Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amanda Asfour

Date

10-13-15
Grade ___1_____________

Subject/ Topic/ Theme

Comprehension thru Summarizing & Synthesizing

I. Objectives
How does this lesson connect to the unit plan?
Assess reading level of the learner. Continuing teaching reading comprehension.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Summarize the book read.

Express awareness of adding to previous knowledge.
Share his synthesizing.

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.
Pre-assessment (for learning):

Reading records, asking what he knows about the topic before we read.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):

Asking him to summarize a few pages at a time

Summative (of learning):
Asking him to draw a new cover for the book, asking him what he learned from the book.
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

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

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

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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

Literacy survey, running records & reading a-z.com leveled books, Big Books, coloring materials
paper, pencils, worksheet

Sit in the hallway

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

Components
Motivation
(opening/
introduction/
engagement)

15
min
.5
min
10
min

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

5 min

3. Perform a running record, start with letter D and

move on until hes reached instructional level.

3. Read stories from readinga-z.com

4. Introduce book by asking, when you look at the

cover of the book, what do you think this book will
be about? What do you know about ________ (the
topic)? (Synthesize)

4. Tells what he knows about the topic of the book

he chose.
5. Listen to book. Answer questions, follow along.

5. Read aloud the book. Ask comprehension

questions such as how does that make you feel?
What happened on this page? (Summarize pages,
synthesize)
6. Answer questions.

1 min

1 min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Ask, How are you today? Whats new? What
1. Answers questions
have you learned this week? Have him pick a book
to read during lesson.
2. Answers questions
2. Ask, Do you remember what we did last time I
came to school?

6. Post reading, ask, could you tell me what

happened in the book? (Summarize)

Closure
(conclusion,
culmination,
wrap-up)

7. Ask, What do you know now about ______ that

you didnt know before we read the book?
(Synthesize)

7. Answer questions.
8. Draws a new cover for the book.

8. Ask the student to draw a new cover for the book

that describes what the book is about. (Summarize)

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.)

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