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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amanda Asfour


Date 10/7/15

Subject/ Topic/ Theme Comprehension using Questioning/Inferring/Visualizing Grade 1st

I. Objectives
How does this lesson connect to the unit plan?
Teaches strategies for reading comprehension.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
Ap
Ap
C

Give an example of inferring.


Make inferences based on the illustrations in Hot Air
Ask questions about the stories.
Draw a picture of what they visualize from a scene in The Adventures of Sparrowboy.

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Ability to ask questions. Pre-teach what inference is.


Pre-assessment (for learning):

Ask, Before we open this book, how can you get some clues about what is going to happen?
Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
Hot Air takes place in
France, which could be
very foreign for JaShawn.

Formative (for learning):

Ask, Have you ever heard of the word infer/inference?


Formative (as learning):

Asking questions in the stories. Having JaShawn create his own inferences.
Summative (of learning):
Answers, What is one thing you learned today?
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

What will it take


neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Teach vocab/word work from


the book.

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Provide options for expression and


communication- increase medium
of expression

Draw a picture. Write on sticky


notes.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Chose which book we read first.
Write his own questions. Choose
what he wants to draw. Relate
inference to real life, Look at my
facial expression. What can you
infer that I am feeling? Do you ever
have times that you can infer what
other people are thinking or feeling
without their words?
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Scaffold questioning and


inferring by modeling for
student, then have him try it
with me, finally on his own.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Write down questions on sticky


notes, place them in the book.
Stop at ask questions, What do Short term: learn strategies for
you think he is feeling? What comprehension. Long Term:
become a better reader.
do you think might happen
next?
Books: The Adventures of SparrowBoy, Hot Air. Sticky notes. Blank paper. Markers/crayons/colored
pencils. Pencil. Literacy interview for Young Children. Something to write on.

Sitting in hallway side by side.


How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Community building: Whats new? Whats your
1. Community building.
favorite animal? Whats one thing that you
remember learning this week?
2. Introduce Learner Interview. This year we are
going to work together to become better readers. I
love reading and I hope that you will learn to love
reading too! Before we start reading today, I want
to ask you a few questions.

2. Learner Interview.

>2.5 Introduce vocabulary words with pictures:


Comics
Paperboy
Sparrow
Experiment

>2.5

3. Introduce comprehension: reading is about more


than just reading words, its about understanding
the story. When we are reading a story, we have a
special job. We have to be detectives. Do you know
what a detective is?

3. Allow JaShawn to answer questions, describe the


job of a detective.

4. Job 1) Questioning.
Who is the boy on the cover?
Why is it called The Adventures of Sparrowboy ?
Can you think of another question? (prompt if
needed)

4. Allow JaShawn to think of answers to questions,


as well as think of his own questions.

5. Job 2) Visualizing
Close your eyes, what do you see when I say the
word summer? Yummy? Funny?
What does it mean to visualize?

5. Practices visualizing. Answers question.

As we read the story, I want you to practice


visualizing what is happening. After, you will be
able to draw a picture of what you visualized.
6. JaShawn writes questions on sticky notes and
puts them in the book.
6. Read story The Adventures of Sparrowboy
outloud with JaShawn. While reading, practice
asking questions, writing them on sticky notes, and
putting them in the book.
7. After the story, have JaShawn draw a picture of
how he visualizes SparrowBoy looks when he is
rescuing someone in the book.
8. Job 3) Inferring
Explain that inferring is using the clues that you
find in the story and in the pictures to understand
the story better.
Give example of something in hallway.
9. Make 1 inference from the cover of Hot Air.
10. Read aloud Hot Air. Have JaShawn read animal
noises. While reading, make inferences, and ask
questions. Write both on sticky notes and leave in
book.

Closure
(conclusion,
culmination,
wrap-up)

7. Draws picture of visualization of SparrowBoy.

8. Infers something about someone in the hallway


based on teacher example.

9. Makes an inference from the cover of Hot Air.


10. Reads pages with animal noises. Makes
inferences from illustrations and text, writes them
on sticky notes and puts them in the book. Asks
questions and writes them down and puts them in
the book as well.

11. Post reading:


Ask, were your inferences correct? How do you
know?
Go back and look at the questions asked. Were they
all answered? How? Which ones were not? Can we
infer an answer?

11. Answer review questions.

12. Ask, What did you learn today?

12. Tells what he learned today.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The Daily 5 in this Lesson:
Listen to reading: I read story aloud.
Reading to someone: Reads the animal noises in Hot Air. (Also, anything else he can read. I am unsure of his reading
abilities at this point)
Read to self: This does not apply in this lesson because I do not know JaShawns reading ability yet.
Work on writing: Draw a picture. Write questions and inferences down on sticky notes.
Word Work: Vocabulary words at the beginning of lesson.

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Comics
Paperboy
Sparrow
Experiment
1-19-13