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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kathleen Fuller

Date

Subject/ Topic/ Theme

Critical Literature

Grade __1st___________

I. Objectives
How does this lesson connect to the unit plan?
Reading Strategy
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
An
U
Ap

Say words with consonant blends with confidence


Identify problems/weak/strong/powerful/ characters in critical literature
Identify words with consonant blends
Write about their opinions about social justice issues

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.

Knowledge of what consonant blends are, knowledge of different types of characters


Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Go fish consonant blend game


Formative (as learning):

Reading Sneetches and writing about it


Summative (of learning):
What have you learned?
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?

How will your classroom


be set up for this lesson?

Star-belly Sneetches
Christmas consonant blend go fish cards
Cat related go fish cards
Word search (Sneetches related)
Half and half paper
Markers
Pencil
We will sit together in the hallway

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

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

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
How has your week been?
Answer the questions
What did you do for thanksgiving?
Do you remember what we did last time I was
here?

1. Give Alia her present. Would you like to read the


book now?
2. Possible read the Pete the Cat book.
3. Today we are going to read a book called the
Star-belly Sneetches.
4. Read the book
5. What did you think of the book? Were any of the
characters mean? What lesson can we learn from
the sneetches?
6. Have her write her thoughts on half and half
paper.
7. Talk about her thoughts.
8. Have her do the sneetches word search
9. Play go fish with consonant blends themed like
Christmas.
10. Have her write about Christmas
11. Play cat version of go fish because she loves
cats and thats all she will want to do.
12. Give her the candy presents at the end.

1. Open the present

2. Listen to the book

3. Write
4. Share
5. Do word search
6. Play game
7. Write
8. Play game

1. Talk to her about everything we have done and


learned. Give her candy and wish her well.

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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