Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebecca Mumby Date November 15 Subject/ Topic/ Theme Communities Grade ____1st Spanish mmersion

I. Objectives How does t is lesson connect to t e unit !lan"

This !esson "i!! a!!o" students to read about jobs in the community and ma#e connections to the ro!es that they p!ay and ho" a community is much !i#e a c!assroom$ t "i!! teach students the di%%erent jobs and he!p them to understand "hy jobs are so important in& not on!y the community& but the c!assroom as "e!!$

Learners will be able to#

Ma#e connections bet"een c!assroom community and rea! community -ist jobs in the community +/p!ain "hy it is important to have jobs in the community denti%y needs o% a community versus "ants o% a community Read and comprehend boo#s about jobs

co'nitive( R ) *p *n + C,

physica! deve!opment

socio( emotiona!

)nderstand

*pp!y
)nderstand )nderstand

. . . .

Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. 0Note# 1rite as many as needed$ ndicate ta/onomy !eve!s and connections to app!icab!e nationa! or state standards$ % an objective app!ies to particu!ar !earners "rite the name0s2 o% the !earner0s2 to "hom it app!ies$2 ,remember& understand& app!y& ana!y3e& eva!uate& create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Students "i!! have previous #no"!ed'e %rom the %irst !esson$ Students "i!! a!so be ab!e to revie" the "or#sheet %rom the %irst !esson$ Pre-assessment (for learning): 1e "i!! be'in the !esson "ith revie" %rom the !ast one& as#in' 4uestions and discussin' "ith a partner "hat "e ta!#ed about the para'raph "e "rote to'ether as a c!ass$ Formative (for learning): Students "i!! no" have a boo# to read "ith a partner or 'roup to he!p them understand di%%erent jobs in the community& di%%erent 'roups "i!! have di%%erent boo#s dependin' on readin' !eve! and comprehension$ Formative (as learning): Students "i!! dra" conc!usions about jobs in the community based o%% the boo#s they read in their 'roups$ They "i!! then p!ace di%%erent cards about the community in di%%erent parts such as hospita!s& !ibraries& etc$ Summative (of learning25 Record the conc!usions on the smart(board as "e ta!# about "hat each 'roup read about jobs in the community and ho" it can app!y to the c!assroom too$

Outline assessment activities 0app!icab!e to this !esson2

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

Provide /ulti!le /eans of 0e!resentation 6rovide options %or perception( making information perceptible Students "i!! read in 'roups/partners and as a "ho!e c!ass "e "i!! !isten and discuss "hat each 'roup read and "hat they have dra"n %rom their boo#s$

Provide /ulti!le /eans of Action and E.!ression 6rovide options %or physica! action( increase options for interaction Students "i!! be put in di%%erent 'roups so that they can spread out around the room and %ocus on their boo#s be%ore dra"in' bac# into a !ar'e 'roup discussion$

Provide /ulti!le /eans of Engagement 6rovide options %or recruitin' interest( choice, relevance, value, authenticity, minimize threats Students "i!! "or# "ith other students at the same readin' !eve! to minimi3e threats and "i!! have di%%erent boo#s based on readin' !eve! so each 'roup has somethin' di%%erent to ta!# about$

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6rovide options %or !an'ua'e& mathematica! e/pressions& and symbo!s( clarify & connect language *%ter 'roups %inish their readin' and "e 'ather as a "ho!e 'roup "e "i!! ma#e connections bet"een a!! the boo#s and a community$ Students may as# 4uestions durin' this time as "e!!$

6rovide options %or e/pression and communication( increase me ium of e!pression Students "i!! read and discuss$ They "i!! move around the room and "i!! he!p me to come up "ith di%%erent conc!usions about jobs in the community and in the c!assroom$ They "i!! a!so need to p!ace di%%erent community "or#ers in di%%erent areas o% the community$

6rovide options %or sustainin' e%%ort and persistence( optimize challenge, collaboration, masteryoriente fee back Students "i!! be put in di%%erent 'roups based on readin' !eve! and the boo#s "i!! be more di%%icu!t %or the more advanced students but they "i!! not be out o% their !earnin' !eve!$ This "i!! cha!!en'e the students but a!!o" them to sti!! comprehend$ 6rovide options %or se!%(re'u!ation( e!pectations, personal skills an strategies, self-assessment & reflection *s the students p!ace di%%erent jobs in di%%erent areas they "i!! be ab!e to se!%(re%!ect and see i% they are 'ettin' the p!acements correct$ *s "e continue to discuss jobs and communities the students can re%!ect on "hat "e ta!# about

6rovide options %or comprehension( activate, apply & highlight Students "i!! read the boo#s and then app!y "hat they !earned to the notes that "e ta#e as a c!ass$ Students "i!! be invo!ved in discussion to promote !earnin' as a "ho!e$ Students "i!! use 9my community sortin' cards: to p!ace di%%erent jobs in di%%erent parts o% the community$

6rovide options %or e/ecutive %unctions( coor inate short & long term goals, monitor progress, an mo ify strategies ;avin' students reca!! "hat they have read "i!! monitor pro'ress to see i% they comprehend "hat they are readin' and as#in' them to sort di%%erent community peop!e "i!! have them app!y "hat they are !earnin' as "e!!$

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

Students "i!! read boo#s %rom Mrs$ Marsh<s co!!ection inc!udin'5 6o!ice =%%icers& >ire >i'hters& Community ?obs& and more$ They "i!! a!so use 9My Community Sortin' Cards: that have made into 9Trabajos en mi comunidad:$ have the boo#s and the "or#sheets made up$

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#78 Com!onents /otivation 0openin'/ introduction/ en'a'ement2

The c!assroom "i!! be set up as norma!$

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. *s an introduction "e "i!! revie" "hat "e %ocused Students "i!! %irst revie" "hat they !earned about on in the %irst !esson and then "i!! introduce jobs the community and then "i!! be sp!it into 'roups to as the %ocus o% the day and "e "i!! discuss jobs in t read about di%%erent jobs in a community$ a community and "hat jobs the students thin# are important$

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3evelo!ment 0the !ar'est component or main body o% the !esson2

*%ter the students read the boo#s "e "i!! 'ather a'ain as a "ho!e 'roups and each 'roup "i!! ta!# about "hat they read and "hy they thin# the job is important %or the community$ Ne/t "i!! introduce their 9my community sortin' cards: and students "i!! have the chance to "or# in their 'roups a'ain$

Students "i!! be 'iven sortin' cards and "i!! "or# in their 'roups to sort the peop!e into di%%erent job areas around the community a!on' "ith di%%erent items that be!on' in a community$ 1e "i!! re!ate this to the jobs they read about and "hy that are important$

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Closure 0conc!usion& cu!mination& "rap(up2

*s "e "rap up "e "i!! sum up "hat "e have !earned so %ar about communities and ho" "e can re!ate it to the c!assroom that "e are in$

Students "i!! !ead the discussion as as# di%%erent 4uestions and they respond to one another$

;our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 01rite this a%ter teachin' the !esson& i% you had a chance to teach it$ % you did not teach this !esson& %ocus on the process o% preparin' the !esson$2 For t is lesson I t in* it will give t e students a good o!!ortunit( to brea* off into grou!s and be res!onsible for t eir given tas*. 2 e grou!s will be s!lit b( reading level w ic I t in* will el! t e students to understand different jobs better so t at t e lower readers aren<t lost in t e boo*s and t e ig er readers aren<t bored wit t e lesson. 2 e sorting cards will give t e students somet ing = ands1on> to do so t at t e( can visuall( see w ere different !eo!le fit into t e communit(.

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