Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Amanda Asfour
11/18/15

Subject/ Topic/ Theme

Writing

Grade ____1____________

I. Objectives
How does this lesson connect to the unit plan?
cognitiveR U Ap An E C*

Learners will be able to:

Write complete sentences.

Orally summarize the story that is read aloud.
Identify familys Thanksgiving traditions and
Express family traditions orally and through writing and drawing.
Select and read aloud a book.
Find words that have the _____h digraph (the h digraph that goes with the selected book).

Ap
R

physical
development

socioemotional

x
x
X
x
x

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

Writing, reading sight words, phonics

Pre-assessment (for learning):

Student will write a complete sentence about what he/she did over the weekend. (Teacher does not
help, just observes and notices what he or she includes or misses.)
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Look at students sentence writing in the Thanksgiving book, adjust students writing when necessary.
Formative (as learning):
Summative (of learning):
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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented 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

What barriers might this

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

1-19-13

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

Assorted Thanksgiving books, Thanksgiving book pages, coloring supplies, reading a-z h digraph
books, poster paper, glue

Sit in hallway
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. How are you? Whats new? What did you do this 1. Responds to questions and writes a sentence
weekend? (have student write a sentence about his
about his or her weekend
weekend) How is your family? Are you looking
forward to Thanksgiving break next week? What
does your family like to do for Thanksgiving?
What kinds of foods do you eat?
2. Ask student to choose a book to read out of the
assorted Thanksgiving books. Before reading ask,
what does your family do during Thanksgiving?
Ask student comprehension questions such as,
what do you think might happen next? What
happened on this page? Has this ever happened to
you or your family? Ask student to summarize the
story by asking, What did we just read about?
(Guided reading)
3. Have students write a Thanksgiving book using
the half and half format lined paper and following
the prompts on each page. Give a mini lesson on
writing a complete sentence by explaining:

1-19-13

2. Choose a book from the assorted Thanksgiving

books. Tell about different thanksgiving traditions
that students family has. . Answer comprehension
questions during reading. Summarize the story by
answering, What did we just read about?

3. Write a Thanksgiving book using the half and

half format lined paper and following the prompts
on each page. Write at least one sentence on each
page and draw a picture to go along.

1.

A complete sentence needs a

capital letter on the first word.
2. A complete sentence needs an
end mark (.!?) at the end.
3. Model: The dog ran fast.
Help student write at least one sentence on each
page and draw a picture to go along.
(Work on writing)
4. Have student pick a book from reading a-z that
focuses on h digraphs and read it aloud to you.
Before student reads, but after he/she chooses a
book, review the sound that the digraph makes that
is the focus of the book. Model saying a word with
that digraph, and then have student repeat it back.
(Self selected reading)
5. Work on the h digraph that is focused on in the
book that the student chose. Student will create a
consonant digraph poster. Teacher should assist
with sounding out words and placing them in the
correct spots. (Word Work)

Closure
(conclusion,
culmination,
wrap-up)

6. Close out lesson by letting the student know

what he/she did well. Ask student what he/she will
do at recess for fun?

4. Pick a book from reading a-z that focuses on h

diagraphs and read it aloud to teacher. Student
listens to the teacher model reading a word with
that digraph, and then practices saying it correctly.
Then the student will read the book aloud.

5. Work on the h digraph that is focused on in the

book that the student chose. Create a poster of
words that include that digraph. On the top of the
poster, the student will glue the consonant digraph.
Below the digraph the student will glue on cards
with words that include that digraph that he/she
finds out of a pile of flashcards with digraphs.
Before he/she can place them on the poster, he/she
should say the word aloud.

6. Say goodbye, tell teacher what he/she will do at

recess.

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