Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Poole

Date May 2 Subject/ Topic/ Theme Worms and vocab Grade ______irst__________
I. Objectives
How does tis lesson connect to te unit !lan"
!ast lesson o unit plan and "ill connect everythin# they learned in the "ee$.
Learners will be able to#
co#nitive%
& ' (p (n ) *+
physical
development
socio%
emotional
(pply vocabulary learned (p
&emember acts rom earlier in the "ee$ &
Write/color deinitions o part o the "orms

* ,
Common Core standards $or %LCEs if not available in Common Core& addressed#
!.-!.).. !ie &e/uirements% -r#anisms have basic needs. (nimals and plants need air0 "ater0 and ood. Plants also re/uire li#ht. Plants and animals use ood as a
source o ener#y and as a source o buildin# material or #ro"th and repair.
!.-!.).2 !ie *ycles% Plants and animals have lie cycles. 1oth plants and animals be#in lie and develop into adults0 reproduce0 and eventually die. The details o
this lie cycle are dierent or dierent or#anisms.
23ote# Write as many as needed. 4ndicate ta,onomy levels and connections to applicable national or state standards. 4 an objective applies to particular learners
"rite the name2s5 o the learner2s5 to "hom it applies.5
+remember0 understand0 apply0 analy6e0 evaluate0 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Writin# and dra"in# s$ills
Outline assessment
activities
2applicable to this lesson5
Pre-assessment (for learning):
Formative (for learning):
The vocabulary "ords
Formative (as learning):
Summative (of learning57
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
Provide options or perception%
making information perceptible
The drawing of the body parts
Provide options or physical action%
increase options for interaction
nteract by coloring and writing
definitions
Provide options or recruitin#
interest% choice! relevance! value!
authenticity! minimi"e threats
#hoice of colors they want to draw
their pictures with
Provide options or lan#ua#e0
mathematical e,pressions0 and
symbols% clarify $ connect
language
Provide options or e,pression and
communication% increase medium
of e%pression
The dra"in# o the parts o the
"orm
Provide options or sustainin# eort
and persistence% optimi"e
challenge! collaboration! mastery-
oriented feedback
Tell them #ood job and ans"er
/uestions i they have any
Provide options or comprehension%
activate! apply $ highlight
8i#hli#ht that "orms have
dierent parts and they #ro"
and have a cycle li$e humans
Provide options or e,ecutive
unctions% coordinate short $ long
term goals! monitor progress! and
modify strategies
Wal$in# around and ma$in#
sure they are on tas$
Provide options or sel%re#ulation%
e%pectations! personal skills and
strategies! self-assessment $
reflection
.%.9%.:
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
Word search0 paper0 mar$ers0 pencils
How will (our classroom
be set u! for tis lesson"
3o special set up
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
6#771
6#87
/otivation
2openin#/
introduction/
en#a#ement5
Word search
&ead 8o" )arth Worms #ro"
Wor$ on "ord search
Students #o to ru#
8elp ans"er Po"erPoint /uestions
6#871
6#89
3evelo!ment
2the lar#est
component or
main body o
the lesson5
),plain that they are #oin# to have vocab o the
parts o the body and have si, laps on a piece o
paper and "rite "ord on lap and then dra" the
picture under the lap
1urro"
1ristles
Saliva
*astin#s
Se#ments
clitellum
Send them to des$

!isten to the boo$
(s$ /uestions i any about the "orm parts
Wor$ on vocab "ords
6#891
6#:9
6#97
Closure
2conclusion0
culmination0
"rap%up5
8ave them restate acts that they learned earlier in
the "ee$ alon# "ith ne" ones today
4 the students "ant to sho" their e,amples0 have a
couple share then sit on carpet or ne,t subject.
4 "ill chec$ to ma$e sure i the pictures match the
"ords.
Students tal$ "ith teacher about "hole "ee$
4 student "ants to sho" the "or$ they can
Sit on ru# and listen to instructions
;our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 2Write this ater teachin# the lesson0 i you had a chance to teach it. 4 you did not teach this lesson0 ocus on the
process o preparin# the lesson.5
.%.9%.:
When 4 "al$ed in on ;riday0 4 did not $no" i 4 "as #oin# to have a voice or not. 4 or#ot 4 "as supposed to
teach this lesson so in the mornin# "hen 4 #ot to the school0 4 loo$ed over the lesson plan and "hat 4 "as #oin#
to do. We started o "ith the "ord search that 4 had made0 and they thou#ht "as or ith #raders. They
thou#ht it "as harder but they still ound some "ords. 4 then tried to #o over the "ord search but "as not sure
ho" to do it. 4t elt li$e a disaster but ater that part "as over0 it "ent a lot smoother. 4 read a dierent boo$
because they had already read the boo$ that 4 put in my lesson plan0 then 4 e,plained their $id job. 4t "as a
piece o paper cut "ith ive laps and there "ere the vocab "ords on one side0 then the deinition0 and then
they had to dra" the picture. 1ecause it "as almost the recess bell0 "e had them start the boo$let then they
"ent to recess.
This "as an interestin# day0 but it "or$ed out. 4 did not mean to or#et 4 "as teachin#0 4 just had not been
eelin# "ell and did not $no" i 4 "as #oin# to have a voice or not. 4 had a little o a voice so 4 used the
microphone. 4t still "or$ed out and the students behaved and it "as still a #ood day.
.%.9%.:
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