Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alysha Flietstra Subject/ Topic/ Theme Date Stargirl Chapters 18 & 19 Gra e !th/"th

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

#ear$ers %ill a$s%ers &uestio$s %ritte$ o$ the boar so ' ca$ assess i( they i their assig$e rea i$g) #ear$ers %ill lea a class iscussio$ about the assig$e rea i$g) #ear$ers %ill sel(* isco+er* te,t to sel( #ea$ers %ill iscuss a$ participate i$ a simulatio$ about sta$ i$g up (or your belie(s

Learners will be able to#

Demo$strate comprehe$sio$ o( pre+ious assig$e rea i$g) -elate %ith the characters 1te,t*sel(2) Dra% i$(ere$ces (rom the te,t to ma3e co$$ectio$s %ith the theme/pre ict %hat %ill happe$ $e,t) 4articipate i$ a simulatio$ about 5stic3i$g to your belie(s6

cog$iti+e* - . Ap A$ / C0

physical e+elopme$t

socio* emotio$al

Ap A$ A$// A$ 7 7

Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS)/#A*#iteracy)-')")1 8uote accurately (rom a te,t %he$ e,plai$i$g %hat the te,t says e,plicitly a$ %he$ ra%i$g i$(ere$ces (rom the te,t) CCSS)/#A*#iteracy)-')")9 Determi$e t%o or more mai$ i eas o( a te,t a$ e,plai$ ho% they are supporte by 3ey etails: summari;e the te,t) CCSS)/#A*#iteracy)-#)")" /,plai$ ho% a series o( chapters< sce$es< or sta$;as (its together to pro+i e the o+erall structure o( a particular story< rama< or poem) CCSS)/#A*#iteracy)=)")>) .se co$crete %or s a$ phrases a$ se$sory etails to co$+ey e,perie$ces a$ e+e$ts precisely) CCSS)/#A*#iteracy)S#)")1 /$gage e((ecti+ely i$ a ra$ge o( collaborati+e iscussio$s 1o$e*o$*o$e< i$ groups< a$ teacher*le 2 %ith i+erse part$ers o$ gra e " topics a$ te,ts< buil i$g o$ others? i eas a$ e,pressi$g their o%$ clearly)
1@ote# =rite as ma$y as $ee e ) '$ icate ta,o$omy le+els a$ co$$ectio$s to applicable $atio$al or state sta$ ar s) '( a$ objecti+e applies to particular lear$ers %rite the $ame1s2 o( the lear$er1s2 to %hom it applies)2 0remember< u$ ersta$ < apply< a$aly;e< e+aluate< create

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

*Assig$e rea i$g must be rea be(oreha$ ) *Te,t*Sel( term Pre-assessment (for learning): Students must answer questions written on board.

Outline assessment activities 1applicable to this lesso$2

Formative (for learning): Discussion on assigned reading with relating themes/what the students thin . Formative (as learning): !hole class simulation- "stic ing to #our beliefs$. !atching student reactions% views% comments the# share Summative (of learning2A &eviewing of student$s 'ournal and written reflection.

+ 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"

Provide /ulti!le /eans of 0e!resentation 4ro+i e optio$s (or perceptio$* ma ing information (erce(tible Holding your ground simulation

Provide /ulti!le /eans of Action and E.!ression 4ro+i e optio$s (or physical actio$* increase o(tions for interaction Select students will come to front of room- other students will read off questions. (Social interactions!)

Provide /ulti!le /eans of Engagement 4ro+i e optio$s (or recruiti$g i$terest* choice% relevance% value% authenticit#% minimi)e threats Value of student discussion of readings and post-simulation, Rele ance of te!t-self 4ro+i e optio$s (or sustai$i$g e((ort a$ persiste$ce* o(timi)e challenge% collaboration% master#oriented feedbac %his lesson is hea y in discussion and should &e student led.

