Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Josh Brubaker

Date April 7 Subject/ Topic/ Theme Chapter 2 Grade _____7 and 8___________

I. Objectives
How does this lesson connect to the unit plan?
This is the 2nd chapter of El Nuevo Houdini. Students
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Read a dialogue between the main characters out loud
Read a chapter independently, writing down notes on vocab as before
Reflect critically about the first 2 chapters, talk about their feelings and what they think will happen
Draw out scenes from the first 2 chapters

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 Basic knowledge of Spanish, building upon Ch. 1
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Diario lesson, get them to use the vocab from earlier in sentences
Formative (for learning):
Checking in on their worksheets and notes
Formative (as learning):
The dialogue read out loud
Summative (of learning):
Draw the chapter out, using 6 scenes
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
Students will read on their own, but an
audio recording is available of the
reading if they want to listen to it
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will be reading Spanish text
and be able to listen to it. They will be
connecting Spanish to English
Provide options for comprehension-
activate, apply & highlight
Students will be summarizing the
chapter as a class, while also showing
their comprehension through vocab,
personal summary, and a kahoot
afterwards
Provide Multiple Means of
Action and Expression
Provide options for physical action-
increase options for interaction
Provide options for expression and
communication- increase medium
of expression
Students will be able to summarize the
chapter in their own way: whether it be
a drawing or their own form of
expression
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be taking personalize
notes, will be able to summarize the first
2 chapters in a way that want to
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
After reading on their own, students will
be working and talking with one another
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection

Materials-what materials El Nuevo Houdini Books

(books, handouts, etc) do Vocab sheets guided learning
you need for this lesson Blank white paper and colored pencils
and are they ready to
use?

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 Pods as before

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.
5-8 Teacher will lead with a diario learning: reviewing Students will write sentences using the vocab from
min Motivation some of the vocab from the day before and using before
(opening/ them in full sentences. 4-5 sentences should be
introduction/ made
engagement)
3 min Teacher will review the sentences made by the Students will share the sentences they made
students, seeing what they created

5 min Teacher will instruct students that they will be

doing some independent reading today, that they be Students will receive their vocab sheets and fill out
using a more guided vocab sheet from before. words from the 1st chapter
Teacher will go over vocab from Ch. 1
20
min Teacher will instruct students that as they read, Students will read independently, listening to music
Development
they are to fill out that vocab sheet to help them if that assists them. Students will fill out the vocab
(the largest
remember critical terms. Students will be allowed sheets that were handed out with translations
component or
to listen to music with headphones if they have
main body of
them.
the lesson)
20
min Teacher will instruct students that once they have Students will draw out the scenes from the 1st and
completed their reading and vocab from before, 2nd chapter, and will be allowed to talk amongst
they are going to draw out 6 scenes from the 1 st peers. If they dont want to draw, other work can
and 2nd chapter or do alternative work if they dont be done if agreed upon
want to draw

10 Once most students are drawing and finished with Students will give their input about what will
Closure
min the reading, the teacher will ask them about their happen, how they feel, etc.
(conclusion,
opinions on the chapter, asking specific questions
culmination,
about Brandon and the dad. Also about what do
wrap-up)
they think will happen, what is Jakes idea?

Also, if they were not able to do the kahoot Students will participate in the Kahoot activity.
yesterday, do it today.

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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