Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 10/26/2013 I. Objectives How does t is lesson connect to t e unit !lan"
This lesson is tau!ht in a pairin! )ith the ph"sical characteristics o% &ich!ian* +t is also tau!ht a%ter an e,amination o% relati-e and absolute location*

Anna Claire Lambers Subject/ Topic/ Theme Social Studies- eo!raph"- #h"sical $eatures o% &ichi!an rade'(th''''

Learners will be able to#

+denti%" the major natural characteristics o% &ichi!an De%ine )hat a natural characteristic is* 2rite an in%ormational letter about the natural characteristics o% &ichi!an to someone )ho doesn3t 4no) an"thin! about &ichi!an $rs. Andresen%s I can statements# + can de%ine )hat a natural characteristic is* + can identi%" the major characteristics o% &ichi!an + can )rite in%ormati-el" about &ichi!an to someone )ho has ne-er been here be%ore*

co!niti-e. / Ap An 0 C1

ph"sical de-elopment

socioemotional

. . 1

Common Core standards &or 'LCEs if not available in Common Core( addressed#
( 5 1*0*3 +denti%" and describe the characteristics and purposes 6e*!*7 measure distance7 determine relati-e location7 classi%" a re!ion8 o% a -ariet" o% !eo!raphic tools and technolo!ies 6e*!*7 !lobe7 map7 satellite ima!e8* ( 5 1*0*( /se !eo!raphic tools and technolo!ies7 stories7 son!s7 and pictures to ans)er !eo!raphic 9uestions about the /nited States*( 5 2*0*2 Compare human and ph"sical characteristics o% a re!ion to )hich &ichi!an belon!s 6e*!*7 reat La4es7 &id)est8 )ith those o% another re!ion in the /nited States* ( 5 :*0*1 Assess the positi-e and ne!ati-e e%%ects o% human acti-ities on the ph"sical en-ironment o% the /nited States CCSS*0LA-Literac"*2*(*2 2rite in%ormati-e/e,planator" te,ts to e,amine a topic and con-e" ideas and in%ormation clearl"* o CCSS*0LA-Literac"*2*(*2a +ntroduce a topic clearl" and !roup related in%ormation in para!raphs and sections; include %ormattin! 6e*!*7 headin!s87 illustrations7 and multimedia )hen use%ul to aidin! comprehension* o CCSS*0LA-Literac"*2*(*2b De-elop the topic )ith %acts7 de%initions7 concrete details7 9uotations7 or other in%ormation and e,amples related to the topic* o CCSS*0LA-Literac"*2*(*2c Lin4 ideas )ithin cate!ories o% in%ormation usin! )ords and phrases 6e*!*7 another7 for example7 also7 because8* o CCSS*0LA-Literac"*2*(*2d /se precise lan!ua!e and domain-speci%ic -ocabular" to in%orm about or e,plain the topic* o CCSS*0LA-Literac"*2*(*2e #ro-ide a concludin! statement or section related to the in%ormation or e,planation presente

II. )efore *ou start Identif* !rere+uisite ,nowledge and s,ills.

Students need to be able to sit %or at least (: min* Students need to be able to read and )rite at a second !rade le-el
Pre-assessment (for learning):

/se chart to see )hat students alread" 4no) about the natural and human characteristics o% &ichi!an*
Formative (for learning): 2al4 around to see i% students are %illin! out chart* As4 9uestions on #o)er#oint to see i% students are en!a!ed*

Outline assessment activities 6applicable to this lesson8

6Tal4 to &rs* Andresen i% )e can ha-e parapros )or4 )ith Tenneh7 Di-inci7 De-ontreanna7 <ahala7 #ranisha7 and Abdi i% the" are !oin! to be the classroom*8
Formative (as learning):

Students %ill out sheet as )e learn about natural characteristics* There also 9uestions in the #o)er#oint that the" can chec4 themsel-es )ith as )e !o alon!* The" chec4 their understandin! b" seein! ho) )ell thin!s %it in the blan4s Summative (of learning8= Students )rite letter to students in $lorida )ritin! about &ichi!an3s natural characteristics*
Provide $ulti!le $eans of .e!resentation Provide $ulti!le $eans of Action and E/!ression Provide $ulti!le $eans of Engagement

