Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Veenstra Date 02/27/13 Subject/ Topic/ Theme Prepositions Grade __7______________

I. Objectives How does this lesson connect to the unit plan? This lesson ties in to the 7th grade grammar units done throughout the year. It is the first lesson in a unit of prepositions, conjunctions, and interjections. Learners will be able to:
Familiarize themselves with the most common prepositions Identify prepositional phrases within sentences Position themselves in areas around the room to demonstrate prepositional phrases Identify the preposition, object, and any object modifiers within the prepositional phrases
cognitivephysical R U Ap An E C* development socioemotional

X remember X apply/ analyze X X

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences. CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. CCSS.ELA-Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
(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. Students have been introduced to prepositions and prepositional phrases in previous grades, and will recall much about them.
Pre-assessment (for learning): Ask students if they remember what prepositions are, and to recall/ list all the prepositions they can.

Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning): Summative (of learning): Students are able to complete the exercise on pg. 154 of the grammar

workbook

What barriers might this lesson present?

Provide Multiple Means of Action Provide Multiple Means of and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for interaction choice, relevance, value, authenticity, minimize threats Have students act out the prepositions Movement around the room I say, write it on the board, have Several students can come up with students come up with some appropriate prepositions for their themselves classmates to act out

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible

Provide options for language, Provide options for expression and Provide options for sustaining effort mathematical expressions, and communication- increase medium of and persistence- optimize challenge, symbols- clarify & connect language expression collaboration, mastery-oriented What will it take feedback neurodevelopmentally, Students are becoming more familiar Students will interact with each other Introduce object of preposition and experientially, emotionally, with the basic structures of the as they are moving around the room, other modifiers to challenge their they will express their thoughts on thinking. etc., for your students to do English Language through grammatical analysis of prepositions prepositional phrases at the beginning this lesson?

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etc., for your students to do this lesson?

Provide options for comprehensionProvide options for executive Provide options for self-regulationactivate, apply & highlight functions- coordinate short & long expectations, personal skills and Apply what they just learned to the term goals, monitor progress, and strategies, self-assessment & sentences on pg 154 of their grammar modify strategies reflection books Describe briefly how next lesson we At beginning of lesson, I am having will discuss prepositions being either them self-assess themselves to see adjectives or adverbs how much they can remember.

Handout with the longer list of prepositions Materials-what materials Grammar books (books, handouts, etc) do Piece of paper/pencil you need for this lesson and are they ready to use? Normal set-up How will your classroom be set up for this lesson? III. The Plan Time 7 min 7 min 7 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. (CLASS 7A DEVOTIONS) The usual Wednesday journaling time Ask students to recall what they know already about come up with a list on the board of all the prepositions prepositions they can recall

7 min

Give students a list of prepositions that they must follow the actions to, for example, Everyone stand on the carpet. Put this paper in your binder. etc. Development (the largest Go over definition of prepositional phrase component or main body of the Discuss what the object of the preposition lesson)

Follow the directions

7 min

Put the definition in their own words

7 min

Closure (conclusion, culmination, wrap-up)

Go over the first two sentences on page 154 with the Complete the prepositional phrase activity on page students, then let them do the rest on their own 154 for the rest of the class period

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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This lesson, in my opinion went well overall. There was, however, room for improvement. Teaching this lesson twice already had me making small alterations to the original lesson plan, such as saying the preposition as they acted it out. I also could gage that the second class understood the material much better than the first, so for their lesson, we cruised through. One thing that I should do is have back up options for them to do. They asked before class if they could do a journal topic since they were going to miss their usual journaling time on Wednesday, so thankfully they had that to keep them busy for the last 10-15 minutes of class. They were also able to apply what they learned about different prepositional phrases in the journal. Either way, though, journaling shouldnt be my only back up option. Another thing that we discussed I could improve on was movement throughout the room. I stayed at the front of the room. Doing so, however, removed myself from the students. They were all full of energy today, probably because they had been taking tests all week. Thankfully the activity I did today was active. Mrs. Marsman gave me the advice of working with, rather than against the students energy, even if it means adjusting your lesson plan slightly. I know that sometimes I am afraid to call out a certain student if he or she is goofing off or having side conversations that are counter productive. I definitely need to make some changes in how I relate to students, knowing when it is alright to get somewhat off topic and when it is time to crack down and focus. In my lesson I should include different kinds of assessment. I did more of assessing through group activities than individual assessment so it was hard for me to judge where each individual was at. Prof. Terpstra made the suggestion of white boards from the science classroom or gel pads from Calvin for the students to write on individually, then hold up when they are done so I can see where each individual is at. I definitely need to improve on my assessment strategies. That will be my goal for next time!

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