Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Leeann Randall

Date 11/10/17, 11/13/17 11/14/17 Subject/ Topic/ Theme Short Story Vocab Grade ________10-12________

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the Unit Plan by frontloading vocabulary that they will later encounter in a short story

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Recognize key vocabulary words when reading a short story in upcoming lessons R
Give the definition of key vocabulary words RU
Apply key vocabulary words by writing a short (5-10 sentences) story using a selection of said words R U Ap X
Apply prior knowledge and textual evidence to make inferences. R U An

WIDA Standards Addressed:

English Language Development 1: English language learners communicate for Social and Instructional purposes within the school setting
English Language Development 2: English language learners communicate information, ideas and concepts necessary for academic success in the content
area of Language Arts
(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 Students have to be able to read
knowledge and skills. Students have to have an advanced level of English language proficiency

Pre-assessment (for learning): Students will rate each vocab word with a 1 (I dont know this word at all), a 2 (I
recognize this word but Im not sure what it means), or 3 (I know what this word means and I can explain it in my
own words.

Outline assessment Formative (for learning): Walking around and checking over what the kids have written down for the rating
activities section
(applicable to this lesson)
Formative (as learning): Vocabulary Game

Summative (of learning): Write a short story using at least 7-10 words

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
What will it take
reflection
neurodevelopmentally,
experientially, Students will choose how
they read the first page of
emotionally, etc., for your
the story with their
students to do this lesson? partner: take turns
reading sentence by
sentence, paragraph by
paragraph, or the whole
story.
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
Students will understand
that the previewing
activity will help them
understand the story when
they read the rest of it.

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will compete
and collaborate using a
review game
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Vocabulary handouts
Materials-what materials Projector
(books, handouts, etc) do
Flyswatters
you need for this lesson
Large dry erase boards
and are they ready to
use? Dry erase markers
Edge textbook
Karate pre-reading worksheet
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language
The teacher will
provide students with
multiple definitions
and with multiple
examples of
vocabulary words in
use.
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
Students have the
option of, along with
writing the definition
of the word, they can
write it in their own
language, draw a
picture, create a
symbol, or write a trick
to remember it

Lesson begins with classroom set up as it normally is (5 tables with four chairs each), with
students sitting at tables in groups of 2 or 3.
When the vocabulary game begins, tables and chairs will be moved aside to make more room
How will your classroom
and create a clear path to the board
be set up for this lesson?
After the vocabulary game, the tables and chairs will be moved back to their original position.

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.
` As students are walking in, the song Students will walk in and prepare for class
Motivation Kung Fu Fighting will be playing in the Students will be asked to look over the
(opening/ background. (before class) objectives, tell them to a partner, and then
8:41 introduction/ After the bell rings, the agenda for the day raise their hands to tell them to the teacher
engagement) and the objectives will be projected on the and the whole class.
board
8:45 The teacher will hand out the vocabulary Students will read over the words and
handouts. She will ask the students to read write a rating of 1, 2 or 3
Development over the words and write a rating of 1, 2, 3
(the largest next to each word. The teacher will do a
component or quick check after a couple of minutes to
main body of get an idea of where the students and the
the lesson) class as a whole are (5 min)
8:50 The teacher will then begin to go over Students will listen and copy down
each word. She will begin each word by definitions of vocab words, volunteering

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 asking for a volunteer to attempt to to define words as they feel comfortable.
explain the definition. If it is right, she Students will ask questions as necessary
will write it on the board, altering it for
length and clarity as needed. The teacher
9:15
will explain the vocabulary word in depth
during this process, provided multiple
definitions and examples (25 minutes)
The teacher will then introduce a
vocabulary game
Directions: Students will be broken up
into two teams. Each team will get a
flyswatter. Words and definitions from the
list will be mixed up and written in
random places on the board. The teacher
will say a word or definition aloud and
one student from each team will walk up
to the board, find the corresponding
definition or word, respectively, and
smack it (gently) with the flyswatter.
Whoever smacks it first wins a point for
their team.
The vocab game will continuae for 20 Students will play the vocabulary game
minutes. and put the room back together when it is
finished.

The teacher will instruct the students to sit
down. She will introduce the next activity
by asking the students: based on the vocab
words we have learned, what do you think
the story will be about? What do you think
will happen?
The teacher will model reading the first
page of Karate aloud.
The teacher will give instructions for the
next part of the activity, listed in the
adjacent column. (15 min)
Once the students have finished, they will
go back to their seats for a class
discussion. The teacher will facilitate the
discussion by asking each question,
choosing volunteers to share their
answers, and responding to each question
or asking follow-up questions.
Students will volunteer to answer the
question.
Students will listen to the teacher read and
follow along in their textbooks.
Students will break up into pairs and
practice reading the story to each other.
Both student will have to read the entire
first page twice. They can take turns
reading by sentences, paragraphs, or
reading the entire page, but the must read
it twice. Then, they will work with their
partner to answer the prereading questions
provided.
The students will participate in a whole-
class discussion of the prereading
questions.

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8:57 Closure The teacher will introduce the homework Students listen to the homework
(conclusion, assignment: To write a short story, only assignment.
culmination, about 7-10 sentences, using 5 or more
wrap-up) words that they had rated a 1 or a 2.

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.)
The students seemed to enjoy the vocabulary games. I think it went reasonably well. The students were engaged and the students
responses were correct for the vast majority of words. There were, however, several things I did not anticipate. First, the students got
very competitive, a good thing, I think when you look at as evidence of their being engaged. However, the issue of shoving one
another out of the way came up several times. In the future, it would be a good idea to develop a solution for that. Also, the words
rubbed off the board over time, so it might be better to project them. In addition, making additional layouts to project would be
beneficial so the teacher doesnt have to pause to shuffle them in class. I think those small cosmetic changes would make the game
run a little smoother.

The previewing activity felt like it went really well. The kids had some amazing answers! They were insightful and very willing to
participate in the discussion, or most of them were. Some students always participate more than others, and in the future I can
structure the activity to make sure all the students are heard, like having every pair share their answers to the question. This was
suggested to me by an observer and it made sense. The students also kept up really well when I guided the direction of the
discussion. The students were quick to respond when I problematized their answers with follow-up questions. It was the discussion
that led me to believe the students were prepared to read and engage with the rest of the story.

Instead of a vocab quiz, I made a vocab writing assessment. I did this because I wanted the students to show me that they could apply
the vocab words, rather than just regurgitate memorized definitions. Unfortunately, I was not able to assign it due to time issues.

This lesson took three class periods to complete.

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