Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Oct 30 Mark Rowe Subject/ Topic/ Theme Math ! ! Grade ___5th Grade______

I. Objectives How does this lesson connect to the unit plan?

Goes deeper in understanding of Number line unit and blocks

Learners will be able to:

Use unit blocks to understand place values Understand base 10 system and be able to explain using manipulative Unit blocks and understanding 10th and 100ths

cognitiveR U Ap An E C*

physical development

socioemotional

R R U

Common Core standards (or GLCEs if not available in Common Core) addressed:
5 NBT.1 (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.

Understand Basics of Place Value Understand unit blocks

Pre-assessment (for learning): Multiplication and division review

Outline assessment activities (applicable to this lesson)

Formative: Work sheet as well as what students have been able to show with blocks Summative (of learning): Students should be able to answer questions relevant to the lesson Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Hands on activity and using whiteboards to change up the lesson Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will be able to answer questions in front of the class Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students will have work on whiteboard and students who got it right will have the option to show the class how to get the right answer Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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

Provide options for language, mathematical expressions, and symbols- clarify & connect language Students are able to work out the Math problems on white boards and have blocks as visuals Provide options for comprehensionactivate, apply & highlight

Provide options for expression and communication- increase medium of expression

Students have whiteboards blocks as well as paper and pencil

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Students will work in groups of 2 and possibly 4

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Students are learning the basics to do harder problems

Students will have assignments to complete and turn in which can be used to decided where students are

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

Blocks (enough for every group to have blocks and cubes) Worksheet which has been copied already Review sheet from previous day 2nd worksheet that dives in deeper and explains details better pop-quiz to start the day off Set up like normal, I might be putting sets of tables together so students have groups of 4

How will your classroom be set up for this lesson? III. The Plan Time 10 Min Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Pop Quiz and grade Students will complete a simple worksheet that focuses on place value Students will then trade with someone else and Review the topics covered over the last couple of grade the quiz days having students answer problems Students should recall what has been learned throughout the week and be able to solve different problems Explain what the lesson is going to be on and be able to share how we have groups and we will be doing hands on activities with blocks and filling out a worksheet Hand out unit blocks Development (the largest component or main body of the lesson) Go around the classroom observing students answering questions be able to help work with groups of students and be able to get students thinking Students need to be silent and listen

5 Min

Motivation (opening/ introduction/ engagement)

3 Min 3 Min

24 Min

Students should work together with group mate and solve problems that have been assigned to the class. Students should help each other out to solve problems while building a concept of decimals

5 Min

Closure (conclusion, culmination, wrap-up)

Have students show examples of problems and then pick up blocks and get ready for next class

Students need to pick up blocks and head back to the right classroom

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

Todays lesson went a lot better then the previous days lesson based on the fact that I knew that the students would blaze through worksheets faster. Because of this I prepared a couple extra activates to do and I figured because we had a hands on activity that students would be able to spend a longer time on this section of the class. Even with group work and getting up and working together the class was overall well behaved and everything went smoothly. Having blocks I feel like helped the students really grasp the concept and really preform better.

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