Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Veenstra/ Mrs. Marsman Date 02/19/20 I. Objectives How does this lesson connect to the unit plan? Unit plan is on folk stories. This is an American Folk Story, also called a Tall Tale. Learners will be able to:
Identify the differences between hyperboles, metaphors, and similes within the tall tale Distinguish the voice of the narrator Develop strategies for finding out information that they may not be able to visualize in their text
cognitivephysical R U Ap An E C* development socioemotional

Subject/ Topic/ Theme

Literature: Tall Tales

Grade _______7_______

X X X

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 Identify prerequisite knowledge and skills. Know the basic make up of folk stories to be able to apply it to a Tall Tale. Understand similes, metaphors, and hyperboles
Pre-assessment (for learning): Find out how much they know and understand about hyperboles in literature. See if they can recall any other Tall Tales they may have read in the past.

Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning): Summative (of learning): Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of Representation and Expression Engagement Provide options for perceptionProvide options for physical action- Provide options for recruiting interestmaking information perceptible increase options for interaction choice, relevance, value, authenticity, Look up some pictures of the terms Students take turns reading, glossary minimize threats used to describe Sally so they can get guru looks up question words, Volunteer for Glossary Guru a visual in their head.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, Provide options for expression and Provide options for sustaining effort mathematical expressions, and communication- increase medium of and persistence- optimize challenge, symbols- clarify & connect language expression collaboration, mastery-oriented question words are written on the feedback board as they go through

Provide options for comprehensionProvide options for executive Provide options for self-regulationactivate, apply & highlight functions- coordinate short & long expectations, personal skills and Students write down words or word term goals, monitor progress, and strategies, self-assessment & pictures they arent understanding and modify strategies reflection share with a partner Writing the problem words up on the board, and checking after to see if they understand them correctly would good.

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

Dictionary, Literature Books, Journals, White Board, Visual Aids for hyperboles,

Normal set-up How will your classroom be set up for this lesson? III. The Plan Time 7 min 4 min 4 min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Go over worksheet from last week with them, mainly Volunteer answers for worksheets, getting the answers from the students. Share Tall Tale about the Sem Pond jump. Review Hyperboles, Metaphors, and similes

Begin to read the story. Write question words up on the board. Have glossary gurus look up the definition if context Development clues wont give it away. (the largest component or main body of the lesson)

Closure (conclusion, culmination, wrap-up)

Within the last 5 minutes of class, review the vocabulary, go over the plan for the week, assign worksheet

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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