Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebecca Mumby Date November 13 Subject/ Topic/ Theme Communities Grade _1st Spanish mmersion______

I. Objectives How does t is lesson connect to t e unit !lan"

n this !esson the "ord #community$ "i!! be introduced and students "i!! participate in a c!ass discussion about communities% This !esson "i!! be&in the unit on communities and prepare them 'or the 'o!!o"in& units%

Learners will be able to#

De'ine a community denti'y city. state. country. etc% Describe "hat ma/es up a community Comp!ete a dia&ram sho"in& "hat ma/es up a community 0e ab!e to correct!y use the 1overCam

co&nitive( R ) *p *n + C,

physica! deve!opment

socio( emotiona!

)nderstand )nderstand /*pp!y )nderstand

Create

Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.W.1.2 Write informative explanatory texts in which they name a topic! supply some facts a"out the topic! and provide some sense of closure. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults! recall information from experiences or gather information from provided sources to answer a question. 2Note# 3rite as many as needed% ndicate ta4onomy !eve!s and connections to app!icab!e nationa! or state standards% ' an objective app!ies to particu!ar !earners "rite the name2s5 o' the !earner2s5 to "hom it app!ies%5 ,remember. understand. app!y. ana!y6e. eva!uate. create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Students "i!! use their "ritin& and readin& s/i!!s to participate in this !esson% They "i!! use their /no"!ed&e about "hat they see around them in the community%
Pre-assessment (for learning): Students "i!! be as/ed to 'i!! out a "eb dia&ram about "hat they see in the community% Formative (for learning): 3e "i!! discuss "hat the students have "ritten and ma/e conc!usions based o'' o' "hat each chi!d has "ritten in their dia&ram% Formative (as learning): Students "i!! them comp!ete a "or/sheet as/in& them to 'i!! out their name. schoo!. city. state. country and p!anet to ensure that they understand the di''erences% Summative (of learning57 Students "i!! comp!ete the "or/sheets independent!y then "e "i!! ta!/ about them/share them as a c!ass% Provide /ulti!le /eans of Provide /ulti!le /eans of Provide /ulti!le /eans of 0e!resentation Action and E.!ression Engagement 8rovide options 'or perception( 8rovide options 'or physica! action( 8rovide options 'or recruitin& making information perceptible increase options for interaction interest( choice, relevance, value, 9isua! 3or/sheets 9isua! Dia&ram authenticity, minimize threats 1overCam 9erba! Discussion Students can &ive input durin& c!ass 9isua! "or/sheet 2:5 discussion Group "or/ 1overCam 8rovide options 'or !an&ua&e. 8rovide options 'or e4pression and 8rovide options 'or sustainin& e''ort mathematica! e4pressions. and communication( increase me ium and persistence( optimize symbo!s( clarify & connect of e!pression challenge, collaboration, masterylanguage T"o "or/sheets as visua!s oriente fee back Students "i!! "or/ as a c!ass and C!ass Discussion Students participate in c!ass independent!y 1overCam discussion and comp!ete "or/sheets on their o"n usin& their o"n ideas

Outline assessment activities 2app!icab!e to this !esson5

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

1(1;(13

8rovide options 'or comprehension( activate, apply & highlight 3or/sheet "i!! activate C!ass Discussion "i!! app!y <ast summary "or/sheet "i!! hi&h!i&ht

8rovide options 'or e4ecutive 'unctions( coor inate short & long term goals, monitor progress, an mo ify strategies Students "i!! be ab!e to de'ine and e4p!ain a community as "e!! as te!! "here they !ive not on!y in city but state and country = ma/e the connection bet"een them%

8rovide options 'or se!'(re&u!ation( e!pectations, personal skills an strategies, self-assessment & reflection Conc!usions "or/sheet and c!ass discussion

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

My community "or/sheet 3hat do see in my community> 3or/sheet 1over Cam

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#78 Com!onents /otivation 2openin&/ introduction/ en&a&ement5

The c!assroom "i!! stay set up as it is. students "i!! "or/ at the tab!es to "rite%

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. *'ter ca!endar students "i!! ta/e a seat at the tab!e Students "i!! receive a "or/sheet and "e "i!! "a!/ and the !esson "i!! be&in by me as/in& "hat they throu&h "hat they need to do then they "i!! receive thin/ a community is. "e "i!! start a &roup time to comp!ete the "or/sheet durin& c!ass discussion "ith the "or/sheet as/in& them to 'i!! in discussion. &ivin& ideas and contributin&% "hat they see in a community%

6#9:

3evelo!ment 2the !ar&est component or main body o' the !esson5

*'ter the "or/sheet is 'inished "i!! brin& students bac/ to the topic o' "hat is a community. is it the city you !ive in> ?r the state> ?r are they di''erent> 3e "i!! discuss the di''erences bet"een community. city. state. country. etc% and students "i!! then be &iven another handout

Students "i!! participate in c!ass discussion about "hat "e did on the 'irst "or/sheet% Ne4t "e "i!! ta!/ about the di''erences bet"een community. city. etc% Students "i!! be &iven another "or/sheet and time to comp!ete it a!one/sma!! &roup *s students comp!ete the "or/sheet it "i!! be sho"n on the 1overCam and students "i!! be ab!e to "rite their sentences and sho" it on the camera%

Closure 2conc!usion. cu!mination. "rap(up5

"i!! brin& students bac/ to&ether and "e "i!! revie" "hat they "rote do"n on the "or/sheet and "hat "e ta!/ed about that day. they "i!! be dismissed to put their "or/ a"ay%

Students "i!! comp!ete the "or/sheet &iven and "i!! discuss it as a c!ass. then they "i!! be dismissed%

1(1;(13

<our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 23rite this a'ter teachin& the !esson. i' you had a chance to teach it% ' you did not teach this !esson. 'ocus on the process o' preparin& the !esson%5 + ile !re!aring for t is lesson I am an.ious to see w at t e students *now about communities. After tal*ing wit m( teac er about t is to!ic it seems as t e( man( of t em struggle to ma*e t e connection t at even t oug t e( live in %rand 0a!ids t e( still are !art of a communit(. I am e.cited to see w at t e( students will write about t e communit( and ow t e( will use =!anis vocab to describe w at t e( *now. I am e.cited for t e students to learn t is unit !lan> Pre!aring for t e lesson is fairl( eas(- t e ardest !art was c anging t e Englis wor*s eet to =!anis ?I am beginning t e see t e struggle t at =!anis Immersion teac ers deal wit w en t e( ave to !lan lessons and t e lessons are meant to be taug t in Englis but ave to be taug t in =!anis .

1(1;(13