LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher DanielAlderink

Date
4/23/15

Subject/Topic/Theme
ProjectResearchandPresentation

Grade______9_______

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Thisisthelastlesson(s)oftheunitandconsistsofstudentsspendingonetotwodaystoresearchtheirchosenpoemandthenpresentittotheclass

cognitive
physical
Learnerswillbeableto:
RUApAnEC* development

Independentlyresearchtopicsontheinternetusingviablesources
CompileinformationintoaconciseyetinformativePowerPoint
Workeffectivelyasagroup
Effectivelycombinenewinformationwithallofthepreviouslylearnedinformationfromthisunit

an,e
r,ap,c

r,u,ap,
an

socioemoti
onal

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
Workwithpeerstosetrulesforcollegialdiscussionsanddecisionmaking
Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiversepartnersongrades910topics,
texts,andissues,buildingonothersideasandexpressingtheirownclearlyandpersuasively.
Integratemultiplesourcesofinformationpresentedindiversemediaorformats(e.g.,visually,quantitatively,orally)evaluatingthecredibilityandaccuracyof
eachsource.

TakenfromCommonCoreStateStandardsInitiative

(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticular
learnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Allperquisiteknowledgewillhavecomefromtheunit.Wewilluseknowledgefromtheunittocreatea
projectandpresentittotheclass
Preassessment(forlearning):

Howquicklyandeasilycanstudentschooseatopic?
Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Formative(aslearning):

Summative(oflearning
):

Thepresentationitselfisthesummativeassessment.Itwillassesswhetherornotstudentshavebeenable
tograsptheskillsintroducedinthepreviouslessonsandeffectivelyusethem.
ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Whatbarriersmightthislesson
Iwillhavepoemsthestudentscan
present?
chooseinthepoetrypacketandI

willhavevariousresourceslisted

ontheinstructionsheetforthefinal
Whatwillittake
project
neurodevelopmentally,
Provideoptionsforlanguage,
mathematicalexpressions,and
experientially,emotionally,
symbols
clarify&connect
etc.,foryourstudentstodothis
language
lesson?

Iwillassiststudentswith
navigatingresourcesand
PowerPoint
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ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction

Studentswillhavetoworkin
groupsforthisproject.Ifthey
absolutelycannot,theyneedto
worksomethingoutwithme.
Provideoptionsforexpressionand
communication
increasemedium
ofexpression

StudentsmayusePowerPointor
aPreziorsomeothersimilar
presentationsoftwareifthey
wish

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Studentsmaychoosethepoemthat
theywish,Iwillnotimposeon
themwhattheyhavetochoose.Ifit
isnotoneIhavesuggested,I
shouldapproveitfirst.
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Provideoptionsforcomprehension
activate,apply&highlight

Studentswillbeactivatingand

applyingknowledgeinorderto

drawconclusionsabouttheir
poem
StudentsneedtheirlaptopswithInternetaccess,andpoetrypackets
ProjectinstructionsonaworksheetandonaPowerPoint
Studentsalsoneedacopyof
TheSunflower

Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Howwillyourclassroombeset
upforthislesson?

III.ThePlan

Components
Time

Motivation

(opening/
introduction/

engagement)

Development
(thelargest
componentor
mainbodyof
thelesson)

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Closure
(conclusion,
culmination,
wrapup)

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Inthenormalwaywithstudentsfacingthewhiteboard
Theymaymovewhileworkingingroups
Studentswillcometothefrontasagroupinordertopresent

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/orprompts.
Disclaimer:Althoughthisisonelesson,itmay
Getintogroupsandproceedfromwhereyesterday
takeonetotwodays.Studentswillfirstspendtime wasleftoff
planningandresearchingtheirpresentation.

Becausesomestudentsmayworkfasterthan
others,wemayonlyhaveaoneortwogroups
presentonthesamedayaswestartresearch.
Becauseofthis,notimerestraintswillbeenforced

Remindthestudentsoftheprojectassignmentand
answeranypreliminaryquestionsthestudentshave
ontheproject.
Takenoteofwhatpoemeachgroupisworkingon

Assiststudentsastheyneedit.Answerany
Studentsingroupsresearchthepoemtheyhave
questions,providedetailsandinsightforresearch.
chosen.Seeassignmentsheetforactualinstructions
Troubleshootanyproblemsinthepresentation
Worktogetheranddividelaborequally
software
Thinkcriticallyabouthowthisprojectrelatesto
Takenoteofwhatstudentsarenothelpingoutas
whattheyhavebeenlearningaboutforthepastweek
muchintheirgroup,takenoteofstudentswhoare
andtothewholeHolocaustunit
doingmorethantheyshould.Assistgroupswith

distributionoflaborissues

Evaluatepresentationsaccordingtotherubric(see
Presentpoemstotheclass,otherstudentslistenand
assessment)
askquestionswhenagroupisfinishedpresenting
Askquestionsaboutthepoemsandabouttheproject
process

Offerconstructivefeedbackandfurthersuggestions.
Highlightgoodpoints

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfornext
time.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparing
thelesson.)

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