Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Brady Boehm

Date To be determined Subject/ Topic/ Theme Conclusions in relation to Beowulf

I. Objectives
How does this lesson connect to the unit plan?
As I am teaching my lesson plan on Beowulf, this lesson focuses on the writing portion--as each student must write a paper on Beowulf as an epic hero-- this lesson
will help students with conclusions, working hard to show students that they should not have super dramatic conclusions, etc. Students will work together in groups to
fix conclusions, as well as how to round up an argument.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Understand the role of a conclusion. R,U

R, U, A,
Create a conclusion that sums up an argument, shows meaning, and is free of grammatical errors. X
An, E, C
A, An, E,
Eliminate wordiness in order to create clarity.
C
R,U,A,
Understand what a proper conclusion looks like, contains, and is written like; apply to their own conclusions. An, E, C
X
C, U, A,
Work with wording, information and writing to convey a clear message. X
An, E, R
Common Core standards (or GLCEs if not available in Common Core) addressed:

Writing Standards Grades 11-12:1E--Provide a concluding statement or section that follows from and supports the argument
presented.

Writing Standards Grades 11-12:2F-- Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).

(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

Must be able to read/listen.
Identify prerequisite Must be able to write/orate.
knowledge and skills. Must be able to write an introduction.
Must be able to write a body paragraph.

Pre-assessment (for learning):

Formative (for learning): Students will work together in groups to write a conclusion, they will then revise the
Outline assessment conclusions, fixing them according to the class lecture.
activities
(applicable to this lesson) Formative (as learning): Students will work together to fix the conclusions they created.
Summative (of learning): Students will turn in a revised version of the conclusions created.

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
What will it take
reflection Read, be spoken to, take notes, modify strategies
neurodevelopmentally,
Students will be able to speak help with class discussion. Goals consist of working toward
experientially,
with me as I walk around the a paper on Beowulf, very
emotionally, etc., for your
class, to help with individual similar to a previous paper.
students to do this lesson?
writing voice/style. (What
works for them.)

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Students may use ipads, laptops,
Students will work together in etc. to revise their conclusions.
groups in order to create, revise,
and finish a on the spot
conclusion.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Read, Orate, Type on a laptop, Students will move around the
Class discussion will be focused Write on paper, Doodle. class to form groups.
around the mistakes made in the
students own conclusions.
Laptops, Notebooks, pencils.

Students will be in a group setting the whole time, focusing on their own conclusions, asking for help,
How will your classroom revision etc.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
0:01 Motivation Tell students to create a conclusion for Beowulf in
(opening/ groups, the prompt goes as follows:
introduction/
engagement) Write a conclusion for Beowulf as an epic
hero, assume you have already written about Allow students time to write in their groups,
Beowulf as an epic hero. The conclusion can be formulating a conclusion. [15-20min.]
factual, based on your current paper thesis, or
completely made-up, it does not matter.
0:20 Show students what a proper conclusion is:
Ends an argument, leaves no question
unanswered. A proper conclusion has no
grammatical mistakes, spelling errors, and follows
the conclusion rubric (Attached).
Development
(the largest
component or
main body of
0:30 the lesson)

0:40 Teacher will walk around, making sure that

conclusions are revised. Students will revise their conclusions based on the
rubric, grammar mistakes, and spelling [20
minutes].
0:50 Closure Answer any questions students may have, walk
(conclusion, around room, checking revisions, etc.
culmination,
wrap-up)

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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.)
The lesson went well, students were engaged. The conclusions created were not all realistic as far as information went, but the
revision strategies we are trying to teach these students went extremely well. The students are used to revising their papers
according to the rubric of the class, this will allow students to receive better grades on their papers as they know what to
expect from their teacher.

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