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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Brynn Greenway


Date

3/29/2016

Subject/ Topic/ Theme

Plants

Grade __2nd__________

I. Objectives
How does this lesson connect to the unit plan?
This is the introduction the life cycle of plants.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Students will have an understanding of the vocabulary words.

Students will be able to recognize the different stages of plant life

Students will be able to do the motions that go along with the plant life cycle.
Students will be able to apply the vocabulary words and stages of the lifecycle to the story.

Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.
(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.

Students will have prior knowledge of how a plant grows and what it needs to grow. We learned in the
previous week about seeds and how they begin to grow.
Pre-assessment (for learning):

Asking students if they have an ideas on what the vocabulary words mean.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will say the definition of the vocabulary out loud.


Formative (as learning): Students will do the motions that go along with the life cycle
Summative (of learning): Can students answer questions that go along with the vocab and reading?

What barriers might this


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

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

The different stages of plant life


will be shown with pictures and
words.

Students will do motions that go


with the different stages of plant
growth.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Students will have a visual


representation and physical
motions to go along with it, the
next day they will be doing an
art project with the stages of
plant growth.
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Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will emphasize that our bean
plants will be going through the
stages of the lifecycle over the next
few weeks.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

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

We will be learning new


vocabulary words, some of
which will be in the book we
will be reading, but all of them
will be used in the weeks
lessons.
From Seed to Plant, vocab cards, and plant life cycle poster

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

It will be set up as it usually is, we will be spending most of our time sitting at the orange chair.
How will your classroom
be set up for this lesson?
III. The Plan
Time
9:309:35

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
What did we learn about last week?
Students will respond with information about seeds
This week we are going to be learning about the
that they learned last week as well as information
different stages of plant growth and how we can
about why plants are important.
use some of our new vocabulary words.

9:359:45

I will first introduce the new vocabulary for the


week. I have them written down on note cards and
we will tape them to the board. Either I or Ms.
Jones will write the definition below them as we
decide on a definition as a class. I will also refer to
a poster with the plant life cycle on it so the
students will have a visual.

The students will volunteer any ideas as to what the


vocabulary word means or contributions they may
have to the definition we will write on the board.

9:459:55

Then I will read a portion of From Seed to Plant


(this is the part that I feel is applicable). When a
vocab word comes up, I will stop to review it with
the class. I will ask questions such as: what does
this word mean again? How is this important to the
plant lifecycle? What stage of the lifecycle is the
plant in at this point? How do you know? What
should come next?

Students will listen attentively and answer any


questions I may ask.

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

If time, students will learn the motions to the


lifecycle that I have created.

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.
Closure
(conclusion,
culmination,
wrap-up)

Students will do the motions along with me.

I will ask if there are any questions about what we


talked about today. I will do my best to answer any Students will volunteer any questions that they
that students may have. I will emphasize that this is have.
important because over the next few weeks we will
be seeing our bean plants go through parts of the
lifecycle. Then I will tell students that the next day
we will be doing an art project with the plant
lifecycle and working more with our vocabulary
words.
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.)
This lesson took less time than I thought it would. I did not think that we would have time to learn the motions, but we did
and the students really enjoyed doing them. While we were doing them some students wandered off into the back of the
classroom so in order to prevent that from happening I would stand in the middle of the room so that I am closer to all the
students. I enjoyed seeing the connections that the students made to what we learned in the previous week.

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