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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Eva Maxwell

Date 12/01/2017 Subject/ Topic/ Theme Test-Taking Skills Grade 9-12 ESL___

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the fifth part of a skills workshop unit plan that includes: study, note-taking, test-taking and research skills.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
become aware of strategies for studying for tests and self-care strategies Ap, E X
understand how to take tests. R, U
learn specific test question strategies. R, Ap, An
distinguish between different types of test questions R, Ap, E
list strategies for successfully responding to each question type R, Ap, E X
expand their vocabulary with key essay-questions words R, Ap, C X
Common Core standards (or GLCEs if not available in Common Core) addressed:
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 6-8 texts and topics.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WIDA Social & Instructional Language

ELP 1: English Learners communicate for Social and Instructional purposes within the school setting.
ELP 2: English Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

(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

Know how to take a test
Identify prerequisite
Know basic test-taking vocabulary (analyze, compare, contrast, describe, etc.)
knowledge and skills.
Be able to play/access online games

Pre-assessment (for learning):

Though-provoking experience questions

Formative (for learning):

Writing vocabulary in pocket notebooks
Taking notes during lecture
Outline assessment
activities Formative (as learning):
(applicable to this lesson) Reflection on past test-taking strategies
Applying learned skills to other courses
Collecting useful vocabulary
Understanding how to answer different types of test questions
Setting goals for self

Summative (of learning):
Setting personal goals for self-care

Provide Multiple Means of Engagement Provide Multiple Means of Provide

Representation Multiple Means
of Action and
Provide options for self-regulation- expectations, Provide options for Provide options
personal skills and strategies, self-assessment & comprehension- activate, apply & for executive
reflection highlight functions-
Setting personal goal Taking notes during coordinate short
Taking BrainPop quiz lecture & long-term
What barriers might this goals, monitor
lesson present? progress, and
modify strategies

Provide options for sustaining effort and persistence- Provide options for language, Provide options
What will it take optimize challenge, collaboration, mastery-oriented mathematical expressions, and for expression
neurodevelopmentally, feedback symbols- clarify & connect and
experientially, emotionally, Pocket notebook vocabulary language communication-
etc., for your students to Self-care goal writing Vocab pocket notebook increase medium
do this lesson? of expression

Provide options for recruiting interest- choice, Provide options for perception- Provide options
relevance, value, authenticity, minimize threats making information perceptible for physical
Test-taking strategies are valuable for all Test-taking is relevant action- increase
learners Vocabulary expansion options for
Learn different types of tricks for different
Apply to other courses
Materials-what materials Projector/White board
(books, handouts, etc) do Chromebooks
you need for this lesson Vocabulary Pocket Notebooks
and are they ready to use? Journals

Students at desks facing whiteboard

How will your classroom Teacher standing in front at whiteboard
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
Ask: Whats the last test you took? How did you feel about it? Were you Answer questions,
Motivation prepared? What could you have done more in order to prepare? What surprised participate.
(opening/ you the most about the test (specific style or questions)?
engagement) Introduce topic: Test-Taking Strategies Read Objectives out-
Have students read Objectives out-loud (projected onto white-board) loud

Describe the most common test questions (using PowerPoint): Take notes in journal
(the largest 1. Multiple Choice Questions
component or 2. True or False Questions
main body of 3. Short-Answer Questions
the lesson) 4. Matching Questions
5. Essay Questions

Identify important essay key-words; have students pick 5 they dont know and Write 5 new
write them in their vocabulary pocket notebooks. vocabulary words in
pocket journal.

Discuss important self-care points: Write a self-care goal

Eat a good breakfast or lunch before in journal.
Go to bed to get 8 hours of sleep
Cramming the night before wont help
Do a memory dump right before
Take deep breaths

*Have students write out 1 self-care goal in journal.

Watch BrainPop video about Test-Taking as a class: Watch video.

Have students take out their Chromebooks and take the BrainPop quiz about Take out Chromebook
Test-Taking: and take the BrainPop
[] quiz.

**While students take the quiz, check their vocab pocket notebooks.

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.)