Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Max Crimp Radio Rescue pg. 124-130 Date Su !ect" Topic" Theme ,rade --3rd-------------#a$guage %rts" &$g'ish (Compo$e$ts o) % Stor*+

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

This 'esso$ .i'' e used to ta'/ a out setti$g0 .hich is the seco$d 'esso$ i$ the Compo$e$ts o) a Stor* u$it.

Learners will be able to#

4de$ti)* .hat a setti$g is. Te'' .h* a setti$g is importa$t to a stor*.

cog$iti1eR 2 %p %$ & C3

ph*sica' de1e'opme$t

socioemotio$a'

R R

Common Core standards $or %LCEs if not available in Common Core& addressed# CC''.ELA(LI)E*AC+.*L.,.E.!lain ow s!ecific as!ects of a te.t/s illustrations contribute to w at is conve0ed b0 t e words in a stor0 $e.g.1 create mood1 em! asi2e as!ects of a c aracter or setting& CC''.ELA(LI)E*AC+.*L.,.3 Com!are and contrast t e t emes1 settings1 and !lots of stories written b0 t e same aut or about t e same or similar c aracters $e.g.1 in boo4s from a series&
(5ote# 6rite as ma$* as $eeded. 4$dicate taxo$om* 'e1e's a$d co$$ectio$s to app'ica 'e $atio$a' or state sta$dards. 4) a$ o !ecti1e app'ies to particu'ar 'ear$ers .rite the $ame(s+ o) the 'ear$er(s+ to .hom it app'ies.+ 3remem er0 u$dersta$d0 app'*0 a$a'*7e0 e1a'uate0 create

II. 5efore 0ou start Identif0 !rere6uisite 4nowledge and s4ills.

5o prere8uisite /$o.'edge $eeded. This .i'' e the )irst time the stude$ts .i'' e 'ear$i$g .hat a setti$g is.
Pre-assessment (for learning): I will ask the students to keep these questions in mind: What is a setting? and Why are they important to stories? and ow !an you tell what the setting in a story is?

Outline assessment activities (app'ica 'e to this 'esso$+

"ormati#e (for learning): $tudents will %e a%le to assess ea!h other after they !omplete the reading as a group and !ome up with answers to my questions as a group& "ormati#e (as learning): $tudents will %e a%le to assess ea!h other after they !omplete the reading as a group and !ome up with answers to my questions as a group& $ummati#e (of learning+9 's a group( students will !ome up with answers to the questions and then we

will ha#e a group dis!ussion as a whole !lass& ' group dis!ussion will %e the summati#e assessment until I gi#e the final assessment& 7 at barriers mig t t is lesson !resent" 7 at will it ta4e 8 neurodevelo!mentall01 e.!erientiall01 emotionall01 etc.1 for 0our students to do t is lesson"
Provide 9ulti!le 9eans of *e!resentation :ro1ide optio$s )or perceptio$making information per!epti%le )he students will %e reading the story as a group& )his !an %e less intimidating than reading in front of the entire !lass& 'lso( hearing the story read aloud may %e %etter for some students than simply reading it silently& Provide 9ulti!le 9eans of Action and E.!ression :ro1ide optio$s )or ph*sica' actio$- in!rease options for intera!tion )his a!ti#ity allows for all students #oi!es to %e heard in the small group dis!ussions& Provide 9ulti!le 9eans of Engagement :ro1ide optio$s )or recruiti$g i$terest- !hoi!e( rele#an!e( #alue( authenti!ity( minimi*e threats )his is an a!ti#ity that is not used #ery often in this !lass( so this will pro#ide a ni!e !hange of pa!e&

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:ro1ide optio$s )or 'a$guage0 mathematica' expressio$s0 a$d s*m o's- !larify + !onne!t language )he lesson allows for me to walk around and listen in on all of the groups readings and dis!ussions( allowing me to !larify any questions the students may ha#e&

:ro1ide optio$s )or expressio$ a$d commu$icatio$- in!rease medium of e,pression )he small groups aims to ensure that all students get a say( and ha#ing the groups share !an represent e#ery student in the !lass&

:ro1ide optio$s )or sustai$i$g e))ort a$d persiste$ce- optimi*e !hallenge( !olla%oration( masteryoriented feed%a!k a#ing the students in small groups ensures that e#eryone has to parti!ipate and read part of the story& )his may also en!ourage some of the quieter students to speak up in the small group dis!ussion&

