Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Naomi Hansen

Date

April 20, 2015

Subject/ Topic/ Theme

Peter & the Wolf

Grade _1______

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson of the unit. In this lesson the students will be improvising a performance of the story; we will have two performances (splitting the class into
half). The students will be assigned a character based on the auditions that they completed during the last lesson.

Learners will be able to:

Improvise a performance of Peter and the Wolf

Actively listen to the narrator in order to act out their characters role
Demonstrate appropriate audience behavior during a performance

cognitiveR U Ap An E C*

physical
development

socioemotional

R, U, Ap,
An, C
U, A, C
U, Ap, An

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
Art.M.K.III.3 Describe the music performed and presented in first grade by moving, drawing, or through other appropriate responses.
Art.M.V.1.2 Observe and identify cross curricular connections within the first grade curriculum.
Art.M.IV.1.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
(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.

Students will have to know the story of Peter and the Wolf well enough to act it out as it is being
read.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

I will be watching the students as they are performing the story, which will indicate to me whether or not they
understand what is happening in the story and whether or not they understand the personality of their character.
I will also watch the audience members to see if they are picking up on the appropriate audience behavior.
Formative (as learning):
I will be watching the students as they are performing the story, which will indicate to me whether or not they
understand what is happening in the story and whether or not they understand the personality of their character.
I will also watch the audience members to see if they are picking up on the appropriate audience behavior.
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

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

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As well as having the story, the

students will be acting out the
story (another way of
perceiving the story).
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Students will be working with

other members of the class to
create a mini-production.

Provide options for expression and

communication- increase medium
of expression

Students will be using

improvisation to act out the
story as it is being read to them
(constant movement).

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students can more or less chose

how they want to perform their
character. They will also have
props/costumes to add
authenticity to the performance.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Audience members will be

challenged to be a good
audience member for
performers.

Provide options for comprehensionactivate, apply & highlight

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

How will your classroom

be set up for this lesson?

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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

I will monitor progress by

I will set expectations of what I
watching the students as they
want from the students ahead of
perform and watch the audience the time so that they can have
members as well.
something to work towards.
A list of the students and the characters that they will be
Tape to lay down on the floor so that the audience knows where to sit while watching the
performance
Character costumes/props:
- Peter = a baseball cap
- Wolf = gloves that open at the top so that we can see the tips of the student fingers (claws)
- Hunters (x4) = camouflage shirt
- Grandfather = cane
- Duck = yellow shirt
- Cat = headband with cat ears
- Bird = tie dyed shirt
- Tree = scarf of leaves
- Gate = cardboard rectangle that the student can open and close
- Flower (x2) = pink shirt
Clavinova
Peter and the Wolf story and piano book
I will have the Clavinova to the side behind the tape so that I can watch the performers from
the front
The tap will be about half way back from the front of the room so that the performers have
room to move around
I will be sitting on a chair at the front of the classroom at the beginning of class and students
will simply gather around me when they come in
I will have a bin of the props/costumes beside the chair at the front of the room

III. The Plan

Time
Components

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.

5
mins

Motivation
(opening/
introduction/
engagement)

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Class Instructions:
- Have students gather around me as they come into
the classroom
- The students will already know that we are going
to be acting out the story today, so they will likely
be excited to get started (therefore we wont do
good news today and we likely wouldnt have time
for it either)
- As promised, today we are going to act out the
story for one another. I will be the narrator and play
the instrumental parts on the clavinova
- I will explain to the students that we will first
introduce each character and that character will
have to come in front of the audience and show us
what your character would look like and then go
off to the side again (ex. so if youre a bird you
might fly around while the music is playing). We
will then tell the story and as I tell the story the
students will act out what is happening in the story,
so they will be using a little bit of acting and some
improvisation
- I have brought in some props for the different
characters that I will hand out to the different
characters. As I call your name you may come up
and get your prop and then sit back down. Please
do not play with these props just put them on and
leave them there
- I will then list off the students that I chose for
each character for the first performance (I will have
chosen these students after the last class when we
did auditions)
- during the performances I expect the audience to
be considerate of the people who are performing: I
do not want anyone laughing at someone who is
performing, I do not want people talking during a
performance, and I want everyone to clap after
each performance is completed
- remind the students that we dont have a lot of
time, so each group will have about 15 minutes to
get through the story, therefore we cannot have any
students interrupting or distracting the class during
the performances and I need all performers really
paying attention during the story so that I dont
have to go back and read lines over and over again
- After giving instructions I will ask the rest of the
students, who are not in the first performance, to sit
behind the tape that I laid down on the floor

