Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Johanna Admiraal

Date November 30th, 2018 Subject/ Topic/ Theme Assessment Grade 8th

I. Objectives
How does this lesson connect to the unit plan? The students will take an oral and written summative assessment of their new
clothing vocabulary.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Students will compliment eachother’s clothing using French clothing vocabulary. C X
 Students will take an oral assessment, applying knowledge of clothing vocabulary. C
 Students will apply knowledge of clothing and values in a paragraph responding to a reflection question. Ap X
 Students will learn about themselves as learners by reflecting on the unit in journal form. E
 Students will apply demonstrative adjectives to compliments. A
Common Core standards (or GLCEs if not available in Common Core) addressed: Communication (Interpersonal), Cultures
(Practices and Perspectives), Connections (knowledge – i.e. writing and reflecting)

IB Standards: Criterion C (Communicating in Response to Spoken, Written, or Visual text), Criterion D (Using language in spoken or
written form)
(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.
Students need to know all the words on their list for the assessment as well as how to pronounce them
comprehensibly. Students will need to know how to agree and disagree as well as express their opinion
in French. I’ll have to scaffold this heavily.
Pre-assessment (for learning): Students will have the opportunity to ask questions before the assessment. I will
try to fill any last-minute gaps.

Outline assessment Formative (for learning): Continuously ask students, “En anglais?” and “Qu’est-ce que j’ai dit?”
activities
(applicable to this lesson) Formative (as learning): Students will reflect about the unit and give feedback as a journal entry.

Summative (of learning): Assessment of clothing vocabulary *Final quiz

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Multiple options for questions to
answer on the assessment.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Time for reflection in the
assessment (reflection
question). Time for reflection
on unit and their progress as
learners.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Students will describe orally and
answer a reflection question.
Students will also be able to pick 4
of several clothing options to
describe.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Students will have visual Students will get up from seats
Choice of questions to answer. supports for the oral assessment and come to hallway for oral
(hopefully this will help them assessment.
recall vocabulary). Students will
also have the scaffolding of a
study guide handed out earlier
in the week and a review and
practice right before the
assessment.
1 rubric per person, 1 assessment per person, paper, writing utensil, bring jacket, sunglasses, scarf, and
tie, hat, USEFUL words list

The classroom will be in rows facing perpendicular to the board.

How will your classroom
be set up for this lesson?

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.
15 minutes  Students compliment each other on their
Motivation  Quiz review and practice. clothes.
(opening/  Ask students to compliment each other on  Students ask questions.
introduction/ their clothes.  Students review.
engagement)  5 mins of review of their choice
 Explain the form once again/go over quiz
 Ask for questions.

Part 1 – 20 to 30 minutes Part 1:

 Students take assessment (1/2 is oral. I
will ask them to describe what I am  Students take an assessment (They will
wearing or what a person in a picture is write a paragraph and pass an oral
wearing and complimenting an article of assessment).
clothing. 1/2 will be a paragraph in
writing answering one of a selection of
Development reflection questions.)
(the largest  I will pull students into the hallway to do
component or the oral part while other students write
main body of paragraph, supervised by madame
the lesson) Anderson.

Closure Any time after finished with written assessment:  Students journal on the unit. What was
helpful to their learning, what was

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 (conclusion,  Students journal on the unit. What did you difficult, what they didn’t like, and what
culmination, learn? What was helpful to their learning, they would have liked to see more.
wrap-up) what was difficult, what they didn’t like,
and what they would have liked to see
more.

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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