Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kristi Dunn

Date

5/5/15

Subject/ Topic/ Theme

Journey Back to Lumberjack Camp

Grade: 4th

I. Objectives
How does this lesson connect to the unit plan?
This lesson will help the students review the concepts they have learned about lumbering in general, but also help them to apply their
knowledge to the book.
cognitiveR U Ap An E C*

Learners will be able to:

Recall information they learned throughout the unit, and use it to answer questions correctly
Work together with their team to answer the questions
Support their answers with deeper explanations to show how lumbering worked, and why it worked that way

physical
development

socioemotional

R
X
E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-Literacy.SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
(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.

The students must know all that they have learned throughout reading the book, and they have to
remember what they learned while they were researching.
Pre-assessment (for learning):

I will be telling the students to put all of their stuff away in their desk, and that we are going to play
Jeopardy.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

I will be up front and trying to walk around as much as possible to see how the students are doing with
the review game.

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
The students will be playing
Jeopardy, so they will be going over
information in a creative, fun way.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
We will be using a computer and a
projector to play the Jeopardy
game.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (as learning):

The students will be answering questions that have to do with lumbering so they will be able to selfassess how well they know the information.
Summative (of learning):
The students will be participating in a game of Jeopardy including questions on lumbering.

Some of the jeopardy questions

will be containing vocabulary
words from the book they are
reading.

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The students will be talking

about the answers in their
groups as practice, and then
saying them out loud for
performance.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students are able to choose
what kind of question they want to
answer depending on the number
they choose.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

The variety of questions will be

from fairly easy to pretty
challenging so that the student
can stretch themselves.

Provide options for comprehensionactivate, apply & highlight

Throughout Jeopardy, we will

be reviewing over all that we
have learned from researching
and from reading the book.

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

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

The students will be using each

other as resources to figure out
the correct answer.

By seeing how many answers

the students are getting right or
wrong, they will be able to
monitor their own progress and
self-assess.

-Jeopardy game
-White board for score taking
-White board markers
-Projector

The students will be sitting in two circles in their desks.

How will your classroom
be set up for this lesson?
III. The Plan
Time
5 min

35
min

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Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will start by saying, 4th graders, put everything
-Students will be siting in their desks.
you have on top of your desk right now inside it.
Were going to play Jeopardy! Who knows how
to play Jeopardy?
-Students will be sitting in their desks in two big
-Say a quick overview of how you play Jeopardy
circles.
just in case some students dont know how.
-I am going to split up teams (half and half) and
now everyone move your desks into two big
circles. Make sure you are all facing inside of
the circle toward each other. This way you will
be able to talk with your teams easily about the
answers.
-Once the students are in their two circles facing
-Students are talking in their circles about a team
each other, have each team come up with a team
name.
name, and then write those team names up on the
board. Give them about a minute or so to decide
on a name.
-Once the team names are decided, tell the students -Students will be raising their hands telling the
I want to see good sportsmanship out of all of
class what good sportsmanship looks like.
you whether you win or lose.
-What does good sportsmanship mean/look like?
-This game isnt about winning or losing, we are
just going to be having fun reviewing the
concepts we have gone over throughout this past
week.
-Begin playing Jeopardy.
-Students will be talking with their groups about
-Choose one team to start, and make sure each
answers and sharing their answers with the class.
team has equal chances at points.

-Have one student from each team come up at a

time to play against each other. This will make
sure every student participates and every student
gets a chance.
-If the students get a question wrong, go over why
it is wrong so that they know the correct answer
and why it is correct.
-Make sure you are keeping track of the score on
the board so that the students can all see what the
scores are.
5 min

-When all of the Jeopardy slides are finished, count

up the points and tell the class which team won.
-Have the students move their desks back into their -Students will be sitting quietly in their desks in
original rows.
rows.
-4th graders you have done a great job this week,
you have really tried hard in all the activities I
have given you, and you worked to learn the
most that you possibly could. Thank you for
that!
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 didnt actually have time to teach this lesson, however, I think it would have gone really well! The students in my class love to play
games, and participate in competitions, so I think they would have really enjoyed it. I would have explained that the students have to
work as a team to get the answer they agree on, and then they can help their teammate answer. One thing that might have been an
issue is the students getting too loud because they are too into the game. This class has trouble staying quiet when they are very
excited about something, so I could definitely see the volume in the classroom being too high, and that I would have to quiet them
down several times. I do think my students would have learned a lot through the process of playing Jeopardy, and that everything we
have learned throughout my unit plan would all come together to create the bigger picture. I think the students would have created
some very funny team names, and that they would have really enjoyed playing the game.

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Closure
(conclusion,
culmination,
wrap-up)