Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Seorita Cupery

Date November 11, 2016

Subject/ Topic/ Theme Responsibility (Responsabilidad)

Grade First Grade

I. Objectives
How does this lesson connect to the unit plan?
Middle of the unit: second lesson
cognitiveR U Ap An E C*

Learners will be able to:

Comprehend the meaning of responsibility

Compare and contrast the difference between responsibility and irresponsibility
Give a general definition of responsibility
Apply the concept of responsibility to everyday life

physical
development

socioemotional

U
An
R
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
Civics and Government
o
C5: Roles of the Citizen in American Democracy

C5.0.1 Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation
in the school decisions, participation in the school decisions, respect for the rights of others, respect for rule of law, voting,
volunteering, compassion, courage, honesty)
(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 knowledge that responsibility is part of what makes up a good citizen

Pre-assessment (for learning):

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Students respond (with words or a drawing) to a prompt apunte revolving around the character trait of
responsibility. They are given a prompt and their responses have to be what they think would be the responsible
thing to do in that given situation. This allows me to see if they understand what responsibility is.

Formative (as learning):

Have the students write their responses to the situational prompts on their whiteboards. My feedback on whether or
not their answers are on the right track.

Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

1-19-13

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Saying the word responsabilidad
and writing it on the whiteboard

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Referencing relevant situations of
responsibility

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Writing the responsibility chart on
the whiteboard and then reading
aloud what is in each section

Provide options for expression and

communication- increase medium
of expression
When responding to the
responsibility prompts, students
will have the option to write out
their responses or draw and
describe out loud what their
responses are.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

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
KWL chart shows the students
growth in knowledge from what
they already knew about good
citizenship to what they learned

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Whiteboards
Dry erase markers
Erasers
Whiteboard
Markers/crayons/colored pencils
Podemos ser buenos ciudadanos al... worksheet
Coloring page of a student studying/doing homework

Classroom will be set up as normal students at tables, teacher in front of the classroom

How will your classroom

be set up for this lesson?
III. The Plan
Time
3:00

1-19-13

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students what they remember
Students offer answers to the given
about what we talked about in the first
question
lesson (general concept of good
citizenship and being an active
participant)
o Ask students if anyone wants to
volunteer an answer to what they
think responsibility is - hay
alguien que quiere ofrecer una
respuesta a lo que piensa que
hace una persona responsable?
Puede ser un ejemplo o una
definicin o lo que sea
Ask the students if they have ever heard
Students respond with either a yes or a no;
that (responsabilidad) word before and
possibly along with where theyve heard
where
the word

1:00

:30

5:00

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

1-19-13

After hearing the response(s) from

student(s), tell them that today, we are
going to be learning about one of the
character traits: responsibility **WRITE
THE WORD RESPONSABILIDAD ON
THE WHITEBOARD
After listening to the students responses,
write these words on the board as
headings: Caractersticas, Buenos
Ejemplos, Malos Ejemplos
o Caractersticas: hacer cosas
voluntariamente, confiable (una
persona responsable es una
persona que)
o Buenos ejemplos: mantener un
escritorio limpio, completar el
tarea, permanecer en el tarea
o Malos ejemplos: tener un
escritorio desordenado, tener
tarea incompleto, copiar las
respuestas de otras personas
Go section by section, asking the students
for answers to each of the headings. Write
down the answers under the corresponding
headings
After each section, read aloud what it says
**If students arent answering questions
or participating, tell them to remember
what they learned in the previous lesson
about being an active participant
Ask one student from each table to grab
the whiteboards
Ask another student from each table to
grab the markers and erasers
Give them 3 responsibility prompts to
which they can respond. For each prompt,
they can write/draw their own response.
After a sufficient amount of time, ask the
students to share with a partner. Have
them share their responses with the class.
For those who wrote their responses, have
them read it aloud. For those who drew
their responses, have them describe or
explain their drawing. After sharing with a
partner, ask students to raise their hands to
volunteer their answers
o Maana, tendr un exmen muy
importante y tengo que estudiar
toda la noche, pero tambin, mi
mejor amiga, Maria, tiene su
fiesta de cumpleaos y ella
quiere que venga. Qu debo
hacer? Cul es la cosa ms
responsable de hacer?
o Encontr 10 dlares en el
pasillo. Debo quedarme con el
dinero o debo entregar el dinero
a la oficina?
o Tu madre te pide limpiar tu

Students respond to prompts using their

whiteboards by writing or drawing

2:00

:30

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Closure
(conclusion,
culmination,
wrap-up)

habitacin, pero acabas de

recibir una nueva mueca o
cualquier juguete para tu
cumpleaos y quieres jugar con
ella. Cul es la cosa ms
responsable de hacer? Debes
obedecer tu madre o debes
continuar jugando con tu
mueca/juguete?
After the activity, do a short review of
what the students learned during this
lesson.
o Qu aprendieron sobre la
responsabilidad?
o Cules son algunas
caractersticas que aprendieron?
o Dame un ejemplo sin mirar en la
pared si puedes
Using the hovercam, show students how
to fill out the Podemos ser buenos
ciudadanos al worksheet
o Write an example on the lines so
the students know what they

should be writing: limpiar mi

habitacin
o Tell the students that once
theyre done writing how they
can be good citizens, they can
draw a picture version of what
they wrote
Tell the students to write a way that they
10:00
can be good citizens. Tambin, hay un
espacio para dibujar tu ejemplo si
quieres. Tell them to use examples that we
came up with as a class/as a group or tell
them that they can come up with their own
example or even better: tell them to give
an example of a time when they were
responsible
o Puedes usar un ejemplo que
hicimos hoy, puedes crear tu
propio ejemplo, o puedes escribir
sobre un momento en que t eras
responsable
Before giving the students the sheets of
paper that say Podemos ser buenos
ciudadanos al tell them that once they
are done, they can color a coloring page
(page with the student studying/doing
work)
Put the coloring page under the hovercam
so the students can see it, and ask what the
student is doing and if the students
consider it to be responsible.
Place coloring pages on the bench in the
front of the classroom
Students work on podemos ser buenos
While the students are working/when they
ciudadanos al worksheet and coloring
are done, reiterate that they can color the
page
coloring sheet once they are finished
Tell students that if they are having
trouble thinking of an answer to the
writing prompt, they can ask me
When its time to move onto the next item
of business, tell them to put the coloring
page and worksheet in their binders
(carpetas duras)
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.)

1-19-13

1-19-13

This lesson went better than my first one; however, I still needed more time.
I had written in this lesson that I would give the students three prompts to respond to, but I only had time to give them one
because I still wanted them to have time to fill out the podemos ser buenos ciudadanos al worksheet.
I also had to omit the coloring page.
I noticed that some students were finished with the podemos ser buenos ciudadanos al worksheet, so I had them color
their drawings. One of the students didnt want to color her drawing and there were still two minutes left until snack time,
so I had her just sit in her chair and wait.
Im also not sure how much I actually taught the students anything. Thinking back on my lesson, I notice how the students
were basically teaching themselves because I wasnt really teaching them what responsibility means. I simply had them give
me good and bad examples (which showed me they know what it means), and I had them respond to prompts (showed me
they were able to recognize the responsible decision). This showed me that they already know the basic meaning of
responsibility.
Even though they already knew what responsibility meant, I think they understood it in the context of their own home. I was
allowing them to think about responsibility in the context of school and their classroom.
Due to the fact that they already know what it means, Im wondering how I could teach it in a way thats new to them. Im
wondering how I can make it deeper for them, so that they have to think a little more. I want the chance to be able to teach
them something they dont already know about responsibility.