Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Cole Campbell Date 4/4/14 __________9______ Subject/ Topic/ Theme To Kill a Mockingbird Vocab Grade

I. Objectives How does this lesson connect to the unit plan?

This lesson will build students vocabulary, which will help them understand the story better, and should prevent them from getting discouraged by the voca bulary.

Learners will be able to:

recognize new vocabulary, and understand its usage and meaning utilize new vocabulary in complete sentences comprehend To Kill a Mockingbird in greater detail

cognitiveR U Ap An E C*

physical development

socioemotional

R U AP E

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
(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 need to understand how to use context clues in order to understand sentences.

Pre-assessment (for learning): Hand out vocabulary sheet for chapters 1-5, and have students try to identify words that they recognize

Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning): Read story, and fill out vocabulary as the meaning is discovered Summative (of learning): Ask students to form their own sentences with the vocabulary Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible All the words come directly from the book, in the sentences they are used. They underlined to they are not mistaken Provide options for language, mathematical expressions, and symbols- Students can use the vocabulary in sentences that are best understood by them. Provide Multiple Means of Action and Expression Provide options for physical actionstudents will be asked to recite the words out loud. Provide Multiple Means of Engagement Provide options for recruiting interest- the understanding of the vocabulary will not only assist them in reading the novel, but it will increase their overall vocabulary. Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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

Provide options for expression and communication- Students have create their own sentences

Students will be filling out the vocab as they go along, making this assignment pivotal for comprehension

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Provide options for comprehensionactivate, apply & highlight

Students will be able to use the words in their own created sentences

Provide options for executive functions- I will track student progress through classroom participation, and if students cannot identify the vocabulary, we will use the dictionary

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Students will be asked to use the words in their own sentences

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

A copy of To Kill a Mockingbird, a copy of the vocabulary sheet, and a dictionary

There is no specific set up needed How will your classroom be set up for this lesson?

III. The Plan Time 5-7 min Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Teacher will introduce TKAM, pass out the sheet, The students will listen to the introduction, fill and and begin reading the book aloud, starting from fill out words they already know on the vocab sheet chapter one.

Motivation (opening/ introduction/ engagement)

30-35 min

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

As the teacher reads along, the teacher will ask questions about the more important aspects of the section, including character traits, setting details, and motivations. Along the way, the teacher will come across the corresponding vocabulary. The teacher will ask the students to use context clues to determine the meaning of the vocab words.

The students will follow along reading, they will answer questions about the book, and they will be asked to discover the definitions of the vocabulary words.

10 min

Closure (conclusion, culmination, wrap-up)

When the definitions of the words are discovered, the teacher will ask the students to create their own sentences using the vocabulary.

The students will use their own created sentences for the vocabulary.

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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.) My main reason for doing this lesson is to help prepare students for the higher level vocabulary in To Kill a Mockingbird. My hope is that by tackling some of the more difficult vocabulary, students will not be deterre d by it. I dont want the students thinking that the novel is over their heads, and To Kill a Mockingbird is a central piece of literature in American culture, and deserves full attention in the classroom.

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