Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebecca DeBoer

Date

11/24/14

Subject/ Topic/ Theme

Introduction to WeVideo projects Grade 4th grade

I. Objectives
How does this lesson connect to the unit plan?
Today is the introduction to the final project the kids will be doing for the Aztec Legend unit. As well as, this is how I will grade my friends on how much they have
learned from the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Begin planning how they want their projects to go

R, A, An,
C

Layout all the materials they need for their videos and what they need to include in their video

CE

physical
development

socioemotional

Talk
with
their
friend
s and
think
of
ideas
as to
how
to
record
They can
use their
artistic
abilities.

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices and perspectives of
the culture studied.
3.2 Disciplines through the world language. Point of View: Students acquire information and recognize the distinctive viewpoints
that are only available through the world language and its cultures.
4.2 Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied
and their own.
(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.

My friends need to have heard the legend and practiced speaking the legend out loud.
Pre-assessment (for learning):

I can ask my friends what they think the legend means

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning):

I can ask them what their plans are for recording, if they have any fun ideas.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
The information they need is in
their folders as well as they can ask
me questions or one of their other
friends a question.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
My friends will be coloring during
this lesson and working on a
project

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

students to do this lesson?

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
My friends will be speaking in
Spanish with me when they ask and
answer questions.

Provide options for expression and

communication- increase medium
of expression

Provide options for

comprehension- activate, apply &
highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
By the end of the day my friends
need to have their pictures and
sceneries colored so that they can
finish their We Videos on time.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

I will encourage my friends

along who seem to be talking
more than coloring and working
and I can help my friends come
up with creative ideas to record
their videos.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

My friends know the deadlines

so they can monitor how far
they are in comparison with the
deadline and decide whether or
not they need to take their
materials home to work on the
project.
I need the pictures that my friends can use as puppets; popsicle sticks to put the pictures on (at least 3
for each person); large blank pieces of paper to create the scenery; colored pencils/markers; and
tape/glue.

My friends will sit at their desks to work so the room can stay set up as it is.
How will your classroom
be set up for this lesson?
III. The Plan
Time
0:00
0:30
1:30
2:00

Components
Motivation
(opening/
introduction/
engagement)

3:00

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

9-15-14

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Sing Hola amigos, que tal
My friends will sing along with me
Sing Quetzalcoatl
Sing La leyenda de la Tortuga
Go through the retell of the Turtle Legend having
Friends will repeat each line of the retell after I say
my friends repeat each line after me
it.
Tell my friends about the project they will do for
the Turtle Legend.
Tell them that each person will receive a set of
pictures in which they must use both turtles and the
vulture in the retell. If they would like to use the
other pictures they can, if not thats okay. Once
they have colored their pictures they will cut out
the pictures and attach them to popsicle sticks.
They also need to color a scenery (background for
the video). Keep in mind where the story is taking
place and what places are mentioned in the legend
(lake, desert, sky). My friends will then use their
Chrome Books, pictures, and scenery to retell the
Aztec legend of the Turtle Shell. Each person must
make his or her own video using WeVideo. Once

Listen to the project description.

they have decided that they like the video how it is

they can publish it and share the video with Sra.
Vicente and me.
Ask the class if they have any questions about
what they need to do for the project or if they have
any questions in general.
After answering questions hand out the
materials and tell my friends that I would like all
their pictures and scenery colored by the end of
class.
As my friends color walk around the
classroom and make sure they are including the
correct items on their sceneries and answer
individual questions.

6:00
7:00

15:00;
18:00:
19:00
20:00
20:00

Closure
(conclusion,
culmination,
wrap-up)

Give my friends a 5 minute heads up, then 2

minutes, 1 minute, then at the end of class tell them
to pack up their materials (guardan sus carpetas)
and count down from 10 in Spanish.
After the count down sing the goodbye song
(Digo adios, dicen adios).

Ask questions if they need clarification on

anything.
Work on coloring and cutting out their pictures and
scenery.

Pack up their materials

Sing the goodbye song

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.)
This lesson was a majority of coloring time. I wish there was a way for me to not have to take up a whole Spanish class
periods just for my friends to color 4 or 5 pictures but I dont know what else I could have done. I couldve had my friends
take the papers home and colored them there, however you will always have those friends who forget their colored pictures,
didnt do it, or their pictures got ripped. As we went from class to class I figured out that there are some things I need to tell
my friends before I tell them other things because otherwise they get too excited and stop listening to what Im saying. For
example, dont try to hand out the papers while talking to the class because they will immediately get excited about what is
on the paper and start coloring and ignore what I am saying.

9-15-14