Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Leeann Randall

Date 11/15/17 -11/16/17 Subject/ Topic/ Theme Karate by Huynh Quang Nhuong Grade ___10 - 12_______

I. Objectives
How does this lesson connect to the unit plan?
The students will finish reading the story from Lesson 1. Later in the unit, they will be comparing the short story to a movie.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Explain what irony is. RU
Recognize examples of irony in the story R U Ap
Explain why given examples are ironic R U Ap An
Discuss the themes of the short story R U Ap An X
Evaluate ideas presented in the short story E X
Apply the themes to their own lives Ap
Compare a current martial arts video to the short story R An E X
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

Students must be able to read
Identify prerequisite Students must have an advanced level of English proficiency
knowledge and skills. Students must understand vocab words.
Students must know how to write
Students must be able to stand up
Pre-assessment (for learning): Students will answer review questions before reading

The teacher will ask students to raise their hands if they have ever learned about irony before.

Outline assessment Formative (for learning): Students will write down their answers The teacher will look over groups answers and
activities talk with them during work time.
(applicable to this lesson)
Formative (as learning): Students will develop their ideas during a class discussion.

Summative (of learning): Students will complete a written assessment analyzing the story.

Provide Multiple Means of
Engagement
Provide options for self-regulation-
What barriers might this expectations, personal skills and
lesson present? strategies, self-assessment &
reflection
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

What will it take

neurodevelopmentally, Provide options for sustaining Provide options for language, Provide options for expression and
experientially, effort and persistence- optimize mathematical expressions, and communication- increase medium
emotionally, etc., for your challenge, collaboration, mastery- symbols- clarify & connect of expression
students to do this lesson? oriented feedback language

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 Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for perception-
making information perceptible
In their written
assessment, students
will be able to write
about their opinion on
a topic related to the
story, making their
response authentic to
them and relevant to
their lives.
Edge textbook
Comprehension questions handout
Something to write with
Irony lesson powerpoint
Projector
Computer
Learning Martial arts video
Provide options for physical action-
increase options for interaction
Information will be
presented in multiple
mediums: written
definitions and
explanations, visual
examples (video and
pictures), physical
enactment (with video
participation)
Students will be
provided with multiple
ways of experiencing
the text: hearing the
story, reading it aloud,
and enacting aspects of
the text physically
through a video
teaching basic martial
arts. If there is a
student who cannot
stand up to participate
physically, play a video
that focuses on upper
body, or play a video
that does demonstrates
the physical
characteristics of
martial arts, but does
not require
participation.

Class will begin set up like it normally is: five tables, three in the first row, two in the back,
with four chairs at each table
When the class finishes with the discussion of the story and moves on to the video, all the
How will your classroom
tables and chairs will be pushed to the edges of the room to make space for class
be set up for this lesson?
participation.

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.
The teacher will begin the class by talking Students will read the objectives, share
Motivation over the agenda and objectives. The them with their neighbor, and volunteer to
(opening/ teacher will ask the students to share the read one aloud to the class.
introduction/ objectives with a neighbor, and then ask
engagement) volunteers to read one objective to the
whole class.

Development
(the largest The teacher will instruct the students to Students will retrieve their textbooks from
component or grab an Edge textbook from the shelf and the shelf and open them to the short story
main body of turn to Karate. She will hand out the
the lesson) comprehension questions for the rest of
the story.

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 The teacher will ask the students to Students will volunteer to answer the
volunteer to answer a review question (#1 review question and record the answer on
on the review sheet.) their handout.
The teacher will introduce the concept of Students will write the definition of irony
irony, projecting a written definition and in their own words.
explaining it more fully.
The teacher will show examples of Students will explain why the projected
pictures that include irony and ask pictures are ironic.
students to explain why they are ironic
The teacher will model the reading (read Students will listen to the story and follow
the rest of the story out loud. along in their textbooks.
The teacher will instruct the students to Students will reread the story in their
reread the rest of the story with the people groups, taking turns reading paragraphs.
sitting at their table and to answer the They will discuss their questions together
comprehension questions together. and record their answers on the handout.
The teacher will facilitate a class Students will share their ideas and deepen
discussion following the comprehension their understanding of the story by
questions, being sure to collect responses participating in a class discussion.
from each table for every question. The
teacher will prompt students to develop
their ideas, asking them to clarify of
providing follow-up questions when
needed.
The teacher will help the students push all Students will follow instructions and then
of the tables and chairs to the edge of the follow along with a video karate lesson.
room. She will then tell all the students to
spread themselves out in the room,
making sure they can hold their arms all
the way out without touching anybody.
The teacher will play a video that teaches
a beginner karate lesson.
When the video is over, the teacher will Students will lead a discussion comparing
help the students put the room back the karate video to the shorty story they
together. She will then ask the students read.
how what they learned during the video
compares to what happened in the story.

Closure The teacher will introduce the writing

(conclusion, assessment, going over the rubric with the
culmination, students and answering any questions.
wrap-up)

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.)

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I was disappointed in how this lesson went. The irony section of the lesson went fine; the students were eager to participate in
explaining why each picture was ironic. However, if I were to teach this again, I would talk about irony first and then ask the review
question right before I read the rest of the story. I also noticed that when it was time for them to talk about the questions together,
many of them were just working on the questions by themselves. I reminded them that I wanted them to work together, but they were
reluctant to follow my directions to discuss their ideas with their peers. Im not sure why they were more enthusiastic and engaged
for lesson 1. There were times during the class discussion when it was extremely difficult to get the students to answer and
participate.

I had also thought that the students would really enjoy getting out of their seats and doing a little karate themselves and that it might
help them inhabit the world of the text. However, most of the students were, again, reluctant to participate. I assigned the writing
assignment to be turned in the day before Thanksgiving break, but only three students have turned it in.

I think part of the problem was that I was trying to teach this lesson in the style of Ms. Tabakovic. I thought it might be beneficial to
use her format because thats what the kids are used to it and it seems to work for her. I thought that even though the kids seemed
bored when I had observed Ms. Tabakovics lessons, I could keep them engage through my facilitation of the discussion. That was
not the case. If I were to teach this short story again, I would scrap most of it and come up with a new activity for the students to
interact with the short story.

This lesson took two class periods to complete.

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