Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Sophia
November 22nd, 2016

Subject/ Topic/ Theme

Ocean animals

Grade ____1st grade___________

I. Objectives
How does this lesson connect to the unit plan?
Biblical view of the unit. (Only taught to 1st graders) *Last lesson taught as a unit.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to talk about their favorite animal from the ocean by sharing it to the whole class.

Students will be able to learn from the biblical story of Jonah and the fish

Students will learn that God created waters and animals.

physical
development

U, Ap,E
U

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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.

What is a fish?
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

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

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Pictures in the book

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Coloring sheets
Provide options for comprehensionactivate, apply & highlight

Teachers message

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
1-19-13

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

The Jesus Storybook Bible by Sally Llyod-Jones (Lloyd-Jones, S. (2012). Jesus Storybook Bible:
Every Story Whispers His Name. Zondervan.)

Students will sit by the rug area and move to their seats to color.
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Sing the Five Oceans song together as a
class.

2. What is your favorite animal?

Ask volunteers to come up and tell me his/her
favorite animal. Have them share it to the class.
*Show the picture and tell the students to read what
they have written on their worksheets
3.

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

Closure
(conclusion,
culmination,
wrap-up)

Tell Jonahs story (Jonah 1-4, Hebrews

1:1-2), Gods messenger Jonah and the
big fish. Read it to the class.
4. Make sure to show the pictures to the
class for every page in the devotions book.
What kind of fish is this? How big
does it have to be to be able to swallow
Jonah? Do fish normally swallow
human beings? What did God say?
What allowed the ocean to be calm
again?
5. Hand out the coloring sheets and tell the
students to color in the worksheets.
6. Daily 5 have them work on the Marco
Polo Oceans app during their Ipad time
Right after reading the story, teacher will pray
aloud.

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.)

1-19-13