Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/9/13 Natalie Sapp Subject/ Topic/ Theme Reading/ Holes Grade __5th____

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

This lesson sets up the book Holes. It gives a good description of what the setting is, and calls to attention what is expected of them for the remaining lessons.

Learners will be able to:

Identify what a setting is, and the components that make up a setting in our lives (Our Camp). Apply what they learned from the setting to the book Holes Work collaboratively with a partner that they will have for the remaining time Utilize there technological skill with the blog

cognitiveR U Ap An E C*

physical development

socioemotional

Ap Ap X R X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. in the blogthey are expectedto give examplesfromthe text in explainingStanley'sluck (or lack thereof). 2. CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. the studentshavevocabularywordsthat they haveto define. 3. CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. The students haveto answerin their blogwith explicit examplesfromthe book.
(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.

Collaboration skills Listening skills Cooperation skills

Pre-assessment (for learning): Brainstorming about their own camp experience and using sticky notes Formative (for learning): When we talk about the setting after the Our Camps activity, I'll be looking

Outline assessment activities (applicable to this lesson)

for if they were able to pull out specific criteria of what makes up setting.
Formative (as learning): Working together with a partner to complete the setting sheet of Camp Green

Lake.
Summative (of learning): The blog portion will be their overall assessment to see if they understood the

reading. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students are able to do a brainstorming web on the board then on their own sheet. Students are able to follow along in their Holes book while reading. They are able to use a laptop to answer critical thinking questions about the section read. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction The students are able to come up to the board and place their sticky notes They also get together with a partner and talk about what the setting in the first few chapters is like. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats In the beginning of the lesson, the students are able to talk about their own camp experience.

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Provide options for language, mathematical expressions, and symbols- clarify & connect language The students are writing on a blog, and in doing so are critically thinking and explaining their thoughts in words.

Provide options for comprehensionactivate, apply & highlight Students will be able to learn through experience (the activity), through collaboration with partners (brainstorming web), and individual responses.

Provide options for expression and communication- increase medium of expression The students talk together about their camp experience by coming up front and explaining it. They are also able to state their opinions of the setting when they're in partners. Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies Students will begin their vocabulary workbooks and have a goal with staying on track so that they don't fall behind

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback They are able to get feedback when we come back together as a class to talk about what they think the setting is in the book. Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Their self-assessment will be how well they think through their blog responses, and if they can answer them fully.

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

Sticky notes Holes book Brainstorming web worksheet Vocabulary words packet Computers Sheet with username, password, and blog domain name Same as usual

How will your classroom be set up for this lesson? III. The Plan Tim 1015 min Components Motivation (opening/ introduction/ engagement)

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. I'll draw up on the board a large circle Write their camp memories and ideas on a with Our Camps written in the middle. sticky note Participate in the talk when we go through I'll hand out around two sticky notes per the sticky notes as a class and also when student, and ask them to write what they we talk about setting. think camp is like and what they usually do there. There may be some students who

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510 min

don't have a lot of experience so remind them to think of their 5th grade camp experience at the beginning of the year. The students will be called up by table to present their sticky notes and then post them on the board (it will end up being a concept map/brainstorming web) I'll ask them what a setting means. If they don't have an answer I'll have them look back to what we did with the brainstorming web. I'll also ask them, How does setting relate to what we just did? We'll define setting as a class, and talk about what can be part of the setting ex: place (country, state, building, home, outside, inside, etc.) and time (season, time of day, year, etc.) We'll then split up our sticky notes into the different parts of setting. If there aren't examples of a certain category I'll ask, what can we add to fulfill the 'time' portion of setting? I'll then tell the students that we're going to read together our first section of Holes They will have to follow along and participate in the reading, so that I know they're paying attention After we're finished reading I'll ask them questions like, what's the setting like at Camp Green Lake? and who are some of the main characters we've met so far? I'll pass out a brainstorming web to the students and have them break up into pairs to fill out what the setting of Camp Green Lake. I'll pass out a small booklet that they will Participate in the reading and in the discussion afterwards. Work in partners to brainstorm the setting.

15 min

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

10 min 5 min

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keep track of their vocab words. I'll give them 3 vocab words to begin with (descendants, barren, and burlap). They will have to find the definitions for the words and then draw a description of the word (like they do in social studies). They will do this on their own time as homework or during free time. I'll pass out each students username and password for the blog and have them tape it in their desks/write it down (if we go to the computer lab) I'll explain then that we will be using a blog to respond to some questions about Holes. I'll tell them that I expect their answers to be well thought out because they aren't just yes or no questions and they require thinking. We'll then move over to the computer lab or get out the net books to introduce the blog that they will be using and responding to. They'll open up the blog and respond to the question.

Respond to the blog question, How did luck play into Stanley Yelnats' life? Give examples from chapters 1-5.

510 min

After we assemble back as a class we'll Give examples from their group work. talk about what they found for the setting of Camp Green Lake. They should be reminded of what a setting is. Closure I'll ask them, why it's important that we (conclusion, know what the setting is in books? culmination, Then we'll go over what they have to do wrap-up) Write down what they have due for the for tomorrow. I'll have them take out their next day. agendas so that they remember. They have to read chapter 6 and stop there because we'll be reading chapter 7 tomorrow in class. I'll also remind them to work on their vocab words because we'll be getting more soon, and then they'll have more they have to define (so they don't want to get behind!) 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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