Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Jenna Jongekrijg Date 4/15 Subject/ Topic/ Theme: Fables Grade: rd

I. Objectives How does t is lesson connect to t e unit !lan" This lesson is an introduction to the concepts o! !ables" Learners will be able to#
Distingue !ables compared to other literature" 'ct out or read parts o! a !able -emori.e /hat a moral is" 0bser#e /ho 'esop /as as an author o! !ables
cogniti#e$ % & 'p 'n ( )* ph+sical de#elopment socio$ emotional

'n 'p % %

Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and con#e!ed t"roug" ke! details in t"e te%t. !t"s fro di#erse cultures$ deter ine t"e central essage, lesson, or oral and e%&lain "o' it is

12ote# 3rite as man+ as needed" 4ndicate ta5onom+ le#els and connections to applicable national or state standards" 4! an objecti#e applies to particular learners /rite the name1s6 o! the learner1s6 to /hom it applies"6 *remember7 understand7 appl+7 anal+.e7 e#aluate7 create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Pre-assessment (for learning):

'sk 8uestions about /hat /e are going to learn Outline assessment activities 1applicable to this lesson6
Formative (for learning):

4 /ill guide the students9 con#ersations7 actions7 and readers theatre"

Formative (as learning):

Students /ill do a readers theatre o! a !able" Summative (of learning6: 'sk 8uestions about /hat the+ ha#e learned about !ables so !ar"
Provide /ulti!le /eans of 0e!resentation :ro#ide options !or perception$ making information perceptible :oster describing parts o! a !able" ;ideo about 'esop" Provide /ulti!le /eans of Action and E.!ression :ro#ide options !or ph+sical action$ increase options for interaction Some students /ill ha#e a part in the reader9s theatre" Provide /ulti!le /eans of Engagement :ro#ide options !or recruiting interest$ choice, relevance, value, authenticity, minimize threats Students can #olunteer to act and to read" :ro#ide options !or sustaining e!!ort and persistence$ optimize challenge, collaboration, masteryoriente fee back

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"
:ro#ide options !or language7 mathematical e5pressions7 and s+mbols$ clarify & connect language :ro#ide options !or e5pression and communication$ increase me ium of e!pression Some students /ill act out the !able in !ront o! peers"

)hances !or students to act7 discuss7 and listen"

:ro#ide options !or comprehension$ activate, apply & highlight

The students that /ant to can #olunteer !or acting or reading"

:ro#ide options !or sel!$regulation$ e!pectations, personal skills an strategies, self-assessment & reflection

'ns/er 8uestions< act out /hat the+ hear7 read part o! a !able"

:ro#ide options !or e5ecuti#e !unctions$ coor inate short & long term goals, monitor progress, an mo ify strategies

'ssess through 8uestions to see i! !urther e5planation is needed"

Students can ans/er 8uestions and collaborate /ith their classmates to read !able"

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

:oster7 'esop book o! !ables7 reader9s theatre printed !or each student"

:lace start and oak tree lines on the !loor in !ront o! the room" How will (our classroom be set u! for t is lesson" Students /ill sit in their stadium st+le arrangement !or the poster7 'esop #ideo7 and "he #are an "ortoise !able" Students /ill sit in circle !or reader9s theatre and !inal 8uestions"

III. 2 e Plan 2ime 617 Com!onents /otivation 1opening/ introduction/ engagement6 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. 'sk the students to raise their hand i! the+= %aise their hands i! one o! the 8uestions applies to >a#e a pet? them" @ike animals? 4! the+ /ish animals could talk to each other? 4! +ou kno/ +ou ha#e read !able be!ore? Sho/ poster and e5plain each bullet point 4ntroduce 'esop as an author b+ ha#ing students /atch this #ideo: https://///"+outube"com//atch? #ABjk.,p%5CD(5plain /e no/ are going to read one o! 'esop9s !amous !ables" Tell the students 4 need t/o #olunteers: )hoose one student to act out the hare )hoose one student to act out the tortoise (5plain to them to act out /hat 4 am reading and sho/ them /here the starting race line is and the !inish line" %ead !able: The Tortoise and The >are @ook at the poster and listen pa+ing close attention to /hat 4 am pointing out about it" 3atch #ideo

