Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Natalie Sapp Date 4/10/13 Subject/ Topic/ Theme Reading Grade ___5th_____

I. Objectives How does this lesson connect to the unit plan? This lesson keys into different elements of writing Learners will be able to:
Identify what a flashback and characterization is and apply it to the reading Read aloud chapter 7 and articulate what's happening with their partner. Define characterization and how it applies to the character Stanley in Holes
cognitiveR U Ap An E C* physical development socioemotional

U X U

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. CCSS.ELA-Literacy.RL.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 give examplesfromthe text. 2. CCSS.ELA-Literacy.RL.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 they haveto define. 3. CCSS.ELA-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.
(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.

They need to have their vocabulary words finished with the description and drawing. They need to have read chapter 6 in Holes

Pre-assessment (for learning): Asking about the reading assigned for today. Formative (for learning): Us talking about what flashbacks are helps them see different elements of

Outline assessment activities (applicable to this lesson)

writing, and pick up on them as they're reading.

Formative (as learning): While they're reading they pick out new elements like new words they do not

know.
Summative (of learning): Answering their blog question.

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 Representation Provide options for perceptionmaking information perceptible The students are able to use their computers and pencil and paper Provide options for language, mathematical expressions, and symbols- clarify & connect language They are able to connect their reading to the blog question through their writing.

Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction The students work and communicate as a pair

Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats The students are able to work together as a class, and then in partners. Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback They are collaborating in partners.

Provide options for expression and communication- increase medium of expression They are able to articulate through talking and discussing and also through the blog.

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Provide options for comprehensionactivate, apply & highlight They are able to ask questions and discuss when we're all together as a class, with their partner, or in the blog.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies Their goal is to understand another element of writing. Also to find new words and research their meaning.

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection They are able to see how well they're doing with their vocab words and their blog posts

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

Holes Computer Vocabulary sheet

How will your classroom be set up for this lesson? III. The Plan Ti 5 min Components Motivation (opening/ introduction/ engagement)

Normal set up

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Ask a few students to summarize what Volunteer to summarize what they read the they read in chapter 6. night before. I'll ask if we were introduced to anymore characters (Clyde Livingston), and then have them explain who he is. I'll ask the students to give a few ideas as to what could happen next. I'll then talk to the students about flashbacks. I'll first see if anyone know what it is, and if they can give an example of one. A return to a past event I'll tell them to keep an eye out for more flashbacks in the next chapter. The students will now be reading chapter 7 with a partner. I'll first tell them their task which is to read chapter 7 in class, and while reading write down three words that they don't understand in the reading. I will also have the word that I will assign to everyone Think of examples that are flashbacks that they've seen or heard of (tv shows, books).

5-8 min Development (the largest component or main body of the lesson)

Work with a partner to read and write down vocabulary words.

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510 min

1015 min

(dawdle). I'll tell them that they will find the definitions after they are finished reading. The students will then break up into the partners that I randomly selected, and work together to read and write down the vocab words. When they're finished they will find the definitions to their words. I'll then bring the students back to flashbacks. I'll ask the students if they noticed any more flashbacks (Elya stanley's great-great-grandfather story) I also want to ask them questions of why the author chose to write from that perspective. Why did the other give background on Stanley's family at this point in the story? What does Elya's carrying the pig up the mountain every day anticipate about Stanley? What was more significant about Elya failing to carry Madame Zeroni up the mountain, the curse or guilt? Do the students believe in the curse? After the discussion they will pull out their computers and work on their blog post. Question is, How does it feel when you tell the truth and no one believes you? How do you think Stanley has changed since he first arrived at Camp Green Lake?

Find the definition to the vocab word.

Give examples from Holes that relate to flashbacks, and participate in the discussion questions.

510 min 2-5 min Closure (conclusion, culmination, wrap-up) I'll also ask them if anyone would like to share a summary of what they wrote in their blog post. I'll remind them of their homework they have for the next day which is to finish their vocabulary for the next day. Share their summary of the blog question.

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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