EDUC 330/EDUC 347

Lesson Planning
Accessible Instructional Design

Part I Unit/Big Idea

Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?
Calendar Time: math, community building, functional skills

How does this Unit address students IEP/PCP?

C will write his numbers from 0-100. Though this lesson doesnt
include writing, practicing counting to 100 and beyond will help him
build this skill.
C will add and subtract single digit problems up to and from 20.
A will count to 100 fluently and write her numbers from 0-5.
Aa will add and subtract numbers to 10 and then 20. In calendar
students have to be able to mentally add one on to the date or days
of the school year in order to find to present date or day.
S will add numbers 10-20 and will seek clarification when he does
not understand or remember what is being said.
M will be able to fluently answer addition and subtraction facts
within 10.
P will write and identify numbers through 20 and rote count to 40.
R will add numbers through 20 and recognize numbers through 30.
M will count numbers to 100 and solve simple addition and
subtraction problems and will directly answer questions about
himself.
S will write her numbers to 50 and count orally to 100.
D will be able to fluently answer addition and subtraction facts
within 10.

The Learner Will (your objectives):

Answer the question of the day when called upon.
Count a color pattern, A, B, B, A, B, B, Aetc.
Count the days of the school year by 5s.
Count the days of the school year by counting by 10s and ones.
Show awareness of the weather by telling the teacher what the
weather is like outside.
State todays date (Month, Day, Year).
Demonstrate awareness of the concepts of Past, Present, and
Future, by participating in the following chant: Yesterday was _____.
It is in the past because it already happened. Today is _____. It is in
the present because it is happening right now. Tomorrow is in the
future because it hasnt happened yet.
Practice the names of different 3D shapes by participating in a 3D
shape chant.
Connection to Standards (Common Core, GLCES, Extended GLCES)

Kindergarten:
1
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
CCSS.MATH.CONTENT.K.G.A.3
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

FirstGrade:
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).

Part IIa Lesson

Content Description
Lesson: Calendar time:
What is taught? Build a sense of community in the classroom.
Concept to be learned? Review concepts such as: counting by 5s and
What is the point? 10s, spelling, past, present, future, the date,
Objective to be reached. 3-D shapes, days of the week, and months of
the year.

Accessible Instruction Teacher Student Response

Methods/Strategies

2
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Engagement: Begin calendar time Students turn to their

Accounting for Interest by having the neighbor, shake
and Commitment students greet each hands, and say good
Provides way to other. morning!
Internalize Introduce The If a students name is
Plan for Motivation Question of the draw, he/she may
Affective Network Day. Explain to the respond to the
Element of surprise students that not Question of the Day.
in Question of the every student will
Day as students have the chance to
dont know who will answer the question
be called upon. each day. Draw a
Engage students by students name out of
talking about bowl of names. Leave
information that is the name out of the
relevant to their bowl after the student
lives such as: their has responded to the
interests, favorite question. If the
things, and student refuses to
experiences. answer the question,
his/her name should
Engage students
remain out of the
with interactive
bowl. Once all of the
chants and with
names have been
questioning.
removed from the
Engage
bowl, start over.
kinesthetically with o M: What did
motions to chant.
you do this
weekend?
o T: Who is in
your family?
o W: What do you
like to do at
home?
o TH: What is Students participate
your favorite in the date portion of
food? the calendar by filling
o F: What is one in the blanks in the
good thing that teacher dialogue and
happened to joining in on the parts
you this week? in capital letters. The
Move on to the students have been
calendar. doing this for a long
o Yesterday was time, so they know
__________. It is how to participate.
in the PAST
because it
3
EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

