Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kelley Tuinenga Date 11/15/13 Subject/ Topic/ Theme Digraphs: H-brothers Assesment ra!e 1st

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

An acti"ity that allo#s the stu!ents to practice the H brothers$ concept%

Learners will be able to#

Distinguish bet#een the !i++erent h-brothers/!igraphs, sh, ch, th, #h -ph +or more a!"ance! stu!ents. Search an! recor! h-brothers #ithin sentences% 1atch #or!s #ith the correct !igraph soun!s% )onstruct soun! spelle! #or!s using the !igraph strategy% Ans#er higher-or!er-thin2ing 3uestion% 4ollo# instruction, rea! orally

cogniti"e& ' Ap An ( )*

physical !e"elopment

Socio-emotional

&, ', ) &, ' &,', ( An

/rigination

/rgani0ation

ui!e! response

5aluing &ecei"ing 6henomena

Common Core standards $or %LCEs if not available in Common Core& addressed#
))SS%(7A-7iteracy%&4%1%3 Kno# an! apply gra!e-le"el phonics an! #or! analysis s2ills in !eco!ing #or!s% ))SS%(7A-7iteracy%&4%1%3a Kno# the spelling-soun! correspon!ences +or common consonant !igraphs% ))SS%(7A-7iteracy%&4%1%3b Deco!e regularly spelle! one-syllable #or!s% ))SS%(7A-7iteracy%&4%1%8 Demonstrate un!erstan!ing o+ spo2en #or!s, syllables, an! soun!s -phonemes.% ))SS%(7A-7iteracy%S7%1%1 6articipate in collaborati"e con"ersations #ith !i"erse partners about grade 1 topics and texts #ith peers an! a!ults in small an! larger groups% ))SS%(7A-7iteracy%S7%1%1c As2 3uestions to clear up any con+usion about the topics an! te9ts un!er !iscussion% &%:S%;1%;1 Demonstrate phonemic a#areness by the #i!e range o+ soun! manipulation competencies inclu!ing soun! blen!ing an! !eletion% &%:S%;1%;8 &ecogni0e that #or!s are compose! o+ soun!s blen!e! together an! carry meaning% &%:S%;1%;3 'n!erstan! the alphabetic principle, that soun!s in #or!s are e9presse! by the letters o+ the alphabet% &%:S%;1%;< 'se structural cues to recogni0e one-syllable #or!s, blen!s, an! consonant !igraphs inclu!ing: letter-soun!, onset an! rimes, #hole #or! chun2s, #or! +amilies, !igraphs th, ch, sh -=ote# :rite as many as nee!e!% >n!icate ta9onomy le"els an! connections to applicable national or state stan!ar!s% >+ an objecti"e applies to particular learners #rite the name-s. o+ the learner-s. to #hom it applies%. *remember, un!erstan!, apply, analy0e, e"aluate, create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills. -'n!erstan!ing an! comprehension about the h brothers an! the soun!s that they ma2e -the in+ormation that #as !iscusse! in class pre"ious to this lesson.% -S2ill to ta2e a 3ui0, !o this #ithout loo2ing at another stu!ents paper%
Pre-assessment (for learning): 6re-assessment, !one !uring the #arm-up% Asses i+ the stu!ents

comprehen! the concept by +in!ing the sh-brother in the poem%

Formative (for learning):

Outline assessment activities -applicable to this lesson.

Formative (as learning): :hile searching +or the sh-!igraphs the stu!ents #ill be learning an! > #ill be assessing% Summative (of learning.: The 3ui0 is summati"e assessment o+ learning, > #ill loo2 at the results an!

ta2e notes o+ the stu!ents comprehension% + at barriers mig t t is lesson !resent" 1-1?-13
Provide ,ulti!le ,eans of -e!resentation Provide ,ulti!le ,eans of Action and E.!ression Provide ,ulti!le ,eans of Engagement

-The poem #ill be rea! alou! an! sho#n in the +ront o+ the room as #ell as on the stu!ent$s !es2% -The 3ui0 is in a #or2sheet +orm, but i+ nee!e! it coul! be rea! orally% -4or one speci+ic stu!ent > thin2 it #oul! ha"e been help+ul +or me to ha"e ma!e the 3ui0 in manipulati"es% This #oul! ha"e 2ept him more engage! an! able to complete the tas2% 6ro"i!e options +or language, mathematical e9pressions, an! symbols- clarify connect language

6ro"i!e options +or physical action- increase options for interaction -Stu!ents coul! stan! up an! !o the motions o+ the h-brothers, as appose! to remaining in their rea!ing s3uare%

6ro"i!e options +or recruiting interest- choice, relevance, value, authenticity, minimize threats -> as2 them a 3uestion about #ishing, @ha"e you e"er #ishe! +or somethingA 1aybe on your birth!ay or +or )hristmasAB -Do you 2no# #hat it means to be courageousA @:as their any time that you might ha"e nee!e! to be courageous li2e the +ishAB

+ at will it ta*e / neurodevelo!mentall(0 e.!erientiall(0 emotionall(0 etc.0 for (our students to do t is lesson"

6ro"i!e options +or e9pression an! communication- increase medium of expression

-:hen rea!ing the poem, > #ill use great e9pression in attempt to engage the stu!ents% > #ill encourage the stu!ents to join me in this e9pression%

6ro"i!e options +or sustaining e++ort an! persistence- optimize challenge, colla!oration, masteryoriented feed!ac"

-To ma2e this lesson more challenging, a!! the ph cousin to the story% - Ha"e the stu!ents come up #ith the rule on their o#n prior to gathering as a group%
6ro"i!e options +or sel+-regulationexpectations, personal s"ills and strategies, self-assessment reflection

