the stor% and use their stor% structure s$ills&
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mins
3evelo!ment
5the largest
component or
main bod% o4
the lesson6
A4ter this revie# #e #ill ma$e a /enn diagram o4
the original three little pig stor% and the boo$. The
True Story of the Three Little Pigs$ " #ill do a
?uic$ recap o4 ho# to use a /enn diagram and #e
#ill go through it together& " #ill use the document
camera to project m% cop%&
The students #ill be 4ollo#ing along #ith m% as
out 4ill out the /enn diagram and " #ill be as$ing
them 4or ans#ers&
67
mins
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7
mins
Closure
5conclusion.
culmination.
#rap'up6
" #ill as$ them ?uestions about an%thing the%
notice on the di44erences bet#een the stories b%
loo$ing at their /enn diagrams& " #ant to start to
hint at the idea that the core di44erence in the stor%
is the 4act that it is 4rom the #ol4@s perspective&
The students #ill be anal%-ing their /enn diagrams
and tr%ing to dra# conclusions& The% #ill also be
able to use the stor% line on the board as a visual&
8our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 5:rite this a4ter teaching the lesson. i4 %ou had a chance to teach it& "4 %ou did not teach this lesson. 4ocus on the
process o4 preparing the lesson&6
This lesson #as a good #a% 4or me to chec$ the students understanding o4 the stor% and their $no#ledge o4 comparing and
contrasting& "t #as a culmination o4 #hat the students had learned in the previous t#o lessons and a #a% 4or them to appl% that
$no#ledge& " #as reall% e0cited about the stor% board idea& The students seemed e0cited as #ell& "t #as another #a% to get them out
o4 their seats and moving& "t #as 4un to see them #or$ing together to 4igure out the order o4 the pictures& ,ne improvement " #ould
have made #as to include miniatures o4 the pictures 4or the students at their des$ to put in order o4 something 4or them to #rite do#n
the order on& This #ould have helped to $eep all the students bus%& " #as pleasantl% surprised to see ho# #ell the students
remembered the stor%& :hat surprised me even more #as there memor% o4 the picture order& " used pictures 4rom the boo$ and #rote
a sentence on the bottom 4or the stor% board and not all the pictures matched to the e0act part in the boo$ the sentence #as re4erring
to& There #ere a couple students that pic$ed up on this& The% #ould recogni-e that a picture. despite #hat the sentence #as. came
4rom a di44erent part in the stor%& This reall% rein4orced to me ho# #ell the% #ere listening to the stor% the da% be4ore&
The venn diagrams #ent good as #ell& " #as again surprised m% ho# good o4 an understanding the% had o4 the t#o stories& " had a
venn diagram displa%ed #ith the *21, and " thin$ that it made all the di44erence& ,ne thing that " $no# the students pic$ed up on
ver% #ell and genuinel% interested them #as the idea that in the stor% the #ol4 #as no longer the big bad #ol4& " #as able to call on
man% students and " made a point on as$ing more than just the students #ith raised hands and the% #ere all able to give me
something to put in the venn diagram& As a conclusion " as$ed some students #hose stor% the% believe the pigs@ or the #ol4@s& This
#as a great #a% to get the students thin$ing about perspective& "t also 4orced them to use evidence 4orm the stories #hen " as$ed
them #h% the% 4elt the #a% the% did&
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