Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Beth Kusserow Subject/ Topic/ Theme Final Assessment Grade _______K_______

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

This lesson aims to review for the students what the have learned and provide an assessment for the teacher to !now how much information the retained"

Learners will be able to#

(ate#ori*e animals accordin# to their !ind+ and as animals" ,ist animal needs with actions to help their memor Draw a picture of treatin# animals or the environment well .r#ani*e a set of animals accordin# to their place in the food chain

co#nitive$ % & Ap An ' ()

ph sical development

socio$ emotional

An % Ap An

Common Core standards $or %LCEs if not available in Common Core& addressed# '.('.)).** Demonstrate scientific concepts throu#h various illustrations+ performances+ models+ e-hibits+ and activities" L.OL.)).** /dentif that livin# thin#s have basic needs" L.OL.)).*+ /dentif and compare livin# and nonlivin# thin#s"
01ote# 2rite as man as needed" /ndicate ta-onom levels and connections to applicable national or state standards" /f an objective applies to particular learners write the name0s3 of the learner0s3 to whom it applies"3 )remember+ understand+ appl + anal *e+ evaluate+ create

II. ,efore -ou start Identif- !rere.uisite /nowledge and s/ills.

This entire unit on animals 0cate#ories+ needs+ care+ food chains3 Knowled#e of how to complete wor!sheets (oncept of a #ood drawin#+ and the s!ills to complete such a drawin#
Pre-assessment (for learning): Formative (for learning):

Outline assessment activities 0applicable to this lesson3

/ will monitor the room to ma!e sure the understand directions

Formative (as learning):

Students wor! throu#h a pac!et+ !nowin# from the be#innin# how much wor! the have to do" Summative (of learning34 / will collect the wor! at the end to see if the achieved learnin# throu#h this unit+ and if so+ how well
Provide 4ulti!le 4eans of (e!resentation 5rovide options for perception$ making information perceptible 2hile #ivin# directions for the assi#nment+ / will e-plain verball what each pa#e re6uires+ but also show them the format of the pa#e" 5rovide options for lan#ua#e+ mathematical e-pressions+ and s mbols$ clarify & connect language Provide 4ulti!le 4eans of Action and E3!ression 5rovide options for ph sical action$ increase options for interaction Students will draw+ paste+ and act out to evidence their learnin#" Provide 4ulti!le 4eans of Engagement 5rovide options for recruitin# interest$ choice, relevance, value, authenticity, minimize threats There will not be the pressure of readin# or writin# for this activit " %ather+ the draw+ act+ and paste" 5rovide options for sustainin# effort and persistence$ optimize challenge, collaboration, masteryoriente fee back

0 at barriers mig t t is lesson !resent" 0 at will it ta/e 1 neurodevelo!mentall-2 e3!erientiall-2 emotionall-2 etc.2 for -our students to do t is lesson"

5rovide options for e-pression and communication$ increase me ium of e!pression

/f there are an bi# words on pa#es+ / will e-plain them"

A#ain+ students will draw and paste their learnin#" /f the need help with a 6uestion+ the can wor! it throu#h aloud with me or 7s" 8oo#d"

The #uidelines are loose enou#h that a hi#h$achievement students can and should put more effort into their drawin# that a low$achievin# student" /9ll tell them it9s about showin# me ever thin# the have learned from this lesson"

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5rovide options for comprehension$ activate, apply & highlight

/ will mention the activit that accompanied each pa#e to spar! their memor of that da "

5rovide options for e-ecutive functions$ coor inate short & long term goals, monitor progress, an mo ify strategies

5rovide options for self$re#ulation$ e!pectations, personal skills an strategies, self-assessment & reflection

4aterials5w at materials $boo/s2 andouts2 etc& do -ou need for t is lesson and are t e- read- to use"

How will -our classroom be set u! for t is lesson" III. 6 e Plan 6ime : min Com!onents 4otivation 0openin#/ introduction/ en#a#ement3

