Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4-!4 Hannah Damsteegt Subject/ Topic/ Theme E"L Food #nit$ Lesson %ne$ Food Fren&' Part I Grade _(-! _

I) %b*ectives Ho+ does this lesson connect to the unit ,lan- I will be creating a Food unit that consists of three sections (food, restaurant, and health ! The first lesson will co"er about half of the planned material in the food section of the unit! In this particular lesson, the instructor will pro"ide an introduction to the unit, tal# about rec$cling, and introduce a stor$! cogniti"e% ph$sical socio% Learners +ill be able to$ & ' (p (n ) *+ de"elopment emotional
,penl$ discuss about their fa"orite foods (cti"el$ participate in researching the -ent *ount$ website in order to find out what we can rec$cle 'nderstand the importance of rec$cling .ow else we can ta#e care of the earth &ead and full$ understand the stor$ Ham and Eggplant 'nderstand new "ocabular$ from the stor$ and create a Google Doc with definitions, images, and an e/ample sentence with the new "ocabular$ words ' $es $es ', (p, (n &, ', (p, ), *

Common Core standards .or /LCEs if not available in Common Core0 addressed$ Listening (012 following simple and comple/ directions, 032 understand spo#en )nglish in order to participate in social conte/ts, 042 identif$ the meaning of new "ocabular$ , ",ea1ing (S42 use )nglish to interact in the classroom, S32 engage in con"ersations for personal enjo$ment and e/pression, S52 pro"ide and obtain information, e/press opinion, S62 demonstrate comprehensible pronunciation , 2eading (&72 build "ocabular$ to de"elop concepts, &42 understand and use grammatical e/pressions of )nglish to impro"e comprehension, &52 read and demonstrate comprehension of main ideas and supporting details, &82 ma#e inferences and predictions and conclusions from readings , 3riting (912 use con"entions and format of written )nglish, 932 use grammatical con"entions of )nglish, 972 write using appropriate "ocabular$ choice and "ariation
(:ote$ 9rite as man$ as needed! Indicate ta/onom$ le"els and connections to applicable national or state standards! If an objecti"e applies to particular learners write the name(s of the learner(s to whom it applies! +remember, understand, appl$, anal$;e, e"aluate, create

II) 4efore 'ou start Identif' ,rere5uisite 1no+ledge and s1ills)

(t least one academic school $ear of some )S0 learning! This lesson is aimed for the Intermediate 0ow and Intermediate .igh )S0 learners!
Pre-assessment (for learning): First Hour2 Show images of some certain foods/food groups and as# the students for the names of the foods, what are some things that we rec$cle here at Grand"ille .igh School< These acti"ities and =uestions will help me to gauge how well the students #now food "ocabular$ and it will also tell me how effecti"e of a con"ersation we will ha"e about rec$cling/ta#ing good care of the earth! Formative (for learning): "econd Hour2 reading of Ham and Eggplant as a class, the post%reading =uestions and the "ocab list Formative (as learning): First Hour2 class discussion about fa"orite foods, e/ploration and discussion of the -ent *ount$ website "econd Hour2 discussing Ham and Eggplant Summative (of learning 2 Fill out the Google Doc answering stor$ =uestions, defining "ocabular$ words

%utline assessment activities (applicable to this lesson

from the stor$, pro"iding an image of the word, and writing a sentence using the "ocabular$ word! In addition, the students will answer one =uestion regarding the information the$ learned b$ e/ploring the -ent *ount$ website! 3hat barriers might this lesson ,resent- Some of the students are at different le"els of )nglish proficienc$, so this will pro"e to be a barrier! 3hat +ill it ta1e 6 neurodevelo,mentall'7 e8,erientiall'7
Provide 9ulti,le 9eans of 2e,resentation >ro"ide options for perception% making information perceptible % online website, Google search, images, Google Doc % stor$ Provide 9ulti,le 9eans of Action and E8,ression >ro"ide options for ph$sical action% increase options for interaction % if the students want, the$ ma$ stand up and wal# around the room when reading their section of the stor$ Provide 9ulti,le 9eans of Engagement >ro"ide options for recruiting interest% choice, relevance, value, authenticit , minimi!e threats % students will be directing and leading the classroom discussions, but teacher will of course act as a scaffold

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>ro"ide options for language, mathematical e/pressions, and s$mbols% clarif " connect language % in order to build more )nglish "ocabular$, students will search for images to represent some of the new "ocabular$

>ro"ide options for e/pression and communication% increase medium of e#pression % students will be utili;ing their chromeboo#s in order to write out and @hand inA their homewor# % reading out%loud

emotionall'7 etc)7 for 'our students to do this lesson9e will be tal#ing about an ethical topic (rec$cling and the care of the earth , willingness to read from a stor$ out%loud in front of classmates

>ro"ide options for comprehension% activate, appl " highlight % the Google Doc assignment will co"er the material the$ learned from both the stor$ and the website % during/after the reading of the stor$, students are encouraged to as# the instructor about an$ word the$ are unsure about

>ro"ide options for e/ecuti"e functions% coordinate short " long term goals, monitor progress, and modif strategies % one of the long%term goals I would li#e m$ students to gain is an understanding of how the$ can better ta#e care of the earth % new "ocabular$ words dominated

