Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Max Crimp Date "rade ################ I. Objectives How does t is lesson connect to t e unit !lan"
This lesson $ill go o%er the plot and the conclusion o& a stor'( This is the last building bloc) o& the unit be&ore the students begin to $rite their o$n papers(

The Lost and Found Subject/ Topic/ Theme Language Arts/ English ( lot/Conclusion!

Learners will be able to#

.denti&' $hat the plot o& a stor' is and pic) out the )e' parts( Tell $h' the plot is important to a stor'( .denti&' $hat the conclusion o& a stor' is( Tell $h' the conclusion is important to a stor'(

cogniti%e* + , Ap An E C-

ph'sical de%elopment

socio* emotional

+ + + +

Common Core standards $or %LCEs if not available in Common Core& addressed# CC''.ELA(LI)E*AC+.*L.,.Com!are and contrast t e t emes. settings. and !lots of stories written b/ t e same aut or about t e same or similar c aracters $e.g.. in boo0s from a series& CC''.ELA(LI)E*AC+.*L.,.12 3/ t e end of t e /ear. read and com!re end literature. including stories. dramas. and !oetr/. at t e ig end of t e grades 4(, te5t com!le5it/ band inde!endentl/ and !roficientl/.
(/ote# 0rite as man' as needed( .ndicate taxonom' le%els and connections to applicable national or state standards( .& an objecti%e applies to particular learners $rite the name(s! o& the learner(s! to $hom it applies(! -remember1 understand1 appl'1 anal'2e1 e%aluate1 create

II. 3efore /ou start Identif/ !rere6uisite 0nowledge and s0ills.

The students $ill need no prere3uisite )no$ledge or s)ills(

Pre-assessment (for learning): ): I will ask the students to keep these questions in mind: What is a plot? and Why are they important to stories? and ow do you find a plot in a story?

Outline assessment activities (applicable to this lesson!

!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!4 '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& 7 at barriers mig t t is lesson !resent" 7 at will it ta0e 8 neurodevelo!mentall/. e5!erientiall/. emotionall/. etc.. for /our students to do t is lesson"
Provide 9ulti!le 9eans of *e!resentation ro%ide options &or perception* 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 E5!ression ro%ide options &or ph'sical action* 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 ro%ide options &or recruiting interest* %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&

5*56*57

ro%ide options &or language1 mathematical expressions1 and s'mbols* %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&

ro%ide options &or expression and communication* 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&

ro%ide options &or sustaining e&&ort and persistence* 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&

ro%ide options &or comprehension* 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&

ro%ide options &or executi%e &unctions* %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&

ro%ide options &or sel&*regulation* 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 $boo0s. andouts. etc& do /ou need for t is lesson and are t e/ read/ to use"

The students $ill need their 8oughton*Mi&&lin boo)s1 $hich are in their classroom( . $ill pro%ide each group $ith scrap paper to record their thoughts on(

The students can brea) up into groups and go to $hate%er area o& the room is most com&ortable &or them( How will /our classroom be set u! for t is lesson"

III. ) e Plan )ime =(12 minutes Com!onents 9otivation (opening/ introduction/ engagement! :escribe teacher activities A;: student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in0ing 6uestions and<or !rom!ts. . $ill as) the students to )eep these 3uestions in Students can thin) about this and ans$er me b' mind4 90hat is a plot:; and 90h' are the' raising their hands( important to stories:; and 98o$ do 'ou &ind a plot in a stor':;

42(4= minutes :evelo!ment (the largest component or main bod' o& the lesson!

. $ill brea) them into groups and ha%e them read 9The Lost and Found; (pg( 67! )eeping in mind the 3uestions that . as)ed earlier( A&ter the' &inish the reading1 . $ill ha%e them discuss in their small groups $hat a plot and conclusion are and $h' the' are important( <ne person can record and one or t$o people $ill share $hat their group came up $ith(

The students $ill read the stor' in small groups1 )eeping in mind the 3uestions . as)ed at the beginning( The students $ill discuss in their groups $hat a plot and conclusion is and $h' the' are important( The students $ill ha%e one representati%e &rom their group tell the rest o& their class $hat the' came up $ith as ans$ers &or the 3uestions (di&&erent people than the &irst t$o lessons!(

5*56*57

Then . $ill ha%e e%er'one come together as a class and $e $ill ha%e a large group discussion $ith one or t$o people &rom each group spea)ing on their behal& (di&&erent people than the &irst t$o lessons!(

=(12 minutes

Closure (conclusion1 culmination1 $rap*up!

. $ill brie&l' as) some other 3uestions about the characters 98o$ do their actions a&&ect the stor':;etc( . $ill brie&l' as) 3uestions about the setting and ho$ the' &ound the setting(

The students can ans$er the 3uestions b' raising their hands(

. $ill go o%er the t$o main 3uestions one more time( +our reflection about t e lesson. including evidence$s& of student learning and engagement. as well as ideas for im!rovement for ne5t time. (0rite this a&ter teaching the lesson1 i& 'ou had a chance to teach it( .& 'ou did not teach this lesson1 &ocus on the process o& preparing the lesson(!

5*56*57