Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date I. Objectives How does this lesson connect to the unit plan? This is the last lesson of the unit where the students will be reading one of their poems to the class. Learners will be able to:

cognitiveR U Ap An E C* physical development socioemotiona l

Abby Wierenga Subject/ Topic/ Theme Present Poems! Grade _________2_______

Read a poem they wrote

Common Core standards (or GLCEs if not available in Common Core) addressed: Presenting poems to the world: an authors celebration.
(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. Know how to read and listen to a poem.

Pre-assessment (for learning): Formative (for learning): Formative (as learning):

Outline assessment activities (applicable to this lesson)

Reading poems out loud to the class.

Summative (of learning):

Their final poem book. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible 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

Students will read their poems in front of the class.

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students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Reading poems out loud.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Provide options for comprehensionactivate, apply & highlight

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

Reflect on their poems as they listen to their peers poems Students should have their poem booklets.

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

Normal setup. How will your classroom be set up for this lesson?

III. The Plan Time 3 Motivation (opening/ introduction/ engagement) Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Introduce what we will be doing today. It is a poetry jam, so each student will be reading one of their poems to the class. In poetry jams people dont clap at the end of the poem, they snap. When someone finishes their poem we will snap for them. Get out their poem booklets. Get out poem booklets.

30

Pick students to go up, either by group or by sticks.

Read their poem and listen quietly to their peers poems.

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

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Closure (conclusion, culmination, wrap-up)

This is the end of their poetry unit, they may take their poem books home to show their parents. Have students put them in their mailboxes

Put poem book in mailbox.

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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