Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Max Crimp Date ____ rd____________ Subject/ Topic/ Theme Language Arts/English Grade

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

This is the last lesson in the unit plan! The students are continuing to "or# on their short stories "hile proo$%reading each others& stories and o$$ering suggestions to each other!

Learners will be able to#

(ead o'er another student&s "or# to help ma#e corrections or suggestions! ,a'e their o"n "or# read o'er b+ another student to help see mista#es or suggestions that the+ ma+ ha'e missed!

cogniti'e% ( ) Ap An E C*

ph+sical de'elopment

socio% emotional

( (

Common Core standards $or %LCEs if not available in Common Core& addressed# 'o Common Core standards a!!l( directl( to editing and revising one)s writing.
-.ote# /rite as man+ as needed! 0ndicate taxonom+ le'els and connections to applicable national or state standards! 0$ an objecti'e applies to particular learners "rite the name-s1 o$ the learner-s1 to "hom it applies!1 *remember2 understand2 appl+2 anal+3e2 e'aluate2 create

II. *efore (ou start Identif( !rere+uisite ,nowledge and s,ills.

The student "ill ha'e learned the components o$ a stor+ in the $irst three lessons o$ the unit2 and the+ "ill ha'e started their short stories in the pre'ious lesson!
Pre-assessment (for learning): I will have been overseeing their writing during the first lesson, so I will have a pretty good assessment of where everyone is so far. Formative (for learning): The students will peer edit ea h other!s papers along with me answering any "uestions and wor#ing alongside ea h student for parts of their papers. Formative (as learning): The students will peer edit ea h other!s papers along with me answering any "uestions and wor#ing alongside ea h student for parts of their papers. $ummative (of learning): I will grade the final papers based on their #nowledge of the omponents of a story, reativeness, and effort of the student.

Outline assessment activities -applicable to this lesson1

- at barriers mig t t is lesson !resent" - at will it ta,e . neurodevelo!mentall(/ e0!erientiall(/ emotionall(/ etc./ for (our students to do t is lesson"

Provide 1ulti!le 1eans of 2e!resentation 4ro'ide options $or perception% ma#ing information per eptible %aving the students peer edit ea h other!s papers may allow them to hear positive riti ism in a different way than they would get from me editing their paper.

Provide 1ulti!le 1eans of Action and E0!ression 4ro'ide options $or ph+sical action% in rease options for intera tion The method of peer editing will give the students a brea# from seeing their own writing and will give them a view of someone else!s writing. This ould give them ideas and en ouragement for their own writing.

Provide 1ulti!le 1eans of Engagement 4ro'ide options $or recruiting interest% hoi e, relevan e, value, authenti ity, minimi&e threats %aving the students pair up to peer edit ea h other!s papers will hopefully be a different way of engaging the students in not only their writing, but in other!s as well.

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4ro'ide options $or language2 mathematical expressions2 and s+mbols% larify ' onne t language Peer editing is a good way for a different set of eyes to view your paper to see any mista#es or suggestions that you had missed.

4ro'ide options $or expression and communication% in rease medium of e(pression The peer editing aspe t allows for a ommuni ation between the students that otherwise may not have happened.

4ro'ide options $or sustaining e$$ort and persistence% optimi&e hallenge, ollaboration, masteryoriented feedba # The peer editing also holds ea h student responsible for doing his or her part. In order for both students to su eed, both students must put in ma(imum effort. 4ro'ide options $or sel$%regulation% e(pe tations, personal s#ills and strategies, self-assessment ' refle tion The peer editing ta#es the pressure off of self-assessment and allows for the students to be assessed by someone else who is in the e(a t same boat they are.

4ro'ide options $or comprehension% a tivate, apply ' highlight If a student was struggling with a ertain aspe t, another student who is peer editing their paper may be able to help. If not, I will be able to help.

4ro'ide options $or executi'e $unctions% oordinate short ' long term goals, monitor progress, and modify strategies Peer editing will be something that the students will ontinue to use in their a ademi areers.

1aterials3w at materials $boo,s/ andouts/ etc& do (ou need for t is lesson and are t e( read( to use"

The students "ill need to bring "hate'er the+ had brought to the pre'ious lesson! 0$ the+ "ere t+ping their short stor+ on the computer2 then the+ can continue to t+pe it on the computer! 0$ the+ started "riting their paper in their noteboo#2 the+ can continue "riting it in their noteboo#!

/e "ill be in the computer lab! How will (our classroom be set u! for t is lesson" III. 4 e Plan 4ime 7389 minutes Com!onents 1otivation -opening/ introduction/ engagement1 5escribe teacher activities A'5 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in,ing +uestions and6or !rom!ts. 0 "ill start b+ as#ing ho" the students $eel about The students can ans"er i$ the+ thin# the+ #no" their paper! some things to loo# $or "hile editing! 0 "ill then as# the students i$ the+ #no" "hat to loo# $or "hen editing their o"n and other&s papers! A$ter hearing the students& suggestions2 0 "ill "rite some things to loo# $or on the board "hile peer editing each other&s papers! 0 "ill then pair the students up to peer edit each other&s papers! 0 "ill "al# around and ans"er 7uestions and chec# in "ith each pair o$ students! The students "ill $inish their short stories i$ need be! The students can then peer edit each other&s papers! 0$ there is enough time2 the students can correct "hat their partner $ound!

:93;9 minutes

5evelo!ment -the largest component or main bod+ o$ the lesson1

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7389 minutes

Closure -conclusion2 culmination2 "rap%up1

0 "ill as# the students o$ "hat the+ thought o$ a unit as a "hole! 0 "ill as# them to ma#e corrections and then as# them to turn in their $inal product b+ a $inal due date!

<our reflection about t e lesson/ including evidence$s& of student learning and engagement/ as well as ideas for im!rovement for ne0t time. -/rite this a$ter teaching the lesson2 i$ +ou had a chance to teach it! 0$ +ou did not teach this lesson2 $ocus on the process o$ preparing the lesson!1

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