:ro1ide optio$s )or comprehe$sio$- a!ti#ate( apply + highlight )he students will %e a%le to help ea!h other if they are struggling on a word or on a !on!ept&

:ro1ide optio$s )or executi1e )u$ctio$s- !oordinate short + long term goals( monitor progress( and modify strategies )he short term and long term goals are similar: ha#e the students understand what a !hara!ter and why they are important&

:ro1ide optio$s )or se')-regu'atio$e,pe!tations( personal skills and strategies( self-assessment + refle!tion )he students will %e assessed %y ea!h other as they go& -y goal is for the students to help ea!h other learn rather than ha#e me le!ture to them&

9aterials(w at materials $boo4s1 andouts1 etc& do 0ou need for t is lesson and are t e0 read0 to use"

The stude$ts .i'' $eed their <oughto$-Mi))'i$ oo/s0 .hich are i$ their c'assroom. 4 .i'' pro1ide each group .ith scrap paper to record their thoughts o$.

The stude$ts ca$ rea/ up i$to groups a$d go to .hate1er area o) the room is most com)orta 'e )or them. How will 0our classroom be set u! for t is lesson"

III. ) e Plan )ime =(>? minutes Com!onents 9otivation (ope$i$g" i$troductio$" e$gageme$t+ :escribe teacher activities A;: student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in4ing 6uestions and<or !rom!ts. 4 .i'' as/ the stude$ts 6hat is a setti$g= a$d Stude$ts ca$ thi$/ a out this a$d a$s.er me * 6h* are the* importa$t a$d <o. ca$ *ou te'' raisi$g their ha$ds. .hat a setti$g is= 4 cou'd e1e$ gi1e a$ examp'e o) .hat a setti$g is. (Three or )our se$te$ces 'o$g+. This ma* he'p them u$dersta$d it a 'itt'e etter. 4 .i'' rea/ them i$to groups a$d ha1e them read Radio Rescue (pg. 124+ /eepi$g i$ mi$d the 8uestio$s that 4 as/ed ear'ier. %)ter the* )i$ish the readi$g0 4 .i'' ha1e them discuss i$ their sma'' groups .hat a setti$g is0 .h* the* are importa$t0 a$d ho. to te'' .hat a setti$g is. >$e perso$ ca$ record a$d o$e or t.o The stude$ts .i'' read the stor* i$ sma'' groups0 /eepi$g i$ mi$d the t.o 8uestio$s 4 as/ed at the egi$$i$g. The stude$ts .i'' discuss i$ their groups .hat a setti$g is0 .h* the* are importa$t0 a$d ho. to te'' .hat a setti$g is.

@?(@= minutes

:evelo!ment (the 'argest compo$e$t or mai$ od* o) the 'esso$+

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peop'e .i'' share .hat their group came up .ith. The$ 4 .i'' ha1e e1er*o$e come together as a c'ass a$d .e .i'' ha1e a 'arge group discussio$ .ith o$e or t.o peop'e )rom each group spea/i$g o$ their eha') (di))ere$t peop'e )rom the )irst 'esso$+. The stude$ts .i'' ha1e o$e represe$tati1e )rom their group te'' the rest o) their c'ass .hat the* came up .ith as a$s.ers )or the 8uestio$s (di))ere$t peop'e )rom the )irst 'esso$+.

=(>? mins

Closure (co$c'usio$0 cu'mi$atio$0 .rap-up+

4 .i'' rie)'* as/ some other 8uestio$s a out the characters such as 6ho are the characters=0 6h* do .e $eed characters=0 a$d <o. do their actio$s a))ect the stor*=etc. to ri$g ac/ some 'ear$i$g )rom the other 'esso$. 4 .i'' go o1er the mai$ 8uestio$s o$e more time.

The stude$ts ca$ a$s.er the 8uestio$s * raisi$g their ha$ds.

+our reflection about t e lesson1 including evidence$s& of student learning and engagement1 as well as ideas for im!rovement for ne.t time. (6rite this a)ter teachi$g the 'esso$0 i) *ou had a cha$ce to teach it. 4) *ou did $ot teach this 'esso$0 )ocus o$ the process o) prepari$g the 'esso$.+

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