Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nate Postmus

Date April 2 Subject/ Topic/ Theme Persuasive Writing (Compare/ Cause and !!ect" #rade $$$%
th
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I. Objectives
How does tis lesson connect to te unit !lan"
This is the si&th lesson in the 'nit o! Persuasive Writing
Learners will be able to#
cognitive(
) ' Ap An C*
ph+sical
development
socio(
emotional
Comprehend ,hat this tool is and ho, to properl+ use it '
Demonstrate ho, to implement this tool into their o,n ,riting Ap
Compose their o,n ,riting given a prompt to use this tool
Compare the di!!erences bet,een the di!!erent tools

Common Core standards $or %LCEs if not available in Common Core& addressed#
Provide reasons that are supported b+ !acts and details- lin. opinion and reasons using ,ords and phrases
(Note# Write as man+ as needed/ 0ndicate ta&onom+ levels and connections to applicable national or state standards/ 0! an objective applies to particular learners
,rite the name(s" o! the learner(s" to ,hom it applies/"
*remember- understand- appl+- anal+1e- evaluate- create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
'nderstand the di!!erence bet,een the previous tools ,e learned in class together and understand
,h+ ,e ,ant to use certain ones in certain situations in li!e
Outline assessment
activities
(applicable to this lesson"
Pre-assessment (for learning):
)evie, the previous tool
Formative (for learning):
2isten and ,rite do,n the notes as 0 ,rite them on the board
Formative (as learning):
Write using the tool ,e discuss on the prompt that 0 provide
Summative (of learning"3
Wor.ing on the !inal project ,hen ,e get to it
+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
Provide options !or perception(
making information perceptible
The notes ,ill help them
understand- the +outube
commercial
Provide options !or ph+sical action(
increase options for interaction
Provide options !or recruiting
interest( choice, relevance, value,
authenticity, minimize threats
Ta.e notes and listen to me as 0
describe the tool
Provide options !or language-
mathematical e&pressions- and
s+mbols( clarify & connect
language
Provide options !or e&pression and
communication( increase meium
of e!pression
Provide options !or sustaining
e!!ort and persistence( optimize
challenge, collaboration, mastery-
oriente feeback
Provide options !or comprehension(
activate, apply & highlight
The+ ,ill be ,riting do,n the
notes and ,riting based on the
prompt
Provide options !or e&ecutive
!unctions( coorinate short & long
term goals, monitor progress, an
moify strategies
Provide options !or sel!(regulation(
e!pectations, personal skills an
strategies, self-assessment &
reflection
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/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to use"
ver+one ,ill need a blan. piece o! paper- the +outube video- their notes to continue !illing
out/,riting the notes do,n
How will (our classroom
be set u! for tis lesson"
Same as al,a+s (pre!er the neighborhoods the+ ,ere set up in- but the+ got in trouble so the+ are no,
in ro,s"
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
(opening/
introduction/
engagement"
)evie, ,ith them the tool that the+ used the da+
prior/ As. them ,hich tool ,e used +esterda+- have
one student give me the de!inition o! the tool- and
use a di!!erent student to provide an e&ample !rom
the tool ,e used earlier/
Write the tool on the board and have them thin. o!
,hat the+ thin. this means/ As. 7What does Cause
and !!ect mean89 When the+ struggle ,ith it sho,
the videos and have them see i! those help/
Watch the videos3
(https3//,,,/+outube/com/,atch8v:;<$0=>jC,;g
saves mone+ on gas and
https3//,,,/+outube/com/,atch8v:=Dgs55?l(Ng
,hich saves lives due to the right tire"
;ave them tell me ,hat this video is helping them
using the 7i! then9 statements/ Watch each video
t,ice/
;elp me remember the tool the previous da+- pa+
attention to the video
3evelo!ment
(the largest
component or
main bod+ o!
the lesson"
'sing the videos as an e&ample ,rite do,n ,hat
this tool means and ho, ,e use it/ Teach them
about the 7i! then9 statement- li.e ,e use in science
class/
;ave the class tr+ and thin. o! a !e, di!!erent
e&amples o! using this tool/ 7i! 0 go the store- then 0
,ill get !ood to eat9 as an e&ample/ 'se a couple o!
the e&amples that the+ give me as e&amples !or
them to ,rite in their notes/
Put the prompt on the screen o! 7i! 0 misbehave in
class then $$$$$9 ;ave them give me @ di!!erent
Participate in the discussion o! the boo. and the
tool- help me !igure out the de!inition o! the tool-
ta.e the notes and help me !ind an e&ample- ,rite
on the prompt given to them- provide more than
one option !or the prompt- then actuall+ ,rite a
decent si1ed paragraph on the given prompt
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e&amples using this tool/
Ance the+ get all !ive di!!erent e&amples- 0 ,ant
them to pic. their !avorite one- circle it- and then
,rite about it on the bac. o! their paper/
Closure
(conclusion-
culmination-
,rap(up"
Wal. around the room and ma.e sure the+ are
,riting on the given prompt- ma.e sure the+ have
more than one option/
Ance done the+ can do A) reading/
Bust be!ore 0 end the lesson- 0 ,ill as. i! an+one
,ants me to read their great e&ample the class- and
then ,e might implement some o! their ideas into
action since the+ are misbehaving in class a lot/
Write on the prompt given- ,rite do,n more than
one option
6our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. (Write this a!ter teaching the lesson- i! +ou had a chance to teach it/ 0! +ou did not teach this lesson- !ocus on the
process o! preparing the lesson/"
2is lesson went great. I didn7t use te boo* wic made it better because it didn7t confuse tem. 2e e.am!les tat I used
went well- and te students were able to identif( wat te benefits of using tat brand of tire is in te e.am!le. 2e class
came u! wit great e.am!les wen I as*ed for tem to. 2e onl( !roblem is tat wen I was wal*ing around te room- some
students were writing tem on 8if I do good on m( omewor* ten9.: I ad to interru!t te class and remind tem tat
te( ave to write all ; on te given !rom!t tat I gave tem. Once I told tem tat ten te( were able to get bac* on trac*.
+en it came to reading tem out loud- I tin* ever( student gave me teir !a!er and I read wicever one te( ad circled.
4(45(46