Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Brady Boehm

Date 11/5/2017 Subject/ Topic/ Theme Chapter 3-4 of Beowulf

I. Objectives
How does this lesson connect to the unit plan?
As I am teaching my lesson plan on Beowulf, this lesson focuses on chapter 3-4 of Beowulf. This will help students understand how Beowulf is an epic hero for their
soon to come Epic hero paper on Beowulf, this is the previous lesson to the writing workshop lesson.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand key concepts in the chapters. R,U
Know certain literary elements important to the chapters: Kennings, and Alliteration, and apply them to their future
R, U, A,
An, E, C
writing.
Add to class discussion with interesting dialogue based off of the text. R, U, A, X
An, E, C
Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading Standards for Literature: 11-12 Grade-- 2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to produce a complex account; provide
an objective summary of the text.

Reading Standards for Literature: 11-12 Grade-- 4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words
with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Reading Standards for Literature: 11-12 Grade-- 6. Analyze a case in which grasping point of view requires distinguishing what
is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
(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 Must be able to read/listen.
knowledge and skills. Must be able to write/orate.

Pre-assessment (for learning):

Formative (for learning): Reading Response on the quick reading.
Outline assessment
Formative (as learning): Movie on Beowulf, students will fill out worksheet which is attached with answers.
activities (Attached)
(applicable to this lesson)
Summative (of learning):

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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Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Journal entry, online, journal on
paper.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will work together in
groups (jigsaw, half of the
students will have done a close
reading on either ch.3 or 4.
Even though Both chapters are
assigned for reading.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Read, be spoken to, take notes,
help with class discussion.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Go over Kennings, alliteration,
and different
grammatical/contextual uses of
symbolic language in Beowulf.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Journal Entry on what was read.

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 threatsRead, Orate, Type on a laptop, Students will move around the class
Class discussion will be focused Write on paper, Doodle. to form groups (this will happen
around certain questions the three times)
students asked during their
reading.
Student must have a copy of Beowulf.

First, the students would get together in small groups 2, then move to their original desks to work in a
class setting.
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.
0:01 Motivation Teacher will allow students to form groups, based Students will break off into groups, and discuss the
(opening/ off of who did a close reading journal on a difference in their close readings. They will identify
introduction/ particular chapter (a student was assigned even or literary elements they notice, new characters, as
engagement) odd, and must do a close reading journal on that well as overall plot knowledge of the plot. (20min)
particular chapter--odd being 3, even being 4-- the
student must have read both chapters, though a
close reading is only required of one.
0:05 The teacher, who already has a chart of the Students will break off from their groups and move
different elements, plot distinctions, and characters on to class discussion. (20min)
will open a blank word document. During class
discussion, the teacher will go over what the
students found to be unique, the students will not
cover all of the elements on the teachers chart. If
Development
0:10 the students miss a whole section, the teacher
(the largest
should go over what they missed. The teacher will
component or
0:30 also add their comments to the blank word
main body of
document, and have the students look for them and
the lesson)
ask questions on what the teacher has presented to
them.

0:40

0:50 Closure The teacher will answer any questions the students Students may ask questions, or go back in the
(conclusion, may have, and even work one on one with students reading to review what they may have missed. (10
culmination, if they have any other questions. min)
wrap-up)

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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I have taught this lesson, it went quite well, and I enjoyed doing it! I think the time was different when I actually taught, as
the students needed more time to read over and discuss and generate questions and literary elements. The next time I do a
review on the chapters, I will plan for students to take a decent amount of time while writing their additions.

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