Carly Welch

10 November 2016

Lesson Planning Form for Accessible Instruction Calvin College Education Program

I go to School
I. Objectives
How does this lesson connect to the unit plan?
This lesson helps students explore their role as a student. This lesson connects to the unit plan Who a I? because it allows students to see the intricate parts of their
lives and how they all work together to make their lives unique. This lesson also helps students understand that going to school is what makes them a student and that
being a student is a role that they have.
CognitiveR U Ap An E C*

Learners will be able to:

Identify that that children go to school.

Identify that school is a place where children learn.
Identify and describe places in the immediate environment.
Recognize that classrooms have regions.
Identify the beginning, middle, and end of historical narratives of stories.

Physical
development

Socioemotional

R
R
R
R

Common Core standards addressed:

RL.K.3with prompting and support, identify characters, settings, and major events in a story.
RL.K.4ask and answer questions about unknown words in a text.
RL.K.10actively engage in group reading activities with purpose and understanding.
K.G2.0.1identify and describe places in the immediate environment (e.g. classroom, home, playground).
The taxonomy levels in this lesson are remember. These objectives are lower on Blooms taxonomy because these are foundational skills and will be built on. For
Kindergartners, it is my understanding that it is typical to have lessons that are lower in Blooms taxonomy because these learners are beginning their education and do
not have a lot of higher processing skills. All five objectives are in the remember category. None of the objectives apply to particular learners, rather, the collective
whole.

II. Before you start

Identify prerequisite
knowledge and skills.

Students must know facts about themselves. Students must know how to write. Although it would be
helpful to get help with an adult, students should be able to cut with scissors. Students must know
how to color. Students also need to be able to think about their lives.
Pre-assessment (for learning): For the introduction, I will ask the students How did you feel about coming to
kindergarten this year? This activity helps students identify the feelings that they had when they came to
Kindergarten this year.
Formative (for learning): I will read both Molly McSholly goes to Kindergarten, and Off to Kindergarten.
These texts will help students understand the concepts of beginning, middle, and end. Students will understand
that a Venn diagram compares and contrasts items and will learn about comparison through this lesson. These
books will also help students understand that school is a place that children learn and that children go to
school.
The Venn diagram will also help students understand that classrooms have regions.
Formative (as learning): Not applicable in this lesson.

Outline assessment
activities

Summative (of learning): The chart that students help me fill out can be used as an assessment to determine
they understand the concepts of beginning, middle, and end. The pictures added to the I am a Person
worksheet can also be used as an additional assessment to determine if the students can describe their favorite
part of the classroom.

Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical

action- increase options for
interaction

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

I am reading two stories to the

students. I am hoping to increase
options for interaction by calling
sticks and allowing students to be
my helpers. I am hoping that this
will combat some of the issues I
might run into with attention and
processing.

In this lesson, there is relevance

and value and authenticity.
Students are seeing that there are
always feelings of uncertainty
when they are starting something
new. My hopes are that students
recognize that there is value in
understanding feelings.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

I am teaching students about

beginning, middle, and end. This
lesson might present obstacles
because students, who have a hard
time sitting for long periods of the
time, might lose attention. I am
hoping to engage the students
though group activity and reading
a book to them.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

What barriers might this

lesson present?

Not applicable in this lesson.

Provide options for

comprehension- activate, apply &
highlight
I will highlight vocabulary like
beginning, middle, and end.
Students will also be required to
identify the beginning, middle, and
end of the story.

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

How will your classroom be

set up for this lesson?

Students will be able to express

themselves in their I am a Person
worksheet. They will have
expression to illustrate their
favorite part of the classroom and
their role as a student.

Not applicable in this lesson.

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

Not applicable in this lesson.

Students will be able to self assess

and reflect what they have learned
in this lesson by adding to their I
am a Person activity.

I will need Molly McSholly Conquers Kindergarten and Off to Kindergarten. They are both in the
classroom, but still need to be found. If I cannot find them by November 5, I will order them on
Amazon. We will also need chart paper Beginning, Middle, and End and that is found in the
supplemental bookit is ready to be used. I also need chart paper for a Venn diagram but that is
already in the classroom and is ready for use. Additionally, the students will need their I am a
person outline, crayons, colored pencils, markers, etc., and I will be holding those for students so
they dont get lost. Everything is ready to go except the two books, but I will have those by the time
the lesson starts.
My classroom will be set up in the standard classroom layout that Mrs. Barber has. Students will be
asked to the carpet squares when I am lecturing and doing large-group activities with them, and
they will be seated in their individual chairs when working on their handouts or assignments.

