Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebecca DeBoer

Date

11/28/14

Subject/ Topic/ Theme Work day for Aztec Legend Projects

Grade 4th Grade

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

This lesson includes my 4th grade friends practicing the legend of the Turtle so they feel ready to record their videos.
cognitiveR U Ap An E C*

Learners will be able to:

Tell the legend in a more clear voice.

Give ideas as to how they will record their videos because all their pictures are colored and attached and theyve
practiced.

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

physical
development

socioemotional

Friends
will
move
around
the room
to help
each
other
and
record
their
videos

Frien
ds
will
help
each
other
if
neede
d.

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices and perspectives of
the culture studied.
3.2 Disciplines through the world language. Point of View: Students acquire information and recognize the distinctive viewpoints
that are only available through the world language and its cultures.
4.2 Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied
and their own.
(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.

Received instructions for what they need to do on their videos, finished or almost finished coloring
their pictures, be familiar with the Aztec legend of the turtle.
Pre-assessment (for learning):

Ask friends what ideas they have for recording

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your

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Friends are working on their projects

Formative (as learning):

As friends are working I can ask them questions

Summative (of learning):
Ask my friends what they have decided on for what pictures they will use and how they want to
record.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
My friends are creating videos as
another way to present the legend
rather than reading the codice or
listening to the teacher speak.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
My friends can be creative with
their videos and put their own
thoughts into it instead of trying to
make a whole group happy

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Friends get to create their own
videos instead of doing a
presentation or a traditional test.

students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

My friends will make their

WeVideos in Spanish
Provide options for
comprehension- activate, 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?

Provide options for expression and

communication- increase medium
of expression

My friends can use their

Chrome Books.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

My friends can monitor how far

theyve come in comparison
with the dead line and figure
out what they need to do from
there to get their video handed
in on time.
Pictures and sceneries and popsicle sticks, tape/glue, my friends need their Spanish folders.

The room can stay set up as it is. If my friends want they can find other comfortable areas around the
room.

III. The Plan

Time
0:00
0:30
1:00
1:30

Components
Motivation
(opening/
introduction/
engagement)

3:00

5:00

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Sing Hola amigos, qu tal?
Sing the greeting and opening songs
Sing Quetzalcoatl
Sing Leyenda de la Tortuga
Go through the retell of the turtle legend

Repeat the turtle legend and practice speaking it.

After going through the retell ask my friends if

they have ideas as to how to set up their Chrome
Books so that its easier for them to record.

Come up with ideas for how to record such as

-Put the Chrome Book on the desk, pulling out a
chair and stacking a couple books on the chair to
set up the scenery. Or tape the scenery to the chair.
-Set the Chrome Book on the floor (DO NOT
WALK AWAY FROM CHROMEBOOK WHILE
ITS ON THE FLOOR) and lean the scenery
against the wall/bookshelf/etc.

Inform my friends that by the end of class today

they need to have attached all their pictures to the
popsicle sticks, have practiced and are ready to
record the next day. Their WeVideos need to be
published and shared by the end of class Friday.

Friends will finish coloring their pictures, use

tape/glue to attach their drawings to the popsicle
sticks, finish their sceneries and practice how they

want to do their legend.

As friends are working walk around the room
answering questions, and encouraging friends to
keep working.

18:00;
19:00:
20:00
20:00

Closure
(conclusion,
culmination,
wrap-up)

-Let my friends know when they have 2 minutes

left, 1 minute left and then when they need to pack
up (guardan sus carpetas).
-Count down from 10 and upon reaching 0 sing the
goodbye song (Digo Adios, Dicen Adios)

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.)
In each classroom a different amount of students got further. In Mrs. Radeckis class only 3 or 4 of my friends had recorded
videos that they were proud of whereas in Mrs. Ries class, 8 of my friends had recorded videos that they liked. Each class
had about 15 minutes to work on their videos so it wasnt that one class received more work time. I think a lot of it depended
on the student themselves, especially how excited they are about the project. In Mrs. Radeckis class I had to do a bit of
encouraging to keep friends on topic and working instead of looking at other videos that they had made.

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