- at barriers mig t t is

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#ro-ide options %or perceptionmaking information perceptible Students hear7 read7 tal47 )rite content

#ro-ide options %or ph"sical actionincrease options for interaction Students can respond b" tal4in! to their nei!hbor or b" raisin! their hand and sharin! to the )hole class*

lesson !resent" - at will it ta,e 0 neurodevelo!mentall*1 e/!erientiall*1 emotionall*1 etc.1 for *our students to do t is lesson"

#ro-ide options %or lan!ua!e7 mathematical e,pressions7 and s"mbols- clarify connect language

#ro-ide options %or e,pression and communication- increase me!ium of expression

Spo4en )ords also )ritten on handout

#ro-ide options %or comprehensionactivate, apply highlight

Students can sho) the" understand )ith )ritin! or a picture*

#ro-ide options %or e,ecuti-e %unctions- coor!inate short long term goals, monitor progress, an! mo!ify strategies

#ro-ide options %or recruitin! interest- choice, relevance, value, authenticity, minimize threats Students can )rite about )hat the"3re interested in* Students ha-e opportunit" to as4 themsel-es 9uestions as )e !o throu!hout the #o)er#oint* Students -erball" ans)er and )rite ans)ers* #ro-ide options %or sustainin! e%%ort and persistence- optimize challenge, collaboration, masteryoriente! fee!back

+ ha-e made t)o di%%erent le-els o% )or4sheets %or students3 di%%erent le-el o% abilit"*
#ro-ide options %or sel%-re!ulationexpectations, personal skills an! strategies, self-assessment reflection

Dra)in! table o% characteristics acti-ates pre-ious 4no)led!e o% )here the" li-e*

Students %ollo) alon! as + share on their handouts and can see ho) close the" are to 4no)in! all the in%ormation*

Students star )hat the" thin4 is interestin! so the" can re%er to it later )hen the" )rite their letters*

$aterials2w at materials &boo,s1 andouts1 etc( do *ou need for t is lesson and are t e* read* to use"

&ar4ers/Cra"ons <utcher #aper #rojector $lip-<oo4 #rint-out= letter %orm to #aideia Students sheet )ith list o% characteristics Students sit at their des4?should sit close enou!h so that the" can tal4 to a nei!hbor about 9uestions* 6&o-e student )ho is ne,t to &rs* Andresen3s des4 to a des4 near other students*8

How will *our classroom be set u! for t is lesson"

III. 3 e Plan 3ime Com!onents $otivation 6openin!/ introduction/ en!a!ement8 7 min 4escribe teacher activities A54 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in,ing +uestions and6or !rom!ts. @2e are !oin! to be!in toda" )ith a bit o% ima!inin!* Ane o% the 9uestions that !eo!raphers as4 )hen the" !o some)here is B2hat is it li4e thereCD +ma!ine "ou had to tell someone )ho had

Students ima!ine*

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ne-er heard o% or been to &ichi!an )hat it loo4ed li4e* Eo) )ould "ou describe &ichi!anC 2hat ma4es &ichi!an a uni9ue place to li-eCD @Tal4 to "our nei!hbor %or a minute about )hat "ou )ould sa"*D @2e are !oin! to )rite )hat "ou thou!ht up on this piece o% butcher paper* An this side7 )e are !oin! to )rite the %eatures o% &ichi!an that )ould e,ist i% humans had ne-er come here* An the other side7 )e are !oin! to )rite the %eatures o% &ichi!an that humans made*D 6Ea-e students raise hands to ans)er* See i% the" can place )hich side o% the chart the %eatures !o on*8 @Toda" )e are !oin! to tal4 about the natural characteristics o% &ichi!an that is this %irst column here?the one )here )e thin4 about )hat &ichi!an )ould loo4 )ithout humans* Tomorro) )e )ill tal4 about the other 4ind o% these human %eatures*D 6Ta4e out %lip boo4 and %ill it out*8 Ta4e out the piece o% paper on "our des4 that )e handed out earlier called @Characteristics o% &ichi!an* + am !oin! to sho) "ou pictures o% some o% the ph"sical characteristics o% &ichi!an* 2e )ant to )rite them do)n on the ph"sical %eatures o% &ichi!an side o% "our chart* +% "ou ha-e an" 9uestions "ou can raise "our hands* As )e !o throu!h the %eatures put a star ne,t to an" that "ou %ound reall" interestin!*D o throu!h oo!le Dri-e slidesho)* Students %ill out chart and ans)er 9uestions b" raisin! hands* Students tal4 to their nei!hbor about %eatures o% &ichi!an*