>ro"ide options for sustaining effort and persistence% optimi!e challenge, collaboration, master oriented feedback % students will be participating in student% propelled discussions % e/ploring a go"ernment website together as a class % reading and anal$;ing a short stor$ together as a class >ro"ide options for self%regulation% e#pectations, personal skills and strategies, self-assessment " reflection % each student will recei"e a section of the stor$! .e is responsible to re"iew his section in his head and be prepared to tr$ read his section out%loud % the =uestions on the Google Doc will touch on the studentBs self% assessment and the feedbac# he will recei"e from the instructor will help him reali;e what he should consider re%doing in order to recei"e more credit

9aterials-+hat materials .boo1s7 handouts7 etc0 do 'ou need for this lesson and are the' read' to use-

The students will need to use their chromeboo#s, and the instructor will use her laptop so that e"er$one can access the Internet! The instructor will also use the whiteboard and mar#ers to write on it! The stor$ can either be printed out on paper, or it can be emailed to the students! I would prefer that the students ha"e a hard cop$ of the stor$ so that the$ can highlight, draw pictures, underline, etc!

Ho+ +ill 'our classroom be set u, for this lessonIII) :he Plan- first hour :ime = min) Com,onents 9otivation (opening/ introduction/ engagement

For the first hour, I will ha"e m$ students sitting in their assigned seating (7 table groups of up to 4 students at each ! For the second hour, we will arrange the tables into a big circle so that e"er$one can hear the readerBs "oice as we read the stor$ together!

Describe teacher activities A;D student activities for each com,onent of the lesson) Include im,ortant higher order thin1ing 5uestions and<or ,rom,ts) % show images of some foods/food groups % recalling "ocabular$, tr$ing to answer the =uestions and ha"e students guess the names @9hat do we call this food<A etc!

!( min) > min) ? min) 1%1?%17

Develo,ment (the largest component or main bod$ of the lesson

% %

as# students for their fa"orite foods, and group them into a Google Doc! (add pictures if able transition to pac#aging of food do the$ recall the names of the "arious materials (plastic, cardboard, etc! that food is pac#aged in< Ca$be show images of food pac#aging!

% %

participating in the fa"orite food discussion participating in the how is food pac#aged discussion

Tal# about what we do with the pac#aging when we are done! 0ead up to the topic of rec$cling! (s# them what we can rec$cle in school and/or -ent *ount$! 'se the following website for a hands%on e/ploration2 http2//www!rec$cle#ent!org/

surfing the -ent *ount$ website and acti"el$ engaging in the classroom con"ersation

min)

Closure (conclusion, culmination, wrap%up

Than# the #ids for their hard wor#, but tell them to #eep that lin# for the website! The$ are going to ha"e to answer a =uestion about the website in their homewor# in second hour

If the students ha"e an$ =uestions, the$ ma$ as# the instructor

@our reflection about the lesson7 including evidence.s0 of student learning and engagement7 as +ell as ideas for im,rovement for ne8t time) (9rite this after teaching the lesson, if $ou had a chance to teach it! If $ou did not teach this lesson, focus on the process of preparing the lesson! In +riting this unit ,lan7 I tried to logicall' order the lessons) I decided that there reall' isnAt a s,ecific order in the teaching of the lessons) Ho+ever7 for this ,articular lesson I +anted to do more of the Bhands on learningC in the first hour so that I could s,end more time in second hour to focus more on the grammar<critical reading s1ills based u,on the stor') III) :he Plan- second hour :ime 4 min) Com,onents 9otivation (opening/ introduction/ engagement Describe teacher activities A;D student activities for each com,onent of the lesson) Include im,ortant higher order thin1ing 5uestions and<or ,rom,ts) % )/plain to the class that the$ are going to read a % arrange the tables and chairs into a circle short stor$ together as a class and that the$ ha"e to arrange to tables and chairs into a circle!

!? min)

Develo,ment (the largest component or main bod$ of the lesson

! min) D min) !D- ? min)

% % %

.and out the stor$ and the "ocab list from the stor$ to each student! )/plain that the students need to s#im the reading and underline/highlight the "ocab words from the list (ssign each student a section to read out% loud! Instructor will assist with pronunciation of words when needed (fter reading the stor$, open the floor to the students and as# them if there are an$ words the$ do not understand! )/plain to the students that the$ need to pull up the Google Doc write the definition of each of the "ocab words, find an image (if applicable , and write an original sentence using that new "ocab word! In addition, the students need to answer the follow%up =uestions! It is due

Find the "ocab words in the stor$ and underline/highlight them

% % %

Students read their assigned part out%loud! (s# teacher about an$ doubts or concerns about the stor$ Students independentl$ wor# on the Google Doc

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the ne/t da$ at the beginning of second hour! (see "ocab list and the =uestions in the other sheet of paper ! (llow the students to wor# on the homewor# for the rest of the class period!

#ntil end of class

% Closure (conclusion, culmination, wrap%up

Teacher a"ailable to help the students if the$ ha"e an$ =uestions

9or# on the Google Doc! assignment

@our reflection about the lesson7 including evidence.s0 of student learning and engagement7 as +ell as ideas for im,rovement for ne8t time) (9rite this after teaching the lesson, if $ou had a chance to teach it! If $ou did not teach this lesson, focus on the process of preparing the lesson! "ee first ,age)

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