Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Brady Boehm

Date November 5, 2017 Subject/ Topic/ Theme English/ Writing Workshop/ Introductions

I. Objectives
How does this lesson connect to the unit plan?
This lesson fits into the unit plan on Beowulf, I will be doing a mini-unit on writing--as the students must write an epic hero essay on Beowulf. The students will write
a Character and literature analysis on the work of Beowulf and how he fits the aspects of an epic hero. In order for the students to receive a better grade on their future
essay, I have decided to have a Writing Workshop on how to shape their future introductions.

cognitive- physical socio-

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

Write a formal introduction to many different types of papers.

U, A, An,
C
X

Explain the process of writing an introduction.

R, U, A,
An, E
Identify mistakes in a common introduction. R, U, An
Create a well-crafted introduction.
U, A, C X
Rewrite/Revise a poorly crafted introduction. A, An, E, X
C
Common Core standards (or GLCEs if not available in Common Core) addressed:
Writing standards: Grade 11-12, 1A-- Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.

Writing standards: Grade 11-12, 1C-- Use words, phrases, and clauses as well as varied syntax to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.

Writing standards: Grade 11-12, 2A-- Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.

Writing standards: Grade 11-12, 3D-- Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression
of experiences or events.

Writing standards: Grade 11-12, 5-- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grades 1112 on page 55.)
(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

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II. Before you start
Must be able to read/listen.
Identify prerequisite
Must be able to write/orate.
knowledge and skills.
Students must turn in a completed introduction, thus the students must know what an introduction is.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
Formative (for learning): Bring in a previous introduction for a paper.
Formative (as learning): Read a packet on introductions (attached).
Summative (of learning): Students will turn in a revised version of their introduction.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will be able to speak
with me as I walk around the
class, to help with individual
writing voice/style. (What
works for them.)
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will work together in
groups (jigsaw on a packet
given to them about writing an
introduction.)
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Class discussion will be focused
around the mistakes made in the
students own introductions.
A handout on introductions.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Read, be spoken to, take notes,
help with class discussion.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
Read, Orate, Type on a laptop,
Write on paper, Doodle.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Goals consist of working toward
a paper on Beowulf, very
similar to a previous paper.
Provide options for expression and
communication- increase medium
of expression
Students may use ipads, laptops,
etc. to revise their introductions.
Provide options for physical action-
increase options for interaction
Students will move around the
class to form groups.

The students have tables set up, these will be their groups that they will work with for the jigsaw on
reading the packet.
How will your classroom
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
(opening/ Get started, hand out the packet to the students. Students receive a packet based on how to
introduction/ (teacher can either read the packet while students formulate an introduction.
engagement) read their assigned section of the packet, or should

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 have read it before the lesson. Either way the
teacher must know what the packet is talking about.

0:05 Teacher is able to read over the material on the Students read the packet. (10 min)
packet, get a word document open on the overhead.
The teacher must get the overhead working as they
will be writing the main points that the students
will have read about to share with the class. AKA
Development JIGSAW! After students read their specific area of the packet,
(the largest they will talk with their groups on what the main
0:10
component or points of the packet were with each other (5 min)
main body of
0:30
the lesson) Teacher and students discuss the packet, teacher Students and teacher discuss the packet. (10min)
writes the students main points on the board.
Students will then take out their poorly constructed
Teacher will walk around the class to help students introductions, and fix them with their groups based
0:40 with their introductions, based on individual on the information given to them from the packet
writing style, grammar, and introduction basics. now on the board. (20 min)
0:50
Teacher will answer questions students have for the Students break from their groups with their newly
Closure whole group. revised introductions. Go over any questions they
(conclusion) may have, and leave! (5min)

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.)
I have yet to teach this lesson, but will be doing so early this next week. In preparation for this lesson, I have already read the
packet multiple times, gone over the students introductions from their previous essay they will be turning in, this helps me
greatly with knowing what the students already need help with.

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