6ro"i!e options +or comprehension- activate, apply highlight

-Highlight the important concepts o+ !igraphs% ,aterials1w at materials $boo*s0 andouts0 etc& do (ou need for t is lesson and are t e( read( to use" 1% 8% 3%

-The stu!ents #ill be as2e! to use their personal s2ills #hile ta2ing the 3ui0% Han!out, attache! to the lesson% @Ha"e you 1et the H-brothersB 4ish :ish poem )rayons

6ro"i!e options +or e9ecuti"e +unctions- coordinate short long term goals, monitor progress, and modify strategies -7ong term goal is to 2eep using this in our rea!ing, an! #hen #e soun! spell #or!s%

1% Stu!ents at tables a+ter their home#or2 logs are put a#ay% Teacher by the !ocument camera% How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents ,otivation -opening/ intro!uction/ engagement. 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. -4ish :ish poem -ha"e them on the stu!ent$s !es2s. ->ntro!uce the poem by as2ing i+ the stu!ents can thin2 o+ a time #hen they ma!e a #ish% -@/2 no# > #e +irst are going to rea! through the poem to ma2e sure that #e get the #or!s an! then #e #ill rea! it again #ith lots o+ e9pression%B -&ea! through the poem% -Ta2e out the poem an! put rea!ing +inger in the air% 8% Stu!ents at the bac2 table% This is !uring @centersB so the other stu!ents #ill be in "arious parts o+ the room%

67mins

1-1?-13

-&ea! through slo#ly, encourage stu!ents to +ollo# along #ith their +ingers% -A+ter rea! through t#ice, then ta2e a @3uic2 minuteB an! as2 i+ they notice anything in particular about the title% 4ish :ish% *it contains t#o sh-brothers As2 the stu!ents to then try to +in! three more sh brothers in the story% -'se the name slips to call on stu!ents +or e9amples% -&ea! through one more time% -&ea! through one more time% -4ile a#ayC +ill out table o+ content an! put in poetry +ol!er% 68mins -6ull groups o+ 3-< stu!ents to join you at the bac2 table% -(9plain that #e are going to +ill out this #or2sheet the best #e can, #ithout loo2ing aroun! at each others papers% -Ha"e stu!ents rea! the instructions to you% -As2 them to e9plain #hat they are suppose! to !oA -(9plain a couple o+ tips: 1% &ea!ing alou! is help+ul 8% Scanning #ith their +inger an! eyes is help+ul% -Help stu!ents along i+ they are not +in!ing any, o++er an e9ample to @get the ball mo"ingB -recor! this on your paper +or +uture re+erence. -(ncourage the stu!ents to 2eep searching e"en +or an h-brother they might not necessarily 2no#% *there is one hi!!en h-brother, gh in laugh% -(9plain the bottom portion o+ the #or2sheet% 6min Closure -conclusion, culmination, #rap-up. -:hen stu!ent are +inishe! they can #rite their name on the top an! han! it in% -:hen stu!ent are +inishe! they can #rite their name on the top an! han! it in% -:or2 on the #or2sheet, as2 3uestions% -4ile a#ayC +ill out table o+ content an! put in poetry +ol!er% -Search an! +in! 3 more sh-brothers% )ircle ans#ers% -Start coloring the picture i+ !one early%

3evelo!ment -the largest component or main bo!y o+ the lesson.

-(ncourage stu!ents to 2eep loo2ing +or the hbrothers in their rea!ing an! #riting% Dust li2e they use! this strategy to soun! spell the #or!s at the bottom o+ the page% 9our reflection about t e lesson0 including evidence$s& of student learning and engagement0 as well as ideas for im!rovement for ne.t time. -:rite this a+ter teaching the lesson, i+ you ha! a chance to teach it% >+ you !i! not teach this lesson, +ocus on the process o+ preparing the lesson%.

1-1?-13

:hile teaching this lesson, the opening #as "ery +un an! engaging% The stu!ents seem to enjoy the morning #arm-up lessons an! this one in particular #as an e++ecti"e learning tool as #ell% The theme +or the #ee2 #as +ish an! this poem +it in per+ectly #ith this, > e"en got the stu!ents thin2ing about terms such as courage an! #hat it ta2es to be courageous% :hen the stu!ents #ere searching +or #or!s containing the -sh, many o+ the stu!ents also circle! some bossy r$s, #or! chuc2s, an! other h-brothers% They #ere so e9cite! to sho# me #hat they ha! +oun!% > lo"e! this because it #as e"i!ence that they are thin2ing about these strategies an! are applying them to their rea!ing% The assessment also #ent #ell% > gaine! a goo! un!erstan!ing o+ #here the stu!ents are at in comprehen!ing this topic% :hen re+lecting bac2 on the results, > thin2 that the stu!ents ha"e a basic i!ea o+ the h-brothers% Ho#e"er there is more to learn% >+ > ha! more time > #oul! a!! another lesson speci+ically a!!ressing the ph, gh, !igraphs% /ther then that > thin2 the lesson #ent #ell, an! the stu!ents un!erstoo! the concept% An a!aptation > coul! ha"e a!!e! #as a manipulati"e +orm o+ the #or2sheet% >nstea! o+ just ha"ing a paper +orm, a!! in some han!s-on learning% > thin2 this #oul! ha"e helpe! An!re# an! Harper complete tas2% > met my objecti"e o+ o++ering a #ritten assessment, an! gathering #ritten in+ormation on their learning%

1-1?-13