718

8197

3evelo!ment 1the largest component or main bod+ o! the lesson6

97177

T/o o! the students /ill be acting it out7 /hile the others listen to me read the stor+ and /atch their peers act it out"

7717:

:age 1E :oint out ho/ each o! the points on the poster /ere !ul!illed /hich makes the stor+ 4 just read a !able" $'nimals are main characters FTortoise and >are $Simple characters and plot F %ace /ith t/o characters $:ersoni!ication FTortoise and >are speak to each other $-oral/lesson F Slo/ and stead+ /ins the race

@isten and /atch ho/ the stor+ connects to poster

7:1;6 (5plain ho/ !ables /ere originall+ orall+ passed do/n !rom generation to generation so /e are going to read one out loud together" )hoose G people !or readers theatre >and out script /ith each part highlighted %eaders theatre o! the !able: The >orse and the :upp+ 'sk the students /hat the moral means: Ce happ+ /ith /ho +ou are" (ither participate in the reader9s theatre or listen to their classmates"

'ns/er 8uestion

;61;<

Closure 1conclusion7 culmination7 /rap$up6

'sk 8uestions: 're !ables about humans or animals? >o/ /ere !ables originall+ passed do/n !rom generation to generation? 3hat is one thing that makes something a !able?

'ns/er 8uestions

=our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 13rite this a!ter teaching the lesson7 i! +ou had a chance to teach it" 4! +ou did not teach this lesson7 !ocus on the process o! preparing the lesson"6

This !irst lesson /as a delight to teach because the students /ere engaged and in#ol#ed" The anchor chart !or !ables /orked great as one /a+ o! representation because 4 re!erred back to it man+ times and the students also used it as a sca!!old to ans/er m+ 8uestions" 0ne barrier o! this lesson /ould be !or the students /ho did not #olunteer to act7 read7 or ans/er 8uestions" 'll the students /ere able to !ollo/ along /ith the !ables and listen to 8uestions7 but 4 /ish 4 had incorporated more sharing +our ans/er /ith +our partner be!ore 4 asked an+one to share it /ith the /hole group" This ma+ ha#e helped 8uieter students !eel com!ortable and that /a+ the+ /ould ha#e shared out loud and it ma+ ha#e assisted their learning b+ it going into their memor+ better" 4! 4 /ere to redo this lesson 4 /ould di#e deeper into the moral !rom the reader9s theatre7 /hich states7 be happ+ /ith /ho +ou are" 4 asked students /hat the+ thought that meant and the+ re!erred to ho/ the horse /anted to be the pupp+" This /as great7 but 4 /anted them to appl+ it to their li!e so 4 told them +ou should not /ant to be like an+one else or compare +oursel! to an+one7 but be happ+ /ith /ho +ou are" 4! 4 /as teaching in a )hristian school 4 could e5pand on this moral b+ e5plaining that God created +ou to be +ou and +ou are made per!ect in >is image" 3hile asking m+ !inal 8uestions at the end7 man+7 i! not all7 the studentsH hands /ere raised" This sho/ed me that the+ had an ans/er or at least /anted to gi#e their best guess !rom /hat the+ learned" This sho/ed me that the+ /ere engaged" '!ter this lesson students /ent to read stories in the computer lap and a !e/ came to me and said the+ chose to read a !able !rom 'esop" This rein!orced that the+ learned /hat a !able /as and /ere e5cited to read their o/n" ' !inal thought on this lesson /ould be the timing" 4t /ent much !aster than 4 had anticipated" 4 belie#e this happened because 4 had all m+ materials read+7 kne/ /hat /as ne5t a!ter each part o! the lesson7 and because there /ere !i#e students absent" 4! 4 /ere to teach this lesson again 4 /ould gi#e it a hal! hour time !rame instead o! !ort+$!i#e minutes"