Learning Event Lesson Plan Form – Draft A



Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher [Name] Subject Language Arts Grade _7th_ Date Thursday, October 25, 2012

Subject/ Topic/ Theme Preassessment: letters of appreciation

Questions What do I know about letters? Who do I appreciate? Do I know my current address?

|I. Objectives |

|How does this lesson connect to the unit plan? |

|This is a preassessment for the unit plan; the purpose is for me to have an awareness of what the students already know about letters and appreciation; I will |

|also get the students’ addresses (and see which students do not know their addresses). |

|Learners will be able to: |cognitive- |physical |socio-em|

| |R U Ap An E |development|otional |

| |C* | | |

|Write about their current knowledge and definitions of “letters” and “appreciation,” using concrete examples |Ap | | |

|Connect terms like “greeting” and “closing” and “body” with the concept of letter writing |U | | |

|Suggest interests or possible areas of study |C | |x |

|GLCEs or Common Core standards or NHA standards addressed: |

|GLCEs |

|Vocabulary - Students will… |

|R.WS.07.07 in context, determine the meaning of words and phrases including crosscultural expressions, mathematical expressions, scientific procedures, and |

|literary terms using strategies and authentic content-related resources. |

|Comprehension - Students will… |

|R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. |

|R.CM.07.03 analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making |

|inferences, and synthesizing. |

| |

|Common Core |

|CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a |

|day or two) for a range of discipline-specific tasks, purposes, and audiences. |

|(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards.) |

|*remember, understand, apply, analyze, evaluate, create |

|II. Before you start |

|Identify prerequisite knowledge and|Metacognitive skills, write basic sentences |

|skills. | |

|Outline assessment activities |Pre-assessment (for learning): whole activity |

|(applicable to this lesson) | |

| |Formative (for learning): whole activity, student reactions to instructions, written responses, questions |

| |Formative (as learning): student written responses, questions |

| |Summative (of learning): |

|What barriers might this lesson |Provide Multiple Means of Representation |Provide Multiple Means of Action and |Provide Multiple Means of Engagement |

|present? | |Expression | |

| | | | |

| | | | |

|What will it take – | | | |

|neurodevelopmentally, | | | |

|experientially, emotionally, etc., | | | |

|for your students to do this | | | |

|lesson? | | | |

| |Provide options for perception- making |Provide options for physical action- |Provide options for recruiting interest- |

| |information perceptible |increase options for interaction |choice, relevance, value, authenticity, |

| |UDL p. 1 |Raising hands to ask questions, writing |minimize threats |

| |Video clip, letter model, oral | |Range of question themes, ask about |

| |directions, questions and images are on | |personal experience, emphasize “not |

| |sheet | |graded, no wrong answers” |

| |Provide options for language, |Provide options for expression and |Provide options for sustaining effort and|

| |mathematical expressions, and symbols- |communication- increase medium of |persistence- optimize challenge, |

| |clarify & connect language |expression |collaboration, mastery-oriented feedback |

| |UDL p. 2 |Oral and written responses (and |“If you need ideas for examples you may |

| |Explain terms like “letter” and |physical—raise hand, shake head) |ask teachers or someone sitting right |

| |“appreciation” with examples and |Group and individual |next to you,” “choose carefully if you |

| |student-offered examples, connect “body” | |have lots of ideas” |

| |with essay style they have learned | | |

| |Provide options for comprehension- |Provide options for executive functions- |Provide options for self-regulation- |

| |activate, apply & highlight |coordinate short & long term goals, |expectations, personal skills and |

| |UDL p. 3 |monitor progress, and modify strategies |strategies, self-assessment & reflection |

| |Use terms in group discussion of movie |Let them know the purpose of |Remind “if you’re talking it needs to be |

| |clip and some examples, rephrase student |preassessment |about writing,” list some questions they |

| |responses with the terms I want them to | |can ask themselves |

| |learn | | |

|Materials-what materials (books, |Printed handout with preassessment questionnaire (70 copies), extra writing utensils, projector and movie clip website link |

|handouts, etc) do you need for this|(emailed) |

|lesson and are they ready to use? | |

|How will your classroom be set up | |

|for this lesson? |Small groups around six low tables, facing front of room (projector) |

|III. The Plan |

| |Components | Describe teacher activities AND student activities for each component of the lesson. |

|Time | | |

| |Motivation |Show movie clip, briefly explain the context: The Kite Runner, | |

| |(opening/ |This is Amir, he has a letter from childhood best friend (whom |Watch clip |