4ro+i e optio$s (or la$guage< mathematical e,pressio$s< a$ symbols* clarif# * connect language

4ro+i e optio$s (or e,pressio$ a$ commu$icatio$* increase medium of e+(ression "ournal #ritings, $ommunication during simulation

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4ro+i e optio$s (or comprehe$sio$* activate% a((l# * highlight $lass discussions and personal student reflections. * * * * *

4ro+i e optio$s (or e,ecuti+e (u$ctio$s* coordinate short * long term goals% monitor (rogress% and modif# strategies 'onitor progress of simulation, (ournal writings and class discussions.

4ro+i e optio$s (or sel(*regulatio$* e+(ectations% (ersonal s ills and strategies% self-assessment * reflection Reflection on themes, self-te!t e!amples

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

5Stargirl6 boo3 4e$cil -ea i$g jour$als Sig$s 51*1B6 to ha$g o$ %hite boar /%all/(loor 4o%erpoi$t %ith Acti+ity 8uestio$s)

How will (our classroom be set u! for t is lesson"

* -egular classroom set*up * ' %ill be sta$ i$g i$ (ro$t o( %hiteboar * ' %ill sit o$ stool i$ (ro$t o( room * ' %ill be %al3i$g arou$ the classroom at +arious times Simulatio$A * =e %ill %al3 o+er to %orship room) * Stu e$ts %ill be sitti$g o$ (loor i$ (ro$t o( %hite boar ) * @umbers 1*1B represe$tatio$ i$ (ro$t o( room be(ore stu e$ts e$ter classroom

III. 2 e Plan 2ime Com!onents /otivation 1ope$i$g/ i$tro uctio$/ e$gageme$t2 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.
%I6E I420O37C2IO4# Goo Cor$i$gD To ay %e are goi$g to iscuss a$ re+ie% Chapters 18 a$ 19) 4lease ta3e out your %riti$g bi$ ers a$ let6s begi$D Teacher %ill %rite chapter re+ie% &uestio$s o$ %hite boar < gi+i$g a $e% &uestio$ e+ery 1*9 mi$utes) Chapter 18 =hy are the stu e$ts i$ the school gi+i$g Stargirl the sile$t treatme$tE The stu e$ts are ma at her p) 98 =hat oes the phrase< F(rost (ro;e o$ the bac3 o( my $ec3G mea$E he coul (eel other stu e$ts mea$ a$ col comme$ts about Stargirl p) 99 Chapter 19 =hy i #eo %a$t Stargirl to be more li3e e+erybo y elseE 4eople %oul u$ ersta$ her / they6 li3e her p) 1B1 =hat &uestio$ i the cactus as3 #eoE =hose a((ectio$ oes he +alue more< 3i s at school or Stargirl6s p) 1B! Stu e$ts shoul be rea y to share their thoughts o$ the three chapters) Stu e$ts shoul %rite each &uestio$ out a$ be a$s%eri$g each &uestio$ %ith a complete se$te$ce) Stu e$ts shoul get their materials out a$ be rea y to start the lesso$) Stu e$ts %ill be +ie%i$g the %hite boar %hile ha+i$g their %riti$g jour$als ope$e to the &uestio$/a$s%er page)

819 minutes

9 mins

3evelo!ment 1the largest compo$e$t or mai$ bo y o( the lesso$2

Tell stu e$ts to put their pe$cils a%ay) 4rocee to re+ie% iscussio$ &uestio$s %ritte$ o$ boar ) Gi+e clari(icatio$ a$ ha+e stu e$ts buil o$ to their peer6s a$s%er) Assig$ stu e$ts to %rite a te,t*sel( paragraph< somethi$g (rom o$e o( the > chapters)

: mins

Follo% irectio$s< shoul be %or3i$g sile$tly

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; mins : mins

Ha+e stu e$ts tur$ to their part$er a$ share their te,t* sel( %riti$g< gi+i$g o$e mi$ute to each stu e$t)

Stu e$ts ha+e 9 mi$utes to 5gab6 about %hat they %rote)

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Class share o$ te,t*sel() ' %ill also call o$ stu e$ts %ho o $ot ha+e their ha$ raise )

