Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Leeann Randall

Date 11/8/17 Subject/ Topic/ Theme Short Story Vocab Grade ________10-12________

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the Unit Plan by frontloading vocabulary that they will later encounter in a short story

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Recognize key vocabulary words when reading a short story in upcoming lessons R
Give the definition of key vocabulary words RU
Apply key vocabulary words by writing a short (5-10 sentences) story using a selection of said words R U Ap X


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 Students have to be able to read
knowledge and skills. Students have to have an advanced level of English language proficiency

Pre-assessment (for learning): Students will rate each vocab word with a 1 (I dont know this word at all), a 2 (I
recognize this word but Im not sure what it means), or 3 (I know what this word means and I can explain it in my
own words.

Outline assessment Formative (for learning): Walking around and checking over what the kids have written down for the rating
activities section
(applicable to this lesson)
Formative (as learning): Vocabulary Game

Summative (of learning): Write a short story using at least 7-10 words

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
What will it take
reflection modify strategies
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
Students will compete
and collaborate using a
review game

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 Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Materials-what materials Vocabulary handouts
(books, handouts, etc) do Projector
you need for this lesson Flyswatters
and are they ready to Small dry erase boards
use? Dry erase markers
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
Students have the
option of, along wih
writing the definition
of the word, they can
write it in their own
language, draw a
picture, create a
symbol, or write a trick
to remember it

Lesson begins with classroom set up as it normally is, with students sitting at tables in groups
of 2 or 3.
How will your classroom When the vocabulary game begins, tables and chairs will be moved aside to make more room
be set up for this lesson? and create a clear path to the board

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
` As students are walking in, the song Students will walk in and prepare for class
Motivation Kung Fu Fighting will be playing in the Students will be asked to look over the
(opening/ background. (before class) objectives, tell them to a partner, and then
8:41 introduction/ After the bell rings, the agenda for the day raise their hands to tell them to the teacher
engagement) and the objectives will be projected on the and the whole class.
board
8:45 Development The teacher will hand out the vocabulary Students will read over the words and
(the largest handouts. She will ask the students to read write a rating of 1, 2 or 3
component or over the words and write a rating of 1, 2, 3 Students will listen and copy down
main body of next to each word. The teacher will do a definitions of vocab words, volunteering
the lesson) quick check after a couple of minutes to to define words as they feel comfortable.
get an idea of where the students and the Students will ask questions as necessary
class as a whole are (5 min) Students will play the vocabulary game.
8:50 The teacher will then begin to go over
each word. She will begin each word by
asking for a volunteer to attempt to
explain the definition. If it is right, she
will write it on the board, altering it for
length and clarity as needed. (25 minutes)
9:15

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 The teacher will then introduce a
vocabulary game
Directions: Students will be broken up
into two teams. Each team will get a
flyswatter. Words and definitions from the
list will be mixed up and written in
random places on the board. The teacher
will say a word or definition aloud and
one student from each team will walk up
to the board, find the corresponding
definition or word, respectively, and
smack it with the flyswatter. Whoever
smacks it first wins a point for their team.
The vocab game will continue for the rest
of the hour.

8:57 Closure When there is about 5 minutes left of Students will clean up and listen to the
(conclusion, class, students will be instructed to put homework assignment.
culmination, everything back.
wrap-up) The teacher will introduce the homework
assignment: To write a short story, only
about 7-10 sentences, using 5 or more
words that they had rated a 1 or a 2.

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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