Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alison Culver Date 4/8/2014

Subject/ Topic/ Theme Intro into Comparing an Contrasting Stories !rae """"2n""""""""
I. Objectives
How does tis lesson connect to te unit !lan"
This is the introuction into learning ho# to compare an contrast stories$ This lesson buils on the stuents% e&isting 'no#lege on stor( structure$
Learners will be able to#
cognitive)
* + Ap An , C-
ph(sical
evelopment
socio)
emotional
*
.no# #hat compare an contrast means
+nerstan ho# to /in similarities an i//erences bet#een t#o topics$
+
0rgani1e their thoughts
+se a 2enn iagram
+
+
A3
Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS$,4A)4IT,*AC5$*4$2$6 Compare an contrast t#o or more versions o/ the same stor( 7e$g$8 Cinerella stories9 b( i//erent
authors or /rom i//erent cultures$
73ote# :rite as man( as neee$ Inicate ta&onom( levels an connections to applicable national or state stanars$ I/ an objective applies to particular learners
#rite the name7s9 o/ the learner7s9 to #hom it applies$9
-remember8 unerstan8 appl(8 anal(1e8 evaluate8 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Stuents #ill nee to be able to use listening s'ills an be able to recor in/ormation$
Outline assessment
activities
7applicable to this lesson9
Pre-assessment (for learning): #hen #e start I #ill practice comparing an contrasting #ithout using an( o/ the
terms to see #hat the( are able to o$ I #ill then as' the stuents i/ the( have ever use a 2enn iagram be/ore$
Formative (for learning): I #ill be listening to stuents% responses an loo'ing at #hat the( are #riting$
Formative (as learning): the stuents #ill be able to loo' at eh 2enn iagram #e are oing together to chec' their
'no#lege$
Summative (of learning9; I #ill loo' at the 2enn iagrams the( create to see #hat the( unerstan$
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
<rovie options /or perception)
making information perceptible
Stuents #ill be able to see an
hear i//erent aspects o/ the lesson$
:e #ill also be organi1ing the
in/ormation in a ne# #a($
<rovie options /or ph(sical action)
increase options for interaction
Stuents #ill be able to voice their
opinion b( sa(ing an ispla(ing
#hat the( thin'$
<rovie options /or recruiting
interest) choice, relevance, value,
authenticity, minimize threats
Stuents #ill be interacting
throughout the lesson through the
activities$ I #ill also be using
e&amples the( can unerstan$
<rovie options /or language8
mathematical e&pressions8 an
s(mbols) clarify & connect
language
The stuents #ill be using
organi1ers to help them
visuali1e their ieas$
<rovie options /or e&pression an
communication) increase meium
of e!pression
Stuents #ill get to right an
ra# their ieas along #ith
vocali1ing them$
<rovie options /or sustaining e//ort
an persistence) optimize
challenge, collaboration, mastery-
oriente feeback
I #ill constantl( be as'ing /or
/eebac'$ I #ill also be as'ing
the stuents to anal(1e the ata$
1)16)1=
<rovie options /or comprehension)
activate, apply & highlight
The stuents #ill nee to appl(
the things learne in this lesson
later in the unit$
<rovie options /or e&ecutive
/unctions) coorinate short & long
term goals, monitor progress, an
moify strategies
The stuents #ill be learning
ne# vocabular($ The( #ill also
be using processing s'ills that
can be use in all subjects$
<rovie options /or sel/)regulation)
e!pectations, personal skills an
strategies, self-assessment &
reflection
I #ill be as'ing the stuents to
rationali1e their ans#er$ This
#ill give them an opportunit( to
thin' about #h( the( chose that
ans#er$
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
Stic'(notes
:hiteboar
>ar'ers
2 object #e are comparing
2enn iagram sheets
How will (our classroom
be set u! for tis lesson"
The stuents #ill be at their es' iniviuall( as I teach at the boar$
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
7opening/
introuction/
engagement9
I #ill open b( as'ing them #hat the( remember
about comparing an contrasting t#o things$ The(
have one it be/ore in science$ This #ill give them
a chance to re/resh their memories an get into the
lesson$
Stuents #ill share their 'no#lege o/ comparing
an contrasting$
6
mins
3evelo!ment
7the largest
component or
main bo( o/