>?1;@ minutes for entire activit(

+al* over to wors i! room $!ower!oint s ould alread( be u! on screen& <Please ta*e (our journals and a !encil wit (ou=. Acti+ityA Hol i$g Iour Grou$ Jbjecti+eA To emo$strate ho% i((icult it ca$ be to ta3e a sta$ a$ stic3 %ith it) FTo ay %e are goi$g to o a$other acti+ity) '$ a mome$t ' am goi$g to call up someo$e %ith a &uiet raise ha$ to come up to the (ro$t o( the room) J$ the po%erpoi$t there %ill be a stateme$t) The perso$ at the (ro$t o( the room is goi$g to sta$ o$ a $umber 1*1B) 1* stro$gly isagree/1B* stro$gly agree) Shoul %e begi$EG A(ter the (irst stateme$t is sho%$< as3 %hy the perso$ is sta$ i$g %here they are) Tell the other stu e$ts they ca$ gi+e their opi$io$s to ha+e the stu e$t at the (ro$t o( the room cha$ge their mi$ 1cha$ge %here they are sta$ i$g2) Gi+e 9 mi$utes (or each stateme$t) Teacher K$o%le geA 't is $o% the tas3 o( the other stu e$ts to try to co$+i$ce the stu e$t to cha$ge his or her positio$ o$ the topic 1literally a$ (igurati+ely< si$ce a cha$ge o( opi$io$ %oul mea$ physically mo+i$g to a$other $umber2) They ca$ use a$y mea$s $ecessary to co$+i$ce the stu e$t) '( the stu e$t at the (ro$t agrees %ith a$ argume$t ma e by o$e o( his or her classmates< he or she %ill mo+e alo$g the li$e) All stu e$ts i$ the class shoul try to cha$ge the +olu$teer6s mi$ < $o matter i( they agree or isagree %ith the +olu$teer6s positio$) Stateme$tsA * 5Cou$tai$ De%6 is the best so a e+er ma e) * Dogs are better tha$ cats) * A %oma$ ca$ o a$y job i$ the %or3place that a ma$ ca$ o) * 't shoul be illegal (or a$yo$e u$ er the age o( 91 to ri$3 alcohol) * 't is sometimes o3ay to cheat o$ a test * 't is alright to tal3 bac3 to your pare$ts %he$ they yell at you) * 't is sometimes o3ay to tease someo$e because they loo3 i((ere$t tha$ you) * '( a perso$ loo3s lo$ely you shoul go o+er a$ tal3 to them) Discussio$ 8uestio$sA L Ho% i it (eel to be alo$e at the (ro$t o( the roomE L '( you mo+e < %hy i you mo+eE Ho% i you (eel a(ter you mo+e E L =as it i((icult to argue your positio$ %he$ you %ere alo$eE L '( you i $6t mo+e< %hy i $6t you mo+eE L Ho% i it (eel to be i$ the group tryi$g to cha$ge the +olu$teer6s mi$ E L Ho% i you (eel %he$ you %ere success(ul i$ cha$gi$g his or her mi$ E L =hy o you thi$3 %e i this acti+ity to ayE L Di you lear$ a$ythi$g (rom oi$g thisE L Ho% oes this relate to #eoE L Ho% oes this relate to other characters i$ the boo3E

=al3 sile$tly to %orship room a$ sit i$ (ro$t o( scree$)

#iste$ to i$structio$s a$ participate i$ acti+ity) Stu e$ts shoul be respect(ul %ith la$guage a$ respo$ses)

Stu e$ts %ill be calle o$ %ith &uiet a$ respect(ul ha$ s raise )

Class iscussio$ a$ re(lectio$* iggi$g eeperD

91>@ mins for class to discuss ? mins 1*19*1>

; mins Closure 1co$clusio$< culmi$atio$< %rap*up2

Ha+e stu e$ts %rite a re(lectio$ i$ their jour$al so they remember this acti+ity) Assig$ rea i$g (or $e,t class6s sessio$) 1Chapters 9B*E2 =rite sel(*re(lectio$ i$ jour$al

Stu e$ts %ill %rite i$ their pla$$ers the assig$e rea i$g (or $e,t literature class)

Aour reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 1=rite this a(ter teachi$g the lesso$< i( you ha a cha$ce to teach it) '( you i $ot teach this lesso$< (ocus o$ the process o( prepari$g the lesso$)2

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