Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/11/13 Natalie Sapp Subject/ Topic/ Theme Reading Grade ___5th_____

I. Objectives How does this lesson connect to the unit plan?

The students will apply their knowledge of Stanley and his setting to his character. They will gain a deeper understanding of Stanley, and place themselves in his shoes.

Learners will be able to:

Summarize what they read from the previous night. Apply the reading from the homework and class to their blog question. Come up in front of class and present their findings about Stanley. Understand characterization and apply it to Stanley in the book. Put themselves in Stanley's shoes while they answer the question in the blog.

cognitiveR U Ap An E C*

physical development

socioemotional

R U U U X X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. [Link].5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. in the blogthey are expectedto drawfromexamplesin the text. 2. [Link].5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. the studentshavevocabularywordsthat theyhaveto define. 3. [Link]-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. The students haveto answerin their blogwith explicit examplesfromthe book. 4. [Link].5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. DiscussingwhatStanley'scharacteris like within groups.
(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.

Caught up on the reading and vocabulary Communication skills (in the class and in their groups) Collaboration skills

Pre-assessment (for learning):

Vocabulary words and reading in order to participate in class.

Formative (for learning):

Outline assessment activities (applicable to this lesson)

Characterization work that they will be doing in groups.

Formative (as learning):

Their blog post will show if they understood what we read, and if they were able to apply it to themselves. They can self-assess how well they understood the material. Summative (of learning): Sharing their blog post with the class, and reading them later, will give me a better understanding as to where they are in comprehension.
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible The students will be able to listen to an audio book while following along in their books. They will also be able to write on paper and online in their blog. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction The students will be able to work in groups and possibly come up front to present what they found. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats The students will be able to teach their peers on their findings about Stanley. In their blog question, they can answer honestly (no wrong answer) to what they would do if they were in Stanley's shoes.

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

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Provide options for language, mathematical expressions, and symbols- clarify & connect language The students will be able to express themselves in communication when collaborating with their groups. The students will also be able to express themselves in writing form on their blogs. Provide options for comprehensionactivate, apply & highlight The students will apply their knowledge of Stanley to how he is as a person, and figure out what his character is through exploring the text. The students will listen to their peers as they report what they found out about Stanley in their group work.

Provide options for expression and communication- increase medium of expression The students will be able to talk in their groups about Stanley's character. The students will be able to write in their blogs how they feel about the reading.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback Students will work together in groups. Students will work individually on the blog. Students will work altogether with the class.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies The students will have a good grasp of characterization by finding their own category, and also listening to their peers teach them.

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection The students will selfassess how well they are able to answer their blog question.

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

Audio book Tape/CD player Holes Vocab Packet Computers Normal set up

How will your classroom be set up for this lesson? III. The Plan Ti 510 min Components

Motivation (opening/ introduction/ engagement)

5 min

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. We'll begin by talking about what happened in their reading they had due for today. I'll ask, Will someone give me a Share with the class a summary of the summary of what happened in chapters 8reading they were suppose to have done. 11? I'll also ask, Do you think the yellowspotted lizards will be important in the story? What might happen? After we'll share new vocab. The students Offer one of their vocab words they found were suppose to come up with one new in the reading. vocab word from their reading. So, I'll ask a few to share what they found. They will have to say the definition and use it in a sentence.

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 510 min

1015 min

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

1015 min

510 min 2-5 min Closure (conclusion, culmination,

I'll talk to them about characterization. I'll ask them if they know what it is, and if there are no answers I'll tell them it's what the character is like. I'll say that we can characterize ourselves in a certain way. It's basically how we describe ourselves. I'll tell them that my characterization could be how I have curly hair. I'll say that we can look for evidence about what Stanley is like through his personality, appearance, behavior, and problems. I'll write the criteria of characterization on the board. I'll then give them the example of Stanley. I'll split the students into four separate groups and they will each get one criteria of personality. They have to find examples in the book of Stanley's personality, appearance, behavior, and problems. I'll write each category (personality, appearance, behavior, and problems) on the board, and ask the students what they found in their groups. The students can come up front and teach the rest of class. They'll be the expert Through this we'll have a better understanding of who Stanley is. Afterwards we'll switch gears, and I'll tell the students that we are going to listen to an audio recording of a few chapters of Holes. (we'll be listening to chapters 1214) While we are listening the students will be following along in their book, and writing down any new words. I'll have the students get on their computers and answer a questions in their blog pertaining to the section we read. Why is X-Ray the leader of the group? Is it fair for him to ask Stanley to give him whatever Stanley finds? What would you do if you were Stanley? We'll come back together as a class and go over what is due for tomorrow. I'll tell them they have to have read

Work together in their group to find examples within their text.

Students will listen and follow along while the audio book is going. They will also write down a new word they read/heard in the reading.

Answer the blog question.

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vocab words. Tonight they will not have to find their own vocab words and I will assign 3 words that they all need to find and fill out the definition. 5 We'll finish out with people who would min Share their blog post. like to share what they wrote in their blog. I'll ask them why they think X-Ray is the leader, and what they would do in Stanley's situation. 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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