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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Christina Bouma

Date: April 14th, 2020 Subject/ Topic/ Theme: Informational Reading Grade: 3rd

I. Objectives

How does this lesson connect to the unit plan?

This lesson ties together the whole unit and allows students to use every aspect of the unit to showcase what they learned.

cognitive- physical socio-


Learners will be able to: R U Ap An E development emotiona
C* l

● Identify compound words heard in the story x


● Create their own compound words using images
● Work collaboratively in group settings
● Present their final projects to the class

C x

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.K.7
Participate in shared research and writing projects

-CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer

a question.
-CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic.
- CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships

(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

Students will recall prior information they have learned

Identify prerequisite Know what root words are


knowledge and skills.
Students will have to know basic art skills (cut, paste, glue, write)

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Pre-assessment (for learning)(if applicable): .
Outline assessment
Formative (for learning): They are working with each other or asking questions to their table group to help
activities create compound words for the poster.
(applicable to this lesson)
Formative (as learning): Students will create compound words with images and write two root words.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

Students will have the opportunity Students will be listening to the Students will work together, teacher
to put all of their skills together in story as review and then they will will monitor progress and keep them
the final project. apply their knowledge of compound on track. The expectations will be
words by making the collage. stated before they do the project.
What barriers might this .
lesson present?

What will it take – Students will be working together in They will read the book and then Students will be making a collage of
neurodevelopmentally, groups to create the project. Teacher listen to oral instructions. magazine pieces. They will be able
will provide feedback as they work. to use words and images.
experientially,
emotionally, etc., for your
students to do this lesson?
Students have control over what We will be reading a book to Students will start by sitting on the
compound words they make while review, I will also clarify. They will floor and then move to the tables.
doing their project. be doing a group project. They will be raising their hands
when they hear a compound word
during the story.

Compound word book.


Materials-what materials Poster board
(books, handouts, etc) do Colored pencils
you need for this lesson Glue
and are they ready to use? Magazines
Colored paper

How will your classroom Students will beginning on the floor while reading the book and then return to their tables to start thr
be set up for this lesson? group project. When sharing they will return back to the rug to share.

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.

Say: Good morning class! Today we are wrapping


up our compound word lessons and are going to
take the knowledge we have learned and come
together to create a group project!
Before we get start with our group project we are
Motivation going to read a compound word book! While we are
(opening/ reading I want you to raise your hand every time
introduction/ you hear a compound word.
15 engagement) Students will raise there hands every time they hear
mins Teacher will read compound word book to a compound word.
students.

Say: Great job everyone! Does anyone want to

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share a compound word they heard in the book?

Say: Great job everyone! Does anyone want to


share a compound word

Students can share a. compound word they Students can collaborate with each other and help
heard. each other recall a compound word if they
remember one.

Say: Great job everyone! Now we are going to work


at our tables, there will be magazine, glue and
colored pencils. You will look through the
30 magazines and find picture to create compound
mins words. You’ll cut out the pictures and glue them Students will look though the magazines and glue
together on colored paper and I will put them on a together pictures to create compound words.
poster and hang it outside the classroom for
everyone to see! Students can work together to help each other create
compound words.
Development Students will have time to look through the
(the largest magazines and create compound words.
component or
main body of The teacher will walk around the classroom and
the lesson) help the students create compound words with
pictures if they need help.

15 Say: Times up! I will call your name and you can
mins Closure stand up and share your picture with the class and I Students will share their project with the class!
(conclusion, will glue your picture onto our posters!
culmination,

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wrap-up)
Students will share their creation.

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.)

I taught my lesson to my peers, this lesson was less of me teaching and more of a final project. I gave directions to the students and in
a classroom I would go around the classroom and help students with writing the compound word or help them come up with
compound words. The lesson was pretty short because in an actually classroom the students would have more time to work on this
final project.

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