Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Johanna Admiraal

Date November 27th, 2018 Subject/ Topic/ Theme Clothing Stories Grade 8th grade

I. Objectives
How does this lesson connect to the unit plan? The unit is on fashion and clothing vocabulary, and in this lesson, students use new
vocab to describe their own clothing as well as why they choose to wear it.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Review vocab that we haven’t said aloud in class yet. U
 Apply new vocabulary to orally describe their own “clothing stories.”
 Students will consider in writing and orally what drives them to wear what they wear (values, personality, etc.) C
 Students will value learning as a community process by teaching eachother the words they taught their family Ap, C X
members, and they will be responsible for knowing everyone else’s “clothing story” word. R, U X
 Students will continue to apply demonstrative adjectives (last unit) to their speech. A

Common Core standards (or GLCEs if not available in Common Core) addressed:
IB Criterion C: Communicating in response to spoken and/or written and/or visual text
Michigan Standards: Communication (presentational and interpretive), Communities (use of language)
(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 of “pourquoi” and “Comment?” questions
knowledge and skills.

Pre-assessment (for learning):

Formative (for learning):

Outline assessment
Formative (as learning): Students teach each other the word that goes along with their article of clothing. They
activities are all held accountable to know it at the end (we’ll have a 5- minute review in which any of them could be called
(applicable to this lesson) on.)

Summative (of learning):

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
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students reflect on why they wear
the clothes they wear before talking
about it.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students must work together to
master vocab words – they are
responsible for eachother’s
learning.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
I’ll give them a useful words
and prompt questions list. I will
also make a PowerPoint to
support comprehension.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students see actual physical
clothes as they learn and they
put them into context.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
I will monitor their progress by
seeing how well they do in the 5-
minute review session.
Provide options for expression and
communication- increase medium
of expression
They express in writing and
then orally their reasons for
choosing this clothing story.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Students understand Students get up and walk around
This is relevant to students’ information through multiple the room and do a shifting
lives because they think about means: Realia, powerpoint, circle.
their own values. explaining
Articles of clothing (each student brings), useful words list, powerpoint, Vocab list, Artie, a big t-shirt,
maybe candy

Chairs in circle with tables against walls.

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
 “Vous allez choisir un partenaire. Vous  Students teach each other the words
Motivation
(opening/
allez enseigner votre partenaire les they taught their family member.
introduction/ deux mots que vous avez choisi pour (partners) (formative as learning) 2
engagement) le devoir. » (show hw sheet) minutes
 « Des questions sur le vocabulaire ? »
3 mins

Development Part 1: 10 mins

(the largest  Learn rest of vocab: Do Artie repetition
component or routine and use in sentence or question.
main body of  « On va réviser quelques mots. Les mots
the lesson) qu’on n’a pas utilisé hier. »
 « Qu’est-ce que c’est une taille en
anglais ? Une taille ? » Pass Artie.
 « Oui ! Taille est « size. » Répétez
ensemble : « Taille » Répétez « taille » à
la personne à côté de vous.
 « Est-ce que ce t-shirt est de ma taille ? »
Show big t-shirt.
Part 1:
 Students catch Artie answer questions,
repeat in chorus, repeat to partner.
Part 2:
 Students write about their article of
clothing.
 Students tell their clothing stories to
partners as they rotate in the circle.

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  « Qu’est-ce que « un sous-vêtement » en
Anglais ? » Pass Artie and do repeat
routine.
 « J’espère que vous portez un sous-
vêtement. »
 Repeat this routine with the words below,
finishing with their sentences in context:
1. Des Soldes (sales) “Chaque année je fais
du shopping pendant les soldes. »
2. Un Vendeur, une vendeuse (seller) « Il y a
deux vendeurs dans ce magasin. »
3. Bon Marché : « Pendant les soldes, les
vêtements sont bon marché. »
4. Chaque : « J’aime chaque étudiant dans
cette classe. »
5. Cher, chère : « Ce t shirt coute 200
dollars ! C’est trop chère ! »
6. Large : « Ce t-shirt n’est pas de ma taille.
C’est trop large. » (demonstrate t shirt »
7. Serré : « Je préfère des vêtements serrés. »

Part 2 : Les Histoires des vêtements 25 mins

 « Maintenant vous connaissez le
vocabulaire, et on va commencer d’utiliser
le vocabulaire. »
 « Est-ce que tout le monde a apporté un
vêtement ? Sortez le vêtement. »
 PASS OUT THE PROMPT QandA and
the mots utiles.
 « Chaque vêtement raconte une histoire.
C’est l’histoire de où tu portes ce
vêtement, pourquoi tu aimes ce vêtement.
Le vêtement peut raconter tes valeurs ou
ta personnalité.
 « Vous allez écrire deux ou trois phrases
en français. Les phrases vont raconter
l’histoire de votre vêtement. Comment ce
vêtement raconte vos valeurs et votre
personnalité ? Pourquoi vous aimez ce
vêtement ? »
 « Par exemple, j’aime ce t-shirt parceque
c’est confortable. Le tshirt raconte une
valeur : Mon amour pour le sport
(l’exercice). »
 « Vous avez 5 minutes pour écrire 2 ou 3
phrases au sujet de votre vêtement. »
 Circulate to answer questions.
 « Maintenant, vous allez faire 2 cercles.
Un à l’intérieur et l’autre à l’extérieur. »
Help them get into groups.
 Vous allez raconter l’histoire de votre
vêtement à la personne d’en face. Utilisez
le vocabulaire. Ne dites pas « Mon
vêtement raconte…Dites mon t-shirt ou
ma jupe…dites le mot précis. »
 Chaque personne a 30 secondes pour
raconter l’histoire. Après le cercle
extérieur va tourner et vous allez changer
de partenaires. »
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 Closure 5-minute review of vocab words: Students catch Artie and answer vocab questions.
(conclusion,
culmination, I ask random students to tell me the meaning of a
wrap-up) word for revision, repetition, pronunciation, and to
hold students accountable for the earlier exchange
of 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.)

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