Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Naomi Hansen

Date

April 20, 2015

Subject/ Topic/ Theme

Peter & the Wolf

Grade _1______

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth and final lesson of this unit. The students will wrap up the unit in this lesson by watching a movie version of the story and completing a summative
assessment worksheet, which allows me to see how many of the students actually knew how to match the characters and their instrument(s).

Learners will be able to:

Create movements that actually represent the character indicated by the teacher

Actively watch the movie of Peter and the Wolf with appropriate behavior
Match images of the characters to their instrument, on their own

cognitiveR U Ap An E C*

physical
development

socioemotional

R, U, Ap,
An, C
U, Ap
R, U, Ap

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
Art.M.K.III.3 Describe the music performed and presented in first grade by moving, drawing, or through other appropriate responses.
Art.M.IV.1.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.
(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.

The only prerequisite knowledge that students will have to have for this lesson are the other 4 lessons
in which they will learn the story of Peter and the Wolf.
Pre-assessment (for learning):
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative assessment for learning will happen during the movie. I will be able to see which students
are truly engaged and understand what is happening in the video.
Formative (as learning):

The formative assessment as learning happens when the students are trying to represent the different
characters through their movements.
Summative (of learning):
This lesson as a summative assessment of the worksheet in which the students have to individually
match the characters with their instruments.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Students might have to get up in

the middle of the movie to
completing a moving activity
that will keep them focused.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students can express

themselves through the activity
in the middle of the movie.

Provide Multiple Means of

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

I think the costumes,

movements, and age of some of
the performers in the ballet will
quickly grab the students
interests.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

The challenge comes for

students when they have to
complete a worksheet on their
own at the end.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

I will monitor the classroom as

the movie is playing to see what
students are really truly
understanding and
comprehending the movie.
DVD player & remote control
Screen projector
Sound system
Matching worksheets
Pencils
Peter and the Wolf Ballet DVD

I will set expectations of what I

want from the students ahead of
the time so that they can have
something to work towards.

Students will hear the story but

in a different way (a ballet in
the form of a movie).

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

How will your classroom

be set up for this lesson?

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At the beginning of class I will be sitting at the front of the classroom on my chair (as per
usual)
The DVD player and projector will be set up ahead of time; it sits almost in the middle of the
room so that we can clearly see the screen on the board
The students will sit on the floor so that they can see the screen (not behind the projector)
Near the end of the movie I will place the pencils and the papers at the back of the room on
the floor so that the students can easily pick them up

III. The Plan

Time
Components

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.

5
mins

Good news:
- When students come into the classroom I will tell
them that they are to gather around the front chair
- We will begin with good news and as soon as I
say Lets do good news the students will
automatically know what we are doing
- I will choose one of the students who is quietly
raising their hand
- The student that is chosen to share is going to tell
the class something good about their life
- I will then ask follow up questions based on what
the student says
- Allow about 4 or 5 students to share good news
(depending on how long each student takes to
share)
- After each student has shared we say, Thanks for
sharing (insert name) and then we clap for them
- Many other students will want to share, but there
is only time for so many students and then I have to
move on

Motivation
(opening/
introduction/
engagement)

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- Students will gather around the chair and sit down

quietly
- Students will raise their hands if they have any
good news to share and will share it
- Students who are not sharing good news will be
listening to the students who are sharing

- After each student has shared all students will

clap for that student

25
mins

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

10
mins
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Closure
(conclusion,

Watch the movie:

