Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Morgan Lachman Date 10/28/13 Subject/ Topic/ Theme Different Types of Teeth Gra e !!3!!!!!!!!!!!!!!

I. Objectives How does t is lesson connect to t e unit !lan"

Stu ents ha"e been #earning about the importance of caring for their teeth an ho$ to o so% &o$ they $i## #earn $hat the ifferent types of teeth are an the ifferent uses that they ha"e%

Learners will be able to#

&ame the four ifferent types of teeth Locate the ifferent teeth in a partners mouth .o##o$ irections to ma/e a craft

cogniti"e' ( ) *p *n + ,-

physica# e"e#opment

socio' emotiona#

( (

Common Core standards $or %LCEs if not available in Common Core& addressed#
L.CN.03.01 Respond to questions asked of them, providing an appropriate level of detail. L.CN.03.02 Listen and interact appropriately and view knowledgably.
0&ote# 1rite as many as nee e % 2n icate ta3onomy #e"e#s an connections to app#icab#e nationa# or state stan ar s% 2f an objecti"e app#ies to particu#ar #earners $rite the name0s4 of the #earner0s4 to $hom it app#ies%4 -remember5 un erstan 5 app#y5 ana#y6e5 e"a#uate5 create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Stu ents $i## nee to ha"e some bac/groun /no$#e ge about teeth an the importance of them%
Pre-assessment (for learning):

*s/ the stu ents if they a#rea y /no$ any of the names of teeth%
Formative (for learning):

Outline assessment activities 0app#icab#e to this #esson4

Stu ents $i## create a mo e# Stu ents $i## try to i entify teeth in a partners mouth%
Formative (as learning):

non$
Summative (of learning47

Loo/ at the mo e#s the stu ents ma e an chec/ for accuracy%

Provide /ulti!le /eans of 0e!resentation 8ro"i e options for perception' making information perceptible Provide /ulti!le /eans of Action and E.!ression 8ro"i e options for physica# action' increase options for interaction Provide /ulti!le /eans of Engagement 8ro"i e options for recruiting interest' choice, relevance, value, authenticity, minimize threats

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

9an s on acti"ities an mo e# bui# ing

8ro"i e options for #anguage5 mathematica# e3pressions5 an symbo#s' clarify & connect language

8ro"i e options for e3pression an communication' increase me ium of e!pression

8aper an marshma##o$ mo e# of the mouth%

8ro"i e options for e3ecuti"e functions' coor inate short & long term goals, monitor progress, an mo ify strategies

8ro"i e options for sustaining effort an persistence' optimize challenge, collaboration, masteryoriente fee back

8ro"i e options for comprehension' activate, apply & highlight

8ro"i e options for se#f'regu#ation' e!pectations, personal skills an strategies, self-assessment & reflection

1'1:'13

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

;tips 01 per person4 8in/ construction paper $ith mouth pattern 01 per person4 Mini marshma##o$s 0380< 20 per stu ent4 G#ue bott#es 0stu ents can share4 1hite construction paper 01 sheet per stu ent4

&/* How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation 0opening/ intro uction/ engagement4 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. 8ut a simp#e iagram of the ifferent types of teeth Stu ents $i## be in partners an try to i entify the up on the smartboar % 8air stu ents in groups of 2 ifferent types of teeth in their partner>s mouth 0one group of 34 using the popsic#e stic/s% Gi"e using a ='tip to touch each tooth% each stu ent a ='tip% 9a"e them #oo/ at the iagram an use their ='tip to point at their partners> teeth an try to i entify each one% 9a"e the stu ents return to their seats% (e"ie$ the names of the teeth once $ith the picture an once $ithout% 0.irst ca## on in i"i ua#s an then ha"e the $ho#e c#ass shout it out%4 9a"e the stu ents pic/ up the pin/ mouth pattern5 20 mini marshma##o$s5 an a piece of $hite construction paper% 0may choose to put marshma##o$s in separate bags4 *s/ stu ents to cut out the mouth pattern an then g#ue ten marshma##o$s on the top an ten on the bottom% 1hen the g#ue is ry enough they $i## fo# the pin/ in ha#f so that it #oo/s #i/e a mouth% Stu ents $i## try to reca## the ? ifferent names of teeth%

Stu ents $i## pic/ up their materia#s%

3evelo!ment 0the #argest component or main bo y of the #esson4

.irst they $i## cut out the mouth pattern% &e3t they $i## g#ue the mini marshma##o$s onto the pin/ paper as if they $ere teeth% They $i## fo# the pin/ paper $hen the g#ue is ry enough%

Closure 0conc#usion5 cu#mination5 $rap'up4

&e3t the stu ents $i## g#ue the mouth onto the $hite paper an $i## use a penci# to #abe# the groups of teeth% 0centra# incisor5 #atera# incisor5 canines5 mo#ars4 @e c#ear that they ma e a mo e# of a chi# >s mouth not an a u#ts%

The stu ents $i## g#ue the mouths onto the $hite paper an use a penci# to #abe# 0on the $hite paper4 the ifferent names of teeth%

6our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 01rite this after teaching the #esson5 if you ha a chance to teach it% 2f you i not teach this #esson5 focus on the process of preparing the #esson%4 1'1:'13

1'1:'13