the lesson9
I #ill introuce the terms comparing an
contrasting$ I #ill go over their meanings$ The
#ors #ill be on the boar$ Then I #ill as' #hat
sort o/ things can (ou compare an contrast$ The
stuents #ill share their ieas$ 0n the boar I #ill
ispla( the t#o columns compare an contrast$ The
stuents #ill then ta'e turns going up to the boar
an eciing #hich column the trigger #ors
shoul go into$ The( #ill be #ritten on pieces o/
paper that I #ill then tape to the boar$ The #ors
inclue
Similar
Di//erent
?oth
?ut
Also
Stuents #ill respon to m( @uestioning$
Stuents #ill be engage #ith sorting the trigger
#ors$ The( #ill get a chance to voice their
opinions an the( #ill also get up an move to the
boar an tape up their #or into the correct
column$
76
mins
1)16)1=
Although
Then I #ill introuce the iea o/ organi1ing
in/ormation$ I #ill as' stuents about a 2enn
iagram an #hat the sections mean$ The( have
use them be/ore so the( shoul be /amiliar8 but
the( might nee re/reshing$ I #ill also e&plain ho#
#e use things li'e 2enn iagrams to help organi1e
our thoughts$ I #ill as' the stuents to compare a
chil an an ault$ There #ill be a 2enn iagram at
the /ront o/ the class an the( #ill have
stic'(notes$ The stuents #ill #rite their ans#ers
an then raise their hans #hen the( are one$ I
#ill call on the stuents an as' them to share their
ans#ers an then put their stic'(note in the right
part o/ the iagram$ A/ter all the ans#ers have been
share #e #ill go over their responses$ I #ill see i/
#e have an( repeats$ Then #e #ill see i/ an(
shoul change sections$ :e #ill them iscuss #h(
the( chose #hat the( i$ This #ill be /ollo#e b(
iscussing #hat sort o/ things #e are comparing$
The 2enn iagram activit( #ill give them another
chance to share their e&isting 'no#lege$ This #ill
also 'eep stuents engage b( challenging them to
brain storm$ It is not important that the( get the
ans#ers right I just #ant to get them thing$ I #ant
them to notice pattern so the( are able to then
trans/er this 'no#lege to other topics$
78
mins
6
mins
Closure
7conclusion8
culmination8
#rap)up9
I #ill as' the stuent i/ the( see an( patterns in
#hat #e #ere comparing$ I #ant to get at the iea
that #e compare the ph(sical characteristics an
the actions o/ #hat happens$
At this time the stuents can share their 'no#lege$
This can also be a time #here the( are just thin'ing
an anal(1ing$
9our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 7:rite this a/ter teaching the lesson8 i/ (ou ha a chance to teach it$ I/ (ou i not teach this lesson8 /ocus on the
process o/ preparing the lesson$9
I reall( enjo(e teaching this lesson$ I ene up teaching it over t#o a(s$ The /irst a( that I starte teaching there #as a substitute
teacher$ I recogni1e earl( into the lesson that it #as not going #ell$ The stuents #ere ver( unrul( an I #as /ighting #a( too much
/or their attention$ I got through the opening an a couple stuents ha put their #ors on the boar #hen I ecie to stop #hat #e
#ere oing an move on$ I tol the stuents #e #oul be moving into inepenent reaing$ I pic'e up #ith the lesson t#o a(s
later$
The secon a( o/ the lesson I i a @uic' recap to #hat #e ha alrea( one an then jumpe right into the #or sorting$ 0verall I
/elt that the lesson #ent @uite #ell$ The stuents #ere getting up an moving b( coming up to the boar an I #as able to var( the
level /or each stuent epening on #hat #or I gave them$ The stuents #ere using the 'no#lege the( ha be/ore o/ pre/i&es an
base #ors to help them sort the #ors I gave them$ It #as a reall( cool e&perience because I /elt li'e I coul see the #heels o/ their
brains turning right in /ront o/ me$ 0ne thing I #oul change is I #oul give the stuents a 'in o/ organi1er that the( coul be
/illing out as #e go so that the( #eren%t just sitting there #aiting /or their turn$ I #as able to o an in/ormal chec' o/ their
unerstaning base on #here the stuents #ere placing there #ors an #hat the( gave as their rational8 but the #or'sheet #oul
have been an aitional #a( /or me to get a better unerstaning i/ the stuents #ere at least listening$ Arom m( observing ho#ever
it loo'e to me that the majorit( o/ them #ere involve$ The amount o/ times I ha to call /or their attention #as much less then in
previous lessons$
1)16)1=