Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Walters

Date

October 30, 2016

Subject/ Topic/ Theme

Fables

Grade _2______________

I. Objectives
How does this lesson connect to the unit plan?
Final lesson in the Fables unit. Wrap up the unit.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
E

Identify Characters, setting, problem, resolution

Construct their own fable
Use creativity to come up with their own stories
Conclude and review their fable

SE
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

End of the unit of fables.

Pre-assessment (for learning): Previous units

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning): Create their own fable including all elements

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
-Verbally spoke and can look at my
example

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Independent work, can be posted in
the classroom, unique assignment
with a lot of freedom.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

-Writing

emotionally, etc., for your

students to do this lesson?

Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression

-Writing

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

-End goal of an illustration,

posted in the classroom

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Read over fable

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

-Fables handout
-Markers or crayons
-Paper

The usual setup

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Introduce this as the last part of the unit. Tell
Listening.
students they get a chance to be authors today.
Ask what they think it takes to be a good author.

Answering questions by quietly raising hands.

Tell them all things a good author does and

introduce them to the task of creating their own
fable.

Listening

Show them my example on the Elmo and chorally

read it together.

Chorally read the fable.

Pass out the worksheet while giving instructions of

what to do and how the fable process is going to go
and walk around helping students gain and brain
storm ideas.

Listen, brainstorm and start the worksheet.

As students start to finish the worksheet show them

how to transfer their thoughts from the worksheet
form to story form.

Start taking thoughts from worksheet to fable form.

Closure
(conclusion,
culmination,
wrap-up)

As students finish distribute coloring utensils for

their use.

Reread their fable and then illustrate their fable.

Hang up the fables around the room for everyone

to seen.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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