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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Josh Moelker
November 3, 2018 Science/Planets/Creation of Presentation Third Grade

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, students are developing their planet presentation that will be given to the class. For the first part
of the lesson period, students will be creating their presentation. For the second part of the period, students will
be critiquing each other’s presentations.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

● Create a presentation based off of information gathered from a variety of C

sources.
● Respond to advice of peers and alter presentation appropriately. E

● Evaluate presentations of classmates and offer suggested changes. E




Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.1.7 - “Participate in shared research and writing projects (e.g., explore a number of
"how-to" books on a given topic and use them to write a sequence of instructions)”
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-LITERACY.W.1.6 - “With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers”
(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 Students will need to have completed their research on their planet.
knowledge and skills.

Pre-assessment (for learning):


I will have gone over student’s notes to make sure that they have completed their
research.
Formative (for learning):
Outline assessment As I cycle through the students, I will be asking them how they need to give their
activities presentation and what they will be including in it.
(applicable to this lesson) Formative (as learning):
Students will be given a rubric that will be used to grade their presentation.
Summative (of learning):
As students are critiquing each other’s presentations, I will be cycling between
groups and listening to them.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Engagement Representation Action 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 modify strategies
neurodevelopmentally, Students self-assess and reflect on
experientially, their own progress and work with
emotionally, etc., for your help of rubric.

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students to do this lesson? 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 have options for
We are striving for mastery by making their presentation.
taking time to improve

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 Expectations are clearly stated Students work together to
Students have options for in a rubric given to students. critique and improve their
making their presentation. presentations.

Materials-what materials Chromebooks, audio recorder, students’ planets notes.


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

Students will work on their presentations in one corner of the room. When their
presentation is completed and students know what they will say, students can go out
into the hallway to critique each other’s presentations.
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.
Tell students that now that they have finished, they
Motivation get to create their presentations. Remind them that
(opening/ they can create a radio add (audio recording),
introduction/ poster, or an oral presentation. When giving these
engagement) presentations, remind students that they will need
to speak slowly, clearly, and all their information.

Tell students that they will have the first part of


class to come up with their presentations. I will be
moving around the room checking their progress
and both answering and asking them questions.
7 minutes
For part two students will be presenting their
presentation to several students. We will be
working through our rubric and critiquing our
peer’s presentation. Remember, we need to be
respectful of the presentations that we listen to.

Pass out rubrics to students. They will look this


Development over to familiarize themselves with what they are Students will look over their rubrics to familiarize
(the largest will be graded on. This will also allow them to themselves with what they will be assessed on.
component or make sure that they have
main body of
the lesson) For part one, cycle through the students and
observe their progress. Answer students’ questions Students are working on presentations and
10 minutes and ask them what they need to remember to preparing for their peer critique. Students are

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include in their presentation. Ask students what answering questions that I ask them.
they will be doing for their presentation.

For part two, pair students to present their Students give their presentations to their peer.
presentations to their partner. Remind students to While listening to peer’s presentation, students
be respectful to each other. Monitor students as offer suggestions to presentation based on rubric.
they critique the presentations of their peers.
Remind them to continue using the rubric while
critiquing.
Congratulate everyone on a job well done. See?
Closure
Giving our presentations wasn’t so bad was it?
(conclusion,
Next time we meet, we will get the chance to
culmination,
present to the whole grade. You all did so well!
wrap-up)
Thanks!

2 minutes

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.)

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