Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Naomi Hansen

Date

April 20, 2015

Subject/ Topic/ Theme

Peter & the Wolf

Grade _1______

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson of the Peter and the Wolf unit. Students will have heard the story by now and will work on matching the characters with their instruments.
Students will also work on recognizing the characters by their themes.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Work together with a partner (assessing each other)

Connect the characters with their instruments
Recognize the character by the theme and instrument played

R, U, A
R, U, A

Common Core standards (or GLCEs if not available in Common Core) addressed:
Art.M.K.III.1.5. Identify the timbre of pitched classroom instruments.
Art.M.V.1.2 Observe and identify cross-curricular connections within the first grade curriculum.
Art.M.IV.1.1 Identify and describe distinguishing characteristics of several different styles presented in 1st grade.
(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 and skills.

Students will have to have a general knowledge of what the different instruments are and what they
sound like.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative assessment for learning will happen when the students come up at the beginning of class and match the
images on the board. I will learn what students struggle the most with and what they are getting or are still
struggling with.
Formative (as learning):
Formative assessment for learning will happen when the students come up at the beginning of class and match the
images on the board. I will learn what students struggle the most with and what they are getting or are still
struggling with. The formative assessment will also happen when the students are matching the pictures

with partners. I will walk around to the different groups to see how they are doing.
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

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

I will provide laminated

pictures for the students to have
a visual.

Students will individually be

coming up to the board to match
the pictures.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

I will place names under a

couple of the instruments that
are more difficult.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will stay engaged by

getting to try things on their
own rather than sitting and just
listening to the teacher.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

I will make the matching like a

game show to make students
enthusiastic about getting the
answer right.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

I will monitor progress by

Students will match the pictures
waking around and watching
on their own s that they can
the students as they match
expectations and assess
pictures.
themselves.
Peter and the Wolf story and piano book
Clavinova
Laminated images of all the characters and instruments in the story
Sticky tack to put the images on the board
I will attach a written label to the clarinet, flute, oboe, and bassoon
I will preset the instrument sounds so that I dont have to search for them during the story
Printed and cut out images of the characters all paper clipped together
Images will be randomly scattered on the board
Clavinova will sit on an angle to the side of the board, so that the students can sit around it
and I can still see them

III. The Plan

Time
10
mins

Components

Motivation
(opening/
introduction/
engagement)

10
mins
Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Good news:
- When students come into the classroom I will tell
- Students will gather around the chair and sit down
them that they are to gather around the front chair
quietly
- We will begin with good news and as soon as I
- Students will raise their hands if they have any
say Lets do good news the students will
good news to share and will share it
automatically know what we are doing
- Students who are not sharing good news will be
- I will choose one of the students who is quietly
listening to the students who are sharing
raising their hand
- The student that is chosen to share is going to tell
the class something good about their life
- I will then ask follow up questions based on what
the student says
- Allow about 4 or 5 students to share good news
(depending on how long each student takes to
share)
- After each student has shared we say, Thanks for - After each student has shared all students will
sharing (insert name) and then we clap for them
clap for that student
- Many other students will want to share, but there
is only time for so many students and then I have to
move on
Review of characters & instruments on board:
- Today we will test your knowledge of Peter and
the Wolf, by practicing matching the characters
with their instruments
- We will first match the pictures together on the
board
- (I will have the pictures on the board ahead of
time, but scrambled up)
- I will tell the students which characters theme I
am going to play and then play one theme at a time
on the clavinova (the music is in the Peter and the
Wolf Story and Piano book) with the specific

- Students will actively listen to the themes of each

character
- students will then raise their hands if they think
they know how to match the pictures together

instruments
- Once I have finished playing one of the themes I
will choose a student to come up and match the
character with the instrument on the board
- I will make it like a game show, so if the student
gets it right I will say ding-ding-ding we have a
winner and if the students get it wrong I will say
Sorry, please try again later
- this process will continue until we have
completed all of the characters
- for more detail on playing the themes on the
clavinova refer to lesson 1 of this unit
- once we have completed all of the matching I will
mix them up again so that the students cant see the
pairs when they do it on their own
15
mins

5
mins

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Closure
(conclusion,
culmination,
wrap-up)

Partner work:
- I will have printed and cut out the character and
instrument pictures so that there are 15 copies
(enough for each pair in the class)
- I will give the students instructions before pairing
the students off
- I will tell them that we are going to get together
with pairs, that I will assign, and then the pair of
students will pick a spot in the room where I can
see them
- then with their partners one person will match the
characters and instruments, while the other student
watches to make sure they are right
- once one person has completed the matching on
the floor they will mix up the pictures and the other
person will try it
- if the students finish before everyone else is done
mix them up and try again
- I will then pair up the students based on their
numbers
- each student in the class has a number that they
know what is
-when I call their numbers they will come up and
grab a packet that I will hand them
- I will pair 1 & 2 together, 3 & 4 together, 5 & 6
together, 7 & 8 together, and etc.
- when I have handed out all of the packets I will
walk around to the groups to make sure that
everything is going well and that they are getting it
- walking around the classroom is a good way to
keep the classroom managed, answer any questions
students may have, and assess the students as they
work
Collection of packets and line up:
- when there are only a couple of minutes left in the
class I will draw the students back by saying when
you hear my voice I know that you will stop talking
and pay attention up here (I will likely have to say

- if they are chosen the student will come up to the

board and select the two pictures that go with the
theme played
- that student will then sit back down whether or
not they get it and the next person will come up
- if students are not chosen to go up and match the
pictures they should be sitting silently watching the
student that goes up

- Students should be listening and paying attention

to instructions so that they know what to do

- When the students numbers are called they will

come up to the front to grab their packet
- they will then find a spot in the room to work on
matching with their partner
- one partner will match the pictures first while the
other watches and then they will switch

- students will be silent when they hear the teacher

say so
- students will come and hand the teacher their
packet when they hear their number and then line
up at the door

it a few times before all of the students quiet down)

- I will then give further instructions once the
students have quieted down and are watching me
- When I say go, you will pack up your pictures
just the way you got them. I will then call your
numbers and when you hear your number you will
bring me your packet and then line up at the door
- once all of the students have lined up at the door I
will dismiss them when their teacher comes
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.)
This lesson actually went very well. The students loved the idea of having the matching of pictures on the board being like a game
show. The students embraced the competition and thrill of matching the pictures accurately. The students also really loved being
able to match the images with a partner because it gave them the freedom to move around more and talk, but with guided rules. The
best part of the lesson was when I told the students that it was time to pack up and go back to their class and they all went aww.
There were definitely a few things that I would have done differently though. Firstly, it would have been better to put the picture cut
outs in Ziploc bags instead of paper clipping them because the students struggled with the paper clips. Another helpful tip would be
to put numbers on the back of the pictures so that the students didnt mix up their pictures. Thankfully, the group work went well for
me because I had my teacher walking around and helping out groups as well, but if it had just been me it would have been better if I
had put the pairs in a straight line to make it easier for me to walk back and forth between groups quickly. Overall, the students
seemed to really enjoy this lesson.

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