- inform the students that the last lesson of the unit
will be watching a movie of Peter and the Wolf
- set some expectations before starting the move;
tell the students that you expect them to be paying
attention to the movie and not fooling around with
their neighbor
- tell the students that if they are playing or talking
with their neighbor about something that has
nothing to do with the movie and it is distracting to
the other students watching the movie they will
have to flip their card (refer to lesson 1 for more
detail)
- give a little bit of information about the move:
this performance of Peter and the Wolf is a ballet
and it is narrated by the grandfather
- pay attention to how they used their imagination
to perform the story in a different way
- start the movie (that is set up ahead of time, so all
I have to do is press play)
- the movie will last just over 20 minutes
- during the movie allow the students to talk and
make comments, as long as they are talking about
the movie this means that they are making good
observations about the movie and discussing what
is happening
- after a little bit of chatter draw the students back
in by saying voices off (this should work most of
the time, but if a student continues to talk just say
there them and they will probably stop talking)
- throughout the movie make little comments about
the costumes, the set, or the dancing to get students
analyzing and thinking about what is going on in
the movie
- this will depend on how the class is doing that
day, but if the students are starting to get kind of
rowdy and anxious during the movie pause it and
have them do some movement give direct
instructions for what you want them to do so that
they dont go wild; for example, slowly walk
around the room pretending you are the grandfather
or the wolf or the cat
- after a couple minutes call the class back to their
spots by saying join me back here and have a
seat
- then once people are sitting down say when you
hear my voice I know that you will stop walking
- when the students are ready and have met my
expectations you laid out to them resume the video
- once the movie is completed give the students
further instructions (wrap up activity)

Individual Worksheets:
- I will inform the students that I have a worksheet

- students are sitting quietly, listening to

instructions

- students will sit and watch the movie

- at times some of the students may chat briefly
about the movie, which is okay because it means
that they are processing and enjoying the movie

- when I ask the students to turn their voices off

they will stop talking and draw their attention back
to what is now happening in the movie
- students may respond to the comments that I
make which is fine as long as it does not get out of
hand

- if the students need a little break during the movie

they will stop and listen to instructions
- the students will then complete the instructions
that the teacher gives (displaying the characters that
are being said)
- once this activity is complete the students will go
back to their spots when they hear the teachers
directions
- they will then turn their voices off to watch the
rest of the movie

- once the movie is done students will again listen

culmination,
wrap-up)

for them to complete on their own

for the next instructions
- I will tell them that they will have to match the
characters to the instrument by drawing a line
between the images
- I will have placed the papers and the pencils at the - when the students hear their number called they
back of the room and I will call their number to go
will grab a sheet of paper and a pencil and find a
pick up a pencil and paper
spot in the room to complete the worksheet on their
- when I call out the numbers they will go get a
own
paper and a pencil and then they will find a spot in
- the students will not talk or work with others
the room to complete the paper on their own
while completing the worksheet
- I will make it clear that they are working on their
- when they are done they will wait for further
own and not with other people, so I should hear no
instructions
talking and I should not see people right beside
- again when students hear their number being
each other
called they will bring their worksheet to the
- once I have called all of the numbers I will walk
teacher, drop off their pencil, and line up at the
around to monitor whether or not the students are
door
following the instructions that I gave them
- when there is one minute left in the class I will
get the classes attention by saying attention here
and then tell them that when I call you number they
will bring me their paper, put their pencil back, and
line up at the door
- I will then complete those steps (collecting all the
papers)
- the students will then be dismissed when their
teacher comes
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 able to teach this lesson, but I only taught about half of the lesson that I have written in this lesson plan. I introduced the movie
to the students and watched it with them. The first graders loved watching the movie and were quite engaged the whole time, so we
didnt even end up doing the activity half way through the movie. The students were very engaged in the movie and were laughing at
some of the parts, commenting on the costumes and the dancing, and were quite well behaved during the movie. After the movie we
actually had a discussion about what their favorite part of the movie was, which was really neat to hear about. Many of the students
talked about specific characters or costumes that they like and a couple of the students told me that they liked everything. This is also
a good activity to complete after watching the movie, in order to get some feedback from the students. The reason I included the
students doing the matching worksheet was because I wanted to have a form of assessment that gave me a better idea of each
individual students progress. As a whole the students really enjoyed this lesson though!

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