| |introduction/ |he treated badly) |Silently draw conclusions |

| |engagement) |Turn off projector | |

| | |Explain discussion philosophy: If they’re interested in what | |

| | |we’re learning, I want them to not be afraid to ask stupid | |

| | |questions or say what they think. “If you give your idea or | |

| | |question, we can learn from you. If no one talks, no one will be| |

| | |learning from each other.” | |

| | |Group discuss: What did you notice about this clip? | |

| | |What is he reading? Who is it from? Why is Amir so emotional? |Engage teacher and peers with responses |

| | | |Listen |

| | | |Personalize concepts and empathize |

|2 min | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|2 min | | | |

| |Development | | |

| |(the largest |Introduce idea of letter writing unit, specifically letters of | |

| |component or main |appreciation – gauge response |Silently express response |

| |body of the lesson) | | |

| | |Explain preassessment: before I teach unit, I want to know what | |

| | |you already know | |

| | |Hand out questionnaires | |

| | |“Write as much as you can. No wrong answers.” |Fear/stress ( relax |

| | |“You may ask teacher or peer. Whisper.” | |

| | | | |

| | |Walk around, ask “Do you understand the question?” say “Write |Write, ask questions of teachers and peers, recall/brainstorm |

| | |more” | |

|1 min | | | |

| | | | |

| | | | |

|1 min | | | |

| | | | |

| | | | |

| | | | |

|7 min | | | |

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| | | | |

|1 min |Closure |Thank them for focus and express excitement for what they wrote;|Finish writing thoughts, ask final questions |

| |(conclusion, |we start the unit in November | |

| |culmination, |Collect questionnaires | |

| |wrap-up) | | |

| | |Ask them to focus back on [Teacher name] |Refocus |

| | | | |

| | | | |

| | | | |

| | | | |

|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 was so curious about how this was going to go. My two classes (7B and 7C) had quite different responses in class: 7B was very distracted. Several of those |

|students ([Name], [Name]) barely wrote anything on their sheets. [Name] distracted others by constantly asking about the movie clip (Hassan’s Letter |

|). |

|7C was somewhat distracted, but being so big I only noticed that overall they were engaged: students asked. |

| |

|I was gratified to see the great questions my students wrote, particularly the students in 7C. They really were curious about the subject and able to ask honestly|

|what they wonder about letter-writing. Some gave opinions that they didn’t want to know anything about letter writing or couldn’t think of anything to ask. [Name]|

|said, “you don’t need to learn letter writing,” because it’s so natural. I want to touch on the fact that letter writing is one of the most natural, |

|conversational genres of writing. |

| |

|7A I did not get to lead through the preassessment, but I was pleased to see their responses. It was funny—you can tell so many of them are “nerds” or good |

|students from their responses: “I want to learn how to begin and end letters.” “How do you write good letters?” “How to structure letters.” It will be interesting|

|to try and make lessons that have opportunities for extension, so that these students (especially the ones who sit in back and are easily bored at their |

|classmates’ slower pace) can stay interested and learning. |

| |

|Preparing the lesson I tried to give a range of questions. I think this mostly worked, except for the students who didn’t even try much of the sheet. Was this |

|because it was too overwhelming? I planned to emphasize that it is not graded and is just for assessing their current knowledge of letters, but unfortunately |

|they’ve already connected “assessment” to “test” in their minds because of their grammar assessments, so I couldn’t use that term. |

| |

|Next time I probably won’t ask for their address. Only a few students give it, several don’t want to give that information, and many didn’t even get to that |

|question. It sort of had the purpose of asking whether they knew it, but is not a good question. |

|The best (most telling) responses probably came from the first and third questions: “Why do people write letters? Who do people write letters to?” and “What do |

|you want to know about letters?” |

|I think I need to be a little more authoritarian in regards to the noise level during the movie clip. Students are distracting others when they talk—they are |

|interfering with their classmates’ learning. Like [Name] said, I’m protecting students’ right to learn when I make students be quiet during clips and when I’m |

|talking. |

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Letters

What could you write at the beginning of a letter?

What could you write at the end of a letter?

Full Name ___________________________

You are going to write a letter. We have to decide who you will write to. Who are some people you appreciate? Who would you like to say “thank you” to?

Imagine writing to your classmate. Then imagine writing to Principal Brillhart or the president. How would the letter be different?

What do you know about letters?

Why do people write letters? Who do people write letters to?

Have you written a letter before? Who did you write to? Did they write back?

What do you want to know about letters? (Please write at least 2 things you want to learn.)

What does it mean to “show appreciation”? What does it mean to “give a compliment”? (Give different examples.)

What is your address? (Where do you live?)

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