Students raise hands and brainstorm ideas o% )hat &ichi!an loo4s li4e*

Students loo4 at slidesho) and )rite do)n si!ni%icant ph"sical %eatures o% &ichi!an*

89 min

4evelo!ment 6the lar!est component or main bod" o% the lesson8

:;

Closure 6conclusion7 culmination7 )rap-up8

@Fo) that )e3-e learned about &ichi!an3s ph"sical %eatures7 )e are !oin! to use )hat )e3-e learned and )rite an in%ormational piece* 2e are !oin! to )rite letters to a classroom in $lorida7 m" mother3s classroom at the #aideia School o% Tampa

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<a"* These students in $lorida ha-e ne-er been to &ichi!an and )onder )hat it loo4s li4e* A%ter "ou )rite to them and hear all about &ichi!an the" )ill send us a repl" and tell us about the ph"sical %eatures o% $lorida*D @2hen )e )rite our letters7 )e )ant to remember that )e are !oin! to just tal4 about the ph"sical %eatures o% &ichi!an* 2ho remembers )hat ph"sical %eatures areCD @Gou don3t ha-e to )rite about e-er"thin! on the ph"sical %eatures chart* Tr" to describe about 3 or ( %eatures o% &ichi!an in "our letter* Also7 there is a bo, at the bottom o% "our letter )here "ou should dra) a picture o% one o% the %eatures o% &ichi!an* 2hen )e )rite7 use complete sentences7 !ood spellin! and !rammar* /se color in "our pictures so that )e can tell )hat "our %eature trul" loo4s li4e* Gou ha-e 20 minutes to )rite "our letter* So ta4e "our time*D 2rite chec4list up on the board= 1* Ea-e "ou included at least three characteristicsC 2* Are "our descriptions o% the %eature accurate and detailedC 3* Ea-e "ou used !ood !rammar and spellin!C (* Ea-e "ou dra)n and labeled "our illustrationC Ea-e "ou used colorC :* Did "ou )rite and dra) neatl"C 2al4 around helpin! students compose letters and !et started* 6+% the" don3t %inish in time7 the" should do it %or home)or4*8 +% "ou ha-e e,tra time7 students can share )hat the" )rote* <our reflection about t e lesson1 including evidence&s( of student learning and engagement1 as well as ideas for im!rovement for ne/t time. 62rite this a%ter teachin! the lesson7 i% "ou had a chance to teach it* +% "ou did not teach this lesson7 %ocus on the process o% preparin! the lesson*8 Students ans)er )hat ph"sical %eatures are*

Students remember )hat )e discussed earlier about )hat ph"sical %eatures are* Students compose letters

