Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/12/13 Natalie Sapp Subject/ Topic/ Theme Reading Grade ___5th_____

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

The students will learn how the characters in Holes have conflicts throughout the story that may make them act the way they do.

Learners will be able to:

Define what internal and external conflict is. Apply how the characters in the story have both types of conflict happening. Connect conflict to their lives through their blog post Discuss critical thinking questions with their fellow group members Cooperate in their book club

cognitiveR U Ap An E C*

physical development

socioemotional

R U X An X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. in the blogthey are expectedto drawfromexamplesin the text. 2. CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. the studentshavevocabularywordsthat theyhaveto define. 3. CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. The students haveto answerin their blogwith explicit examplesfromthe book. 4. CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Discussingin their bookclubsthe discussion questions. 5. P2.5 (Social Studies) Use deductive and inductive problem-solving skills as appropriate to the problem being studied. Usethis typeof problemsolvingskills in the discussionquestions.
(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. They need to have read chapters through chapter 18. They need to have their vocabulary words finished. Collaboration skills (book club) Discussion skills (book club)

Pre-assessment (for learning): The discussion questions with their book club will give them a good understanding with how well they comprehended the reading for today. Formative (for learning): Coming back together as a class and going over what they discussed in their groups will give me a general understanding to how well they did. Formative (as learning): The examples given for internal and external conflict will help them with figuring out their definitions. Summative (of learning): Their blog post will be good for them to self assess how well they did on the reading and applying it to their lives. Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Representation Action and Expression Engagement

Outline assessment activities (applicable to this lesson)

What barriers might

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

Provide options for perceptionmaking information perceptible The students are able to use the white board. The students will have the information from their discussion written on paper. The students will have their computers to work with for their blogs. Provide options for language, mathematical expressions, and symbols- clarify & connect language The students are writing out explanations to the blog question. The students are bullet pointing/jotting down topics they talked about in their book clubs.

Provide options for physical actionincrease options for interaction The students have book clubs they'll be discussing in. We will be talking together as a class. They will work individually on their blog and conflict handout. Provide options for expression and communication- increase medium of expression They can speak in their groups orally about what they think for each question. They can write out an answer in their blog.

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats They will be able to discuss with a group of peers what they think of the book thus far.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback They will collaborate together as a group to answer the discussion questions.

Provide options for comprehensionactivate, apply & highlight I will give them instructions and teaching orally. They will also be teaching each other through discussion.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies They will be able to know what conflict is, and the different parts of it due to our discussion and conflict handout.

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection The will be able to selfassess how well they understand the conflict (internal/external) through the conflict handout. They will be able to see how well they can apply the reading to their blog answer.

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

Discussion questions Vocab packet Holes Conflict handout Computers Normal set up

How will your classroom be set up for this lesson? III. The Plan Ti 10 min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. To begin we will summarize what we read from the previous day. To do this I'm They must participate in the discussion. going to break the students into small book clubs. They will first meet together with 4-5

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510 min

students that I will select for them. I will give them a list of discussion questions they have to answer in their groups. One person will have to be the note taker of what the group is saying. We'll come back together as a class and go through the questions, and have someone from each group speak to what their group was talking about. I'll explain to the students that we'll be learning about conflict today. I'll first ask the students if they can give me a definition of conflict. (conflict: tension between two forces people or with yourself, fight) I'll tell them that there are two types of conflict: External and internal Are there any guesses to what either of those types of conflict mean? Will someone give an example? If no one really knows I'll give the example of each first before telling them what they mean

At least one person from each group will speak for what their group discussed.

15 min

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

Share what they think conflict and the different types of conflict are.

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 510 min

510 min

Internal: Matt believed that his friends were mean when they picked on the new student on her first day in their school. He chose to walk away. What can we say about internal conflict? The main character has a struggle within him/herself. External: The hurricane reached land and knocked out several houses in its path. What can we say about external conflict? The main character or subject has conflict with an outside force. Now that we have a better understanding on the difference between internal and external conflict, we're going to work on a few examples and try to decide what the examples are (internal or external). I'll then pass out the Conflict handout They will work on it individually in their seats. After they're all finished we'll go over it in class. After this I'll have the students pull out/go to the computer lab and work on their blogs. Do you agree with Mr. Pendanski that Stanley is the one responsible for getting himself into this mess? Why? (pg. 57) If students are finished early, they should start reading their assigned homework. I'll tell the students what homework they have for tomorrow They have to read chapters 13-15. They have 3 vocab words. Two words are already given, and one they must find on their own in the reading. Afterwards we'll recap what internal and external conflict is.

Work individually on their conflict handout.

They are suppose to work on their blog response.

Closure (conclusion, culmination, wrap-up)

Write down their assignment

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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