/ will tell them that / will let Givin# them a time limit and them !now when it9s time to reminders of passin# time move on to the ne-t pa#e+ and should help them to pace let them do so at appropriate themselves" times" 5ac!et with wor!sheets as followin#4 %oom for a drawin# of treatin# an animal well Animals of various sorts to cut out and paste in cate#ories as delineated on a separate pa#e 5lants and animals to cut out and place in order for a food chain A pa#e to chec! how man animal needs the !now A couple blan! pa#es The will need to be spread out at their tables" Also+ / will need an area in the bac! of the room to pull students aside to chec! their animal needs !nowled#e"

7escribe teacher activities A87 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in/ing .uestions and9or !rom!ts. /9ll tell the students that toda is the da the #et to Students sit+ listen+ and watch show me just how much the have learned in our lessons about animals" The each will #et a boo! where there are pictures to #lue 0and color+ if the want3 and a place to draw" /9ll show them each pa#e at a time+ and e-plain how we9ll be wor!in# on it 6uietl 0because / want to !now what ou learned+ not what the person ne-t to ou learned3" /f the have an 6uestions about a pa#e+ the should as!+ and /9ll be as!in# them to come aside one at a time to do somethin# reall 6uic! about animal needs" After a few minutes for each pa#e+ /9ll tell ou it9s time to move on" /f ou9re finished on a pa#e before ever one else+ / can #ive ou a blan! pa#e to draw or write more about what ou learned" But .1,= if our pa#e we9re wor!in# on is all the wa finished" /9ll be loo!in# for raised hands" Are ou read > Do ou have an 6uestions> / will as! them to tiptoe bac! to their seats and wait for a pac!et+ then open to the first pa#e+ which is the classification one" 2e can #o throu#h it to#ether+ puttin# ?7ammals@ on the board+ and as!in# them to put all the mammals in the first s6uare" / will #ive them five minutes for that pa#e+ and as the are wor!in#+ / mi#ht call on students to come and show me animal needs" After five minutes+ / will call ?free*e@ and tell ever one that when / tell them to melt+ the need to 6uic!l finish up what the are wor!in# on+ and then turn the pa#e to the ne-t+ which is the drawin#" /9ll tell them to melt+ and watch to ma!e

The as! an 6uestions the have Students #o bac! to their seats and wait for a wor! pac!et to be #iven them+ then wor! on it" 2hen / call their name+ the come bac! and demonstrate to me their !nowled#e of animal needs throu#h words and the actions we made to#ether"

: min

7evelo!ment 0the lar#est component or main bod of the lesson3

: min

The free*e+ listen+ melt+ finish up their pa#e+ and move on to the ne-t section" Students draw a picture of them treatin# an animal well+ or doin# somethin# for the environment that

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sure the are movin# on" This area will also have five minutes+ which ma not be enou#h+ but the can wor! on it more afterward" / will continue to pull students for animal needs" : min After five minutes+ / will call ?free*e@ and tell ever one that when / tell them to melt+ the need to 6uic!l finish up what the are wor!in# on+ and then turn the pa#e to the ne-t+ which is food chains" The will have five minutes for this one+ too" / will continue to pull students for animal needs" 2hen /9ve called ever one+ /9ll as! if an one is still wor!in#" Closure 0conclusion+ culmination+ wrap$up3 /f it appears that ever one is done+ /9ll sa the have a couple minutes if the need to #o bac! and finish an pa#es"

is #ood"

Students free*e+ listen+ melt+ finish up their pa#e+ and move on to the ne-t section" The cut out the or#anisms and paste them in order" Students let me !now if an one is still wor!in#"

Students hand in their wor!boo!s 0names on the front3"

;our reflection about t e lesson2 including evidence$s& of student learning and engagement2 as well as ideas for im!rovement for ne3t time. 02rite this after teachin# the lesson+ if ou had a chance to teach it" /f ou did not teach this lesson+ focus on the process of preparin# the lesson"3

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