Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Megan, Tara, and David

Date Subject/ Topic/ Theme Family - Social Studies Grade __1st Grade____________

I. Objectives
How does this lesson connect to the unit plan?
Helps introduce the topic of families for the whole lesson. Help students discuss all the types of families and how every family is diverse.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Be able to define what a family is. U
● Be aware of cultures and diversity within communities.
● U/Ap X
●

Common Core standards (or GLCEs if not available in Common Core) addressed:
- H2.0.4; Compare life today with life in the past using the criteria of family, school, jobs, or communication.

(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 of “checking for understanding” worksheets
knowledge and skills.

Pre-assessment (for learning): ​We will ask students to define what they think family is. We will use
cutouts of different types of people and have students in partners make multiple family
structures. We will show students two photos; one of a traditional family (mom, dad, kid) and a
non-stereotypical family (dad, dad, child) and have students answer if both of these pictures
show a family.

Outline assessment Formative (for learning): Discuss with the students as a large group about the book, as well as about what the
activities definition of family is. Ask the students the questions about what they think families are like.
(applicable to this lesson)
Formative (as learning): Students will fill out a checking for understanding worksheet to see if they know what
they just discussed.

Summative (of learning​): Use cards of different people to form multiple family structures with a
partner. Be able to talk together about the diversities within families.

Provide Multiple Means of
Engagement
Provide options for self-regulation-
What barriers might this expectations, personal skills and
lesson present? strategies, self-assessment &
reflection
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies

What will it take –

neurodevelopmentally, Provide options for sustaining effort Provide options for language, Provide options for expression and
experientially, emotionally, and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
etc., for your students to do collaboration, mastery-oriented symbols- ​clarify & connect of expression
this lesson? feedback language

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 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 threats

Intro book - My Family, Your Family by Lisa Bullard

Materials-what materials
Printouts of “checking for understanding” for the students
(books, handouts, etc) do
Cut outs of different people for the students to use with their partner group
you need for this lesson
and are they ready to use?

We will start on the rug as a group as we read the book.

Then we can move to their seats for the group discussion for a change of seating.
How will your classroom Then with their partners they can move around the room to a space they choose to complete the final
be set up for this lesson? activity with the cutouts.

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.
The teacher will instruct the students to come to the Students should be sitting on the rug with the rest
Motivation
rug. of the class answering questions when they are
(opening/
Before reading the book ask student to be called on.
introduction/
thinking about how their family is similar and Students should be thinking to themselves what
engagement)
different to families in the book. makes my family different, what makes a family,
She/He should read the title of the book. Ask and is my idea of family different now that we read
students if they have a prediction about what the a book.
book could be about.
Begin reading the book. ​Stopping to check for
comprehension by asking what just happened,
how does the character feel, etc..
Have students raise their hand if they can tell the
class about what the book was about. ​What their
family looks like, and what makes a family, etc.
Students should be assigned a partner chosen by the The students should be actively working with the
teacher. Have students take a packet of cutout partner assigned to them making families from the
people and have them explore with their partners cut outs. .
different family structures.
After three minutes hand out the worksheet with They should be answering the questions on the
the questions that ask about structures of families. worksheet by themselves.
Development Ask for volunteers to read the questions. Ask if
(the largest there are any questions.
component or Give the students five minutes to answer the
main body of worksheet.
the lesson)

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 Have the students come back to the rug with their Students will have their worksheets on their laps
Closure worksheets. Draw name sticks to determine which ready to answer questions if their name is called.
(conclusion, students will answer which questions.
culmination, Ask the students if they have any questions and Students will take a quiz with photos of
wrap-up) have them return to their seat for a quiz. non-stereotypical families and have them circle the
families.
The students will then move their paper to the right
and have a peer grade their quiz. The students then
will switch back, and assess what they got right and
wrong.
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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