Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amber Gilliland

Date 4/7/14 Subject/ Topic/ Theme Poetry Grade __2nd______________
I. Objectives
How does tis lesson connect to te unit !lan"
The basics o poetry
Learners will be able to#
co!niti"e#
$ % Ap An & '(
physical
de"elopment
socio#
emotional
%nderstand the "alue o descriptor )ords* rhymes and repeated )ords in poems
+dentiy descriptor )ords* rhymes and repeated )ords
%
$

Common Core standards $or %LCEs if not available in Common Core& addressed#
'rat and Structure, Describe ho) )ords and phrases -e.!. re!ular beats* alliteration* rhymes* repeated lines/ supply rhythym and
meanin! in a story* poem or son!.
-0ote# 1rite as many as needed. +ndicate ta2onomy le"els and connections to applicable national or state standards. + an objecti"e applies to particular learners
)rite the name-s/ o the learner-s/ to )hom it applies./
(remember* understand* apply* analy3e* e"aluate* create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
4no)led!e o adjecti"es -descriptor )ords/* rhymes and repeated )ords
4no)led!e o )hat a poem is
Outline assessment
activities
-applicable to this lesson/
Pre-assessment (for learning):
Describin! )ords about an apple
Formative (for learning):
Formative (as learning):
Students comin! up to the board to circle thin!s in the poems
Summative (of learning/,
Their o)n )or5sheets
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
Pro"ide options or perception#
making information perceptible
Smart board
1S
Pro"ide options or physical action#
increase options for interaction
Pro"ide options or recruitin!
interest# choice, relevance, value,
authenticity, minimize threats
Group and indi"idual )or5
Pro"ide options or lan!ua!e*
mathematical e2pressions* and
symbols# clarify & connect
language
6an!ua!e 7 aspects o poetry
Pro"ide options or e2pression and
communication# increase meium
of e!pression
Pro"ide options or sustainin! eort
and persistence# optimize
challenge, collaboration, mastery-
oriente feeback
'hallen!e increases )hen they ha"e
to do their o)n )or5sheet
Pro"ide options or comprehension#
activate, apply & highlight
1or5sheet 7 circlin! and
underlinin! speciics
Pro"ide options or e2ecuti"e
unctions# coorinate short & long
term goals, monitor progress, an
moify strategies
6on! term 7 )rite their o)n poems
e"entually
Pro"ide options or sel#re!ulation#
e!pectations, personal skills an
strategies, self-assessment &
reflection
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/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
1or5sheets* direction sheets or each !roup* smart board
How will (our classroom
be set u! for tis lesson"
Set up )here students can see the teacher
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
6 min
/otivation
-openin!/
introduction/
en!a!ement/
:"er the days and )ee5s beore this lesson* + )ill
be readin! poems daily to the students to !et them
used to the idea o poetry.
$ead 2 poems -)ith pictures/,
The ;ome)or5 <achine
Tropical Dream

3evelo!ment
-the lar!est
component or
main body o
the lesson/
1/ ;a"e a poem on the smart board. Tell students
that )e are loo5in! or descriptor )ords in this
poem. =+ )e are tal5in! about an apple* )hat
)ould )ords )ould you use to describe it>? ;a"e
students respond. + )ill circle one descriptor )ord
on the board and say )hat it is describin!. Then
ha"e students circle the rest.
Poem, A@uarium
Tell students that in the ne2t poem )e )ill be
loo5in! or rhymin! )ords. 1rite =boat? on the
board. ;a"e students come up and )rite other
)ords that rhyme )ith boat. =+ 5no) you are all so
!ood at this because +A"e seen your home)or5B?
Then* )rite =ra5e? on the board and ha"e students
2/ Students ha"e a @uic5 )or5sheet to do to re"ie)
)hat )e just tal5ed about. +t consists o three
poems and they are supposed to circle any o the
descriptor )ords they see in !reen* rhymin! )ords
they see in blue* and repeatin! )ords they see in
red.
78
min
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do the same thin!. Then* put up the ne2t poem on
the board and ha"e students circle the rhymin!
)ords in matchin! colors.
Poem, $ain
=1hen somethin! is really important to you* do
you li5e to tal5 about it a lot> Do you oten repeat
thin!s because you are e2cited about them> 1hy
do you thin5 poems sometimes repeat )ords> 1e
use repeatin! )ords in poems to sho) ho)
important it is or !i"e emphasis.? Put the third
poem on the board and ha"e students circle the
)ords that repeat.
Poem, Toe Cam Cam
1D
min
7 min
Closure
-conclusion*
culmination*
)rap#up/
'ollect their )or5sheets
=0o) as )e continue to read poems* 5eep your
ears open or descriptor )ords* rhymes and repeats.
Eou )ill hear a lot o themB?
9our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. -1rite this ater teachin! the lesson* i you had a chance to teach it. + you did not teach this lesson* ocus on the
process o preparin! the lesson./
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