Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Jeninga

Date Subject/ Topic/ Theme Math: Fractions: Final Assessment/Revie !ra"e ###$st#########
I. Objectives
How does tis lesson connect to te unit !lan"
This lesson is the %inal aspect o% the entire unit& an" ill serve as the %inal assessment %or %ractions'
Learners will be able to#
cognitive(
R ) Ap An E *+
physical
"evelopment
socio(
emotional
*reate a ,robot- using %ractions an" colore" pieces o% paper * .
E/ually share their s0ittles ith a "esignate" amount o% %rien"s' Ap 1
Articulate hat they have learne" about %ractions

R 1
Common Core standards $or %LCEs if not available in Common Core& addressed#
**SS'Math'*ontent'$'!'A'2
3artition circles an" rectangles into to an" %our e/ual shares& "escribe the shares using the or"s halves& fourths& an" quarters& an" use the phrases half of& fourth of&
an" quarter of' Describe the hole as to o%& or %our o% the shares' )n"erstan" %or these e.amples that "ecomposing into more e/ual shares creates smaller shares'
45ote# 6rite as many as nee"e"' 7n"icate ta.onomy levels an" connections to applicable national or state stan"ar"s' 7% an objective applies to particular learners
rite the name4s8 o% the learner4s8 to hom it applies'8
+remember& un"erstan"& apply& analy9e& evaluate& create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
De%inition o% a %raction& ho to partition shapes in halves& thir"s& an" /uarters& ho to e/ually share or
"ivi"e objects
Outline assessment
activities
4applicable to this lesson8
Pre-assessment (for learning):
Fraction matching game& an" previous lesson verbal assessments
Formative (for learning):
3rovi"e e.ample
Formative (as learning):
E.ample o% project that they can compare to
Summative (of learning8:
Final pro"uct o% their %raction bot an" sharing the s0ittles
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
3rovi"e options %or perception(
making information perceptible
:rally& visually& symbolically& an"
e.ample
3rovi"e options %or physical action(
increase options for interaction
;an"s on project %or Fraction <ot&
physical s0ittles %or them to sort
3rovi"e options %or recruiting
interest( choice, relevance, value,
authenticity, minimize threats
*reative in ho their robot ill
loo0& can ma0e it hoever they
ant to& an" s0ittles
3rovi"e options %or language&
mathematical e.pressions& an"
symbols( clarify connect
language
Stu"ents must label their parts
o% the %raction
3rovi"e options %or e.pression an"
communication( increase me!ium
of e"pression
=erbally& pictorially& an"
ritten
3rovi"e options %or sustaining e%%ort
an" persistence( optimize
challenge, collaboration, mastery-
oriente! fee!back
The robot can inclu"e as many
pieces as they ant or as %e
pieces as they ant'
3rovi"e options %or comprehension(
activate, apply highlight
Activate all o% their prior
0nole"ge about %ractions as
they ma0e their robot
3rovi"e options %or e.ecutive
%unctions( coor!inate short long
term goals, monitor progress, an!
mo!ify strategies
All short term goals o% learning
"i%%erent parts o% %ractions
culminate in this long term goal
project
3rovi"e options %or sel%(regulation(
e"pectations, personal skills an!
strategies, self-assessment
reflection
Sel%(assessment o% chec0ing %or
e/ual parts an" correctly
"ivi"ing& sel%
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/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
*onstruction paper& pre(cut into shapes& mar0ers& scissors& glue& plain construction paper& or0sheet
%or s0ittles project& s0ittles& pencils
How will (our classroom
be set u! for tis lesson"
Tables or "es0s %or or0 stations
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
4opening/
intro"uction/
engagement8
As0 stu"ents i% they have ever hear" o% a robot'
As0 stu"ents to sho me their best Robot moves'
Then sho them my on %ractionbot' Tell them
that this is hat they are going to ma0e using
"i%%erent shapes that they cut into %ractions'
Respon" to /uestions an" sho me their robot
moves'
6 min
3evelo!ment
4the largest
component or
main bo"y o%
the lesson8
E.plain the Fractionbot an" the re/uirements:
"i%%erent %ractions& they nee" to label the "i%%erent
pieces ith the %ractions that they represent'
;ave materials alrea"y on the tables so that
stu"ents can begin or0 as soon as they are rea"y'
?eave "emo on boar" %or stu"ents to come chec0
an" see ho they are "oing'
Emphasi9e that their %raction bot shoul" not loo0
e.actly li0e mine& in %act 7 "on@t ant it to loo0
e.actly li0e mine'
4Fraction <ot is one activity that 7 am hoping to "o
in the morning& be%ore specials8
6or0 through %raction<ot ith a class Abuil" one
ith the class& an" call on "i%%erent stu"ents as you
go'
4A%ter math or0shop hen e have a little less
time 7 am hoping to "o the s0ittles project8
This project re/uires stu"ents to share their s0ittles
ith a "esignate" amount o% %rien"s' Each stu"ent
ill get BC s0ittles& an" they ill nee" to %ill out the
or0sheet ith ho many %rien"s get ho many
s0ittles' Then the stu"ents can eat the s0ittles'
Stu"ents ill buil" their very on Fraction <ot&
an" they ill nee" to label each piece so that 7 am
able to see that they 0no ho to label %ractions'
6ith the s0ittles& this is a smaller project& but they
ill nee" to "ivi"e the s0ittles into "i%%erent groups
base" on the number o% %rien"s that they nee" to
share the s0ittles ith'
78
min
9:
min
: min Closure
4conclusion&
culmination&
rap(up8
As0 i% the stu"ents learne" anything about
%ractionsD
Respon" to /uestions'
;our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 46rite this a%ter teaching the lesson& i% you ha" a chance to teach it' 7% you "i" not teach this lesson& %ocus on the
process o% preparing the lesson'8
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7 "i"n@t get a chance to teach this lesson& in my classroom& so 7 ill re%lect on preparing %or the lesson' This lesson as very tough
%or me to prepare& because 7 ante" to assess my stu"ents in a non(stan"ar" ay 4no tests8 but my stu"ents can@t rea" yet& so it as
very tric0y coming up ith ays to assess their 0nole"ge ithout ma0ing them rea" something' 7 really li0e my s0ittle assessment
%or assessing sharing a group o% items' My stu"ents love can"y& so 7 0no that assessment oul" have been very engaging' The
Fraction<ot assessment& 7 am still toying ith in my min"' 7 %eel li0e 7 oul" have to "o too much gui"ance& an" not enough
in"ivi"ual per%ormance& to treat this as an assessment' :ther than that& 7 %eel li0e this lesson oul" be a goo" %inal assessment o% my
stu"ents as e rap up the unit on %ractions'
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