- students will sit on the floor in front of the chair

at the front of the room
- students will listen to instructions about what we
are going to do in todays class

- when/if the students hear there name they will

come up and collect their prop for their character,
put it on, and then sit back down to listen to the rest
of the instructions

- those students who will first be audience

members will get up and sit behind the tape to
quietly watch the performance

30
mins

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

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Performance #1:
- we will start by placing the tree, the gate, and the
flower(s) in front of the audience
- have all of the other characters stand off to the
side of the classroom (as though they were off
stage) and come to the center when they need to
perform
- I will then introduce one character at a time, by
playing the characters themes in the order that they
appear in the book/story
- I will make sure that each character comes on and
leaves again when they need to
- once each character has been introduced I will
begin to tell the story, starting on page one (just
like I did in lesson one)
- I will have to keep an eye on the student
performers for assessment as well to make sure
they have heard me and know what they are doing
- we will go through the entire story page by page,
acting out the story as we go
- once we have completed the story we will clap for
all of the performers
Performance #2:
- after we have completed the first performance I
will read off the list of who will perform which
character for the second performance
- the audience and the performers will then switch
spots and swap props/costumes
- for the second performance we will simply follow
the same steps as we did for performance one (look
above for steps)
- this performance will likely be better than the first
because they have kind of figured out what theyre
doing and have had a story refresher from the first
performance
- once again we will clap after the
story/performance has finished

- the tree, gate, and flower(s) will stand in the

positions in which they are placed by the teacher
- the other characters (actors) will stand off to the
side of the room (stage)
- the performers will have to pay attention to the
music that the teacher plays and the narration so
that they know when they are to come on stage to
introduce their character
- to introduce their character they will show the
audience what theyre character would do/look like
(see example in the instructions)
- once we start the story they will act/improvise the
story out, so they will have to actively listen to the
narration so that they know when theyre character
should be doing something
- when we finish the first performance the audience
students will clap for those who just performed
- the students will then switch spots and the
students who just performed will hand their
prop/costume to those who will be performing next
when they hear their name being called
- we will complete the above steps for the second
performance

5
mins

Closing Instructions:
- those students who just performed you may go
place your props/costume on the table by my desk
and then line up at the door
- have the other half of the class line up once the
performers have lined up
- while we are waiting in line have students raise
their hands and tell me what their favorite part of
their own performance or the other groups
performance was

- the students will silently listen to the teachers

instructions
- the students who just performed will place their
props/costumes on the table by the teachers desk
and then line up at the door when the teacher gives
the instruction
- the rest of the students will then line up at the
door
- when the students are at the door they will raise
their hands and tell me what their favorite part of
either of the performances was
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.)
Unfortunately, I did not get the opportunity to teach this lesson either, but I think it would have been a fun and interesting lesson to
do. This (much like the last lesson) is a lesson that could go either really poorly or really well. One thing that I would be worried
about is whether or not the students would be able to improvise the story for the first performance or whether they just wont know
what to do. I think these students would be able to do it, but they will definitely have to use their imagination. It was tricky to write
this lesson plan; I dont want to give too much instruction because I want to see what the students come up with, but I also dont
want to give too little instruction so that the students have no clue what to do. Another thing that I would be worried about is having
enough time. I think the first performance will probably take the longest because the students are testing the waters more, but I dont
know if 15 minutes would be enough for a performance and its kind of hard to know without actually trying it with the class.
Overall, I think the students will really enjoy this lesson though because they are moving around and coming up with things for
themselves.
Closure
(conclusion,
culmination,
wrap-up)

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