III. The Plan

Time

Components

10
minutes
Motivation

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
For the introduction, I will ask the students How
Students will have time to share their responses.
did you feel about coming to kindergarten this
year?

10
minutes

15
minutes

5
minutes
10
minutes

I will then read either Molly McSholly Conquers

Kindergarten. Before beginning to read, I will tell
the students to listen for clues that identify how
the main character feels about kindergarten in the
beginning, in the middle, and at the end.

Students will listen to Molly McSholly Conquers

Kindergarten and will listen for clues that identify
how the main character feels about kindergarten in
the beginning, in the middle, and at the end of the
story.

After reading the story, I will then fill in a chart

for the students to see responses of how Molly
feels in the beginning, in the middle, and at the
end of the book.

Students will identify how the main character

feels about kindergarten in the beginning, in the
middle, and at the end of the story.

I will then ask students to make text-to-self

connections as they identify similar personal
feelings about going to Kindergarten and the
characters in the book have.

Students will share personal feelings about going

to kindergarten and identify if their feelings
connect to the main characters in the book.

The next day, I will read Off to Kindergarten. I

will point out how the main character feels in
about kindergarten in the beginning, in the middle,
and in the end of the story.

Students will listen to Off to Kindergarten and will

listen for clues that identify how the main
character feels about kindergarten in the
beginning, in the middle, and at the end of the
story.
Students will identify how the main character
feels about kindergarten in the beginning, in the
middle, and at the end of the story.

After reading the story, I will then fill in a chart

for the students to see responses of how the main
characters feels in the beginning, in the middle,
and at the end of the book.

10
minutes
15
minutes
Development

15
minutes

10
minutes

10
minutes

Closure

Next, I will guide the students in making text-totext connections that identify how both characters
felt about kindergarten in the beginning, in the
middle, and at the end of the stories. Using the
charts used throughout the lesson, students will
circle the similarities between the two stories, and
will underline the differences.

Students will identify how both characters felt

about kindergarten in the beginning, in the middle,
and at the end of the stories.

I will then return the students attention back to

one of the books. I will ask students to look at the
illustrations to describe the classroom in the story.
I will then introduce that a Venn diagram is used
to compare and contrast items. Using a Venn
diagram, students will identify similarities and
differences between our classroom and the
classroom illustrated in the book.

Students will look at the illustrations to describe

the classroom in the story. Using a Venn diagram,
students will identify similarities and differences
between our classroom and the classroom
illustrated in the book.

I will then introduce the concept of regions by

identifying regions of the students classroom
(play area, reading area, work area, bathroom,
cubbies, etc.).

Students will identify regions in the classroom.

I will ask students to continue to build their I am

a Person activity. I will remind students that they
colored a picture of themselves and described
something that they liked about themselves and a
role they have. In this lesson, I will instruct
students to add something that shows their role as
students. In addition, I will ask students draw or
describe their favorite part of the classroom.

Students will to add something that shows their

role as students. Then, students will draw or
describe their favorite part of the classroom.

Students then will help me circle the similarities

between the two stories, and will underline the
differences.

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.)
I taught this lesson November 3, and Mrs. Barber plans to go over it and expand it the week of November 7. I think that she
is correct in wanting to expand it because this lesson is fundamental for the kids to do well on their test. There are a lot of key
vocabulary and content in this lesson that will be covered on the unit test.
This lesson went better than the first. The students were engaged and wanted to help me fill out the charts. The students also
were very into the I am a Person activity after I told them that we would be showing these to their parents for parent
teacher conferences. I think that these students have a lot of pride for their work and that they will go the extra step to make
their parents proud.
I think there was evidence of student learning in this lesson by the amount of questions and the amount of knowledge
students wanted to learn and discover. The students love the book I read and enjoyed looking at sequence. Students also liked
the idea of compare and contrastwhich I told them would be a useful tool throughout their schooling.
I am happy that this lesson went better than the first lesson because I was very frustrated. I put so much time and energy into
these lessons and got frustrated when they didnt go how I thought they would. If I had a chance to re-teach this lesson, I
would include more stories where we could analyze the beginning, the middle, and the end. The kids seemed to love that part
the most, and seemed to identify with the characters in the story.