Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Lesson 5 Rhonda Brown Subject/ Topic/ Theme Shapes, creation, and literacy Grade ____ inder!arten___

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

This lesson continues with shapes and includes creation and literacy

Learners will be able to#

)denti*y shapes and their properties $nderstand how shapes are part o* God+s plan ,ow shapes, creation, and literacy interwine

co!niti"e# R $ %p %n & '(

physical de"elopment

socio# emotional

R u ap $ ap $ ap -

Common Core standards $or %LCEs if not available in Common Core& addressed#
The identi*ication o* shapes and their properties ./ote# 0rite as many as needed1 )ndicate ta-onomy le"els and connections to applicable national or state standards1 )* an objecti"e applies to particular learners write the name.s2 o* the learner.s2 to whom it applies12 (remember, understand, apply, analy3e, e"aluate, create

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

)denti*ication will be done throu!h prior 4 lessons and the wor5sheets pro"ided
Pre-assessment (for learning):

6rior lessons Outline assessment activities .applicable to this lesson2

Formative (for learning):

)denti*y shapes in creation

Formative (as learning): Summative (of learning27

6ut *orm stic5er shapes on paper and write a story o* the creation wal5
Provide /ulti!le /eans of 0e!resentation 6ro"ide options *or perception# making information perceptible Information will be perceptible through walking outside, identif ing shapes, and coming in to do shape stickers and writing 6ro"ide options *or lan!ua!e, mathematical e-pressions, and symbols# clarif % connect language Provide /ulti!le /eans of Action and E.!ression 6ro"ide options *or physical action# increase options for interaction !alking outside, looking at creation, walking inside, creating shapes of creation on paper Provide /ulti!le /eans of Engagement 6ro"ide options *or recruitin! interest# choice, relevance, value, authenticit , minimi"e threats #his e$ercise allows students an authentic representation of shapes

+ 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"

6ro"ide options *or e-pression and communication# increase medium of e$pression

8athematical e-pression throu!h creation and *oam stic5ers

6ro"ide options *or comprehension# activate, appl % highlight

8ultiple mediums7 outside, *oam stic5ers, writin!

6ro"ide options *or e-ecuti"e *unctions# coordinate short % long term goals, monitor progress, and modif strategies

6ro"ide options *or sustainin! e**ort and persistence# optimi"e challenge, collaboration, master oriented feedback

Loo5in! at the students papers will optimi3e what they ha"e seen and learned
6ro"ide options *or sel*#re!ulation# e$pectations, personal skills and strategies, self-assessment % reflection Students will be free to e$press the outside learning inside on paper with stickers and writing

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

<oam stic5ers, paper, pencils

91 =1 How will (our classroom be set u! for t is lesson"

0al5 outside, loo5 around )nside sit at rectan!le tables in !roups o* 4#5

III. 2 e Plan 2ime 617 min Com!onents /otivation .openin!/ introduction/ en!a!ement2 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. ) will describe to students what we will be doin! Students will listen and as5 >uestions i* needed outside, loo5in! *or shapes in creation and touch on what the project will be when we return1 ) will pray about how God will use our e-ploration to understand ,is 5in!dom ) will ta5e the students outside *or about a 5#? minute wal5, loo5, and identi*y shapes in creation1 861 9:min ) will lead the students inside and instruction the students to sit at the rectan!le table to proceed with the project1 ) will e-plain the project by showin! a pre#made e-ample1 ) will tell the students they are the authors o* their creation wal5 story1 ) will hand out paper, *oam stic5ers, and pencils/mar5ers1 ) will wal5 around i* there are >uestions Students will wal5 in pairs wal5in!, loo5in!, and identi*yin! shapes Students will loo5 at e-ample, and then proceed to do project1

3evelo!ment .the lar!est component or main body o* the lesson2

6 min

Closure .conclusion, culmination, wrap#up2

) am not sure there will be a closure *or this lesson1 )* some students are done early, ) will instruct to continue ma5in! a new paper

;our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. .0rite this a*ter teachin! the lesson, i* you had a chance to teach it1 )* you did not teach this lesson, *ocus on the process o* preparin! the lesson12

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