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886:8 At t is !oint1 I e/!ected t is lesson to end u! ta,ing two da*s1 so t e nig t before I mar,ed ow far I would attem!t to go wit m* students. I was !re!ared to do bot !arts1 but at t is !oint I ,new t at it was more li,el* t at we would onl* get t roug alf. =o1 I !lanned to end t e lesson before t e letter writing and use an* remaining time to discuss ow we can !reserve $ic igan%s natural resources b* using t e -olverine as a starting !oint. I was reall* e/cited for toda*. I reall* li,e t is lesson a lot and I t oug t t e ,ids would be e/cited to learn using a PowerPoint wit a video in it. 3 e* were. - ile t e* were still eating t eir brea,fasts1 students were as,ing re!eatedl* w * I was oo,ing a com!uter u! to t e !rojector. -e began wit brainstorming and differentiating between natural and uman c aracteristics. =tudents ad a ard time t in,ing u! natural c aracteristics but not uman c aracteristics. After about seven minutes of brainstorming a girl w o normall* is ver* +uiet !osited t at $ic igan ad a lot of la,es. I !raised er and we tal,ed about w * t at was a natural c aracteristic1 t en I ad t e !a!er !asser and2out t e s eets for t em to fill out. I ad t em briefl* e/!lain w at t e* were to do during t e slide s ow. I was also able to !ass out t e easier s eets to t e lower2level learners wit out eit er grou!s of students noticing. 3 e students were reall* engaged in t e slide s ow. It too, a w ile to get t roug because students were bursting wit in!ut. I ad to often sto! to give ste!s for interru!ting or to wait for silence. However1 students reall* enjo*ed t e PowerPoint es!eciall* t e videos. However1 rig t before t e first one started1 one of t e students as,ed me if we could turn of t e lig ts. I +uic,l* said no wit out e/!laining w * and t en w en t e second movie cli! came on again t e same students as,ed again and t en began to w ine. I s ould ave +uic,l* stated w * we weren%t turning off t e lig tsI want *ou to be able to see *our s eets and fill t em out. Per a!s if I ad told im w *1 it wouldn%t ave turned somet ing fun into an o!!ortunit* to com!lain. =tudents enjo*ed t e discussion of t e wolverine afterwards. 3 e* all t oug t t e* ad seen one in t e wild. I t en as,ed students w et er or not t e* t oug t dune2bugg*ing at =lee!ing )ear 4unes was a good wa* of !reserving our natural resources or not. =tudents raised t eir ands and offered ideas. I was glad t at t e c ange in t e sc edule ad allowed for t is conversation to ta,e !lace. -e t en !re!!ed for t e activit* we would do tomorrowwriting a letter to 3am!a. 3 e students on t e left side of t e room did reall* well wit filling out t eir s eet1 but t e students on t e rig t didn%t. Even t oug I ad !roduced an easier s eet for t ose students to el! t em follow along t e* were not able to use t em effectivel*. I t in, t ose students were still engaged as $rs. Andresen sat among t ose students to el! t em !a* attention1 owever1 I can%t tell from t eir !a!ers. - en I teac t is lesson again1 I%ll need to tr* somet ing new to tr* to engage t ese students. 886:: 3oda*1 was m* last da* at .idge Par,. $* goal was to s ow students t e letters t at m* mot er%s class ad written and t en to ave t em write t eir own. 3 is was more ambitious t an I reali>ed as we ad an our and a alf assembl*. I also ad to sa* goodb*e to t e students and t e students also ad music t at morning. I s owed t em t e letters from Florida w ic s!ar,ed good conversation. )* com!aring t eir own landsca!e to Florida%s t e* could better see $ic igan%s uni+ue features. As we went t roug t e 3am!a students% letters. I ad students identif* w et er t e student was tal,ing about a natural or uman c aracteristic. I also ad students com!are Florida%s features to $ic igan%s1 e.g.1 ?Florida as man* orange trees. - at fruit tree did we tal, about $ic igan aving *esterda*"@ 3 is wor,ed well as a review. 3 e students li,ed seeing t e first graders% !ictures. 3 e* were a bit c att* so I ad to give out some ste!s1 but muc less t an usual. Anfortunatel* we didn%t get too far into writing our letters. =ome students did finis t eirs and illustrate t em but out of :; ,ids t at were in t e classroom &t e rig t side was out wor,ing wit t e !ara!ros( onl* about seven of t e students actuall* finis ed and illustrated t eir letters. 3 eir letters also ad !rett* roug grammar and s!elling. 3 e students didn%t use t e c ec,list well because t e* were urr*ing because t e* ,new t e* ad to get to music soon. $* fourt graders !roduced wor, t at was of muc lesser +ualit* t an m* mot er%s first graders%. 5e/t time I teac t is I will onl* begin if I ave enoug time. Having students rus t roug t eir wor, !roduces !oor results.

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