ALREADY
HAPPENED.
o Today is
___________. It is
in the PRESENT
because it is
HAPPENING
NOW. (Fill in the Students raise hand
date in the and share what the
header of the weather is like outside
calendar.) today.
o Tomorrow will
be __________. It Students tell what
is in the FUTURE color the next card
because it will be. Student
HASNT explains his or her
HAPPENED YET. thinking.
Ask the students what
the weather is like
outside today? Record
this weather on the Students chant the
graph. pattern on the
Ask the students to calendar along with
raise their hand if the teacher.
they think they know
what color todays Student raises his/her
date will be according hand and tells the
to the pattern on the class how many days
calendar. Ask how weve been in school
he/she knew? (109, 110, 111, 112,
Have the students say 113).
the pattern on the
calendar together out
loud. (A, A, B, B, C,
Cetc).
Ask the students to
raise their hand if
they think that know Students chant-count
how many days with the teacher the
weve been in days of the school
school? (109, 110, year.
111, 112, 113). Students chant-count
Add a cube to the the tally mark table.
hundreds chart. Then,
chant-count the
cubes, starting with
the hundreds.
4
EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Add a tally to the

tally mark table for Students repeat the
the days of the school words and motions
year. Chant-count the performed by the
tally marks on the teacher.
table. (Counting by
5s.)
Add a tally mark to
the Month Sheet
and a number to the
Counting Past 100
chart.
3D shape rap. Have
the students stand
up. Say, repeat after
me
o Sphere, Sphere,
whats your
clue? You look
like a soccer
ball I kick with
my shoe!
o Cylinder,
cylinder, whats
your clue? You
look like a can
of chicken
noodle soup!
o Cone, cone,
whats your
clue? Dont let
the ice cream
drip on you!
o Cube, cube,
whats your
clue? You look
like the ice in
my Mountain
Dew!
o Pyramid,
pyramid, whats
your clue? You
look like the
house the
Egyptians used!
o Rectangular
prism, whats
5
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

your clue? You

look like a
tissue box
ACHOO!

Process/Recognition:
How the lesson is
received.
Mode of reception.
Recognition Network
Explanations using
visuals such as
calendar, number
cubes, graphic
organizer, and
model 3D shapes.
Product/Strategic: Have the students Students quietly
How learning is shown. quietly return to return to their
Interaction with the their seats and seats and prepare
concept. prepare for the for the next
Mode of expression next activity. activity.
Strategic Network
Demonstrate
learning through
participation in
chants and by
raising hand to
answer questions.

Part IIb Lesson

Content ND Accommodations and Modifications
Lesson: AC
MEM
Size
What is taught? O:SP
Concept to be O:TS
HOT
learned? NMF Difficulty
What is the point? LAN P- easier questions such as shape names.
Objective to be G
SOC K, Aa, C- more difficult spelling and number questions.
reached.
A- yes or no questions.

6
 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Alternate Goals
Engage S to use pro-social behaviors such as hand
shaking and talking about day.
Engage A in Calendar time; participate through yes and
no questions.
Substitute Curriculum

Accessible ND Accommodations and Modifications

Instruction
Engagement: AC
MEM
Environment
Accounting for O:SP All students sit in their assigned seats. Teacher moves
Interest, O:TS throughout the room to engage with the students.
Commitment HOT
NMF Students sit for the most part, but stand for the shape
Affective Network LAN chant.
Interest G
SOC
Effort/Regulation
Process/Recogni AC
MEM
Input
tion: O:SP
How the lesson is O:TS
HOT
received.
Mode of reception.
NMF
LAN
Level of Support
Recognition G Start with the least amount of support and add support
Network SOC if necessary for students to answer questions. (Ask
Perception questions
Language & Time
Symbols
Comprehension

Participation
Encourage all to participate as much as possible by
chanting along or raising hands to answer questions.
Product/Strategi AC
MEM
Time
c: O:SP
How learning is O:TS
HOT
shown.
Interaction with the
NMF
LAN
Output
concept. G A receives yes and no questions and responds with
Mode of expression
SOC headshakes.
Production Network Format
Action
Expression
Executive
Function

Part III Lesson

Closure
Time Parts Teacher Activity Student Activity

7
EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Closure Tell students to sit down. Students sit down and

Assessm Introduce the next prepare for the next
ent activity. activity.

Assessment:
Assessment is typically just
the student responses.
However, we will take a 3D
shape quiz once this week
to see how the students are
progressing.