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EDUC 330 Name: Jenny Koopmans

Lesson Planning
Accessible Instruction Design

Part 1
Instruction Goal Statement
Content: Falcon Friends encourages students in Mrs. Wolbrinks to more
What is taught? openly discuss differences, in hopes that they will discover new things
Concept to be learned? about their classmates, and be more accepting of people who are not
What is the point? like them in every way (particularly focused on being a good friend to
Objective to be reached their peer with Down Syndrome).

Falcon Friends meets once a week during snack time. A small group
(four to five students) accompany Gus and Miss. K in the hallway to do
a short activity (about 10 minutes). The same group of students meets
two weeks in a row so that there is more time to get to know each
other.

In this weeks lesson, students will be given a blank puzzle piece to


draw a self-portrait on. I will encourage them to either draw a picture
of themselves and write words that they would use to describes
themselves, or draw a picture of something that shows more about
them (even if its not a picture of them). I will have a previously made
puzzle piece for myself to use as an example. I will try to encourage the
students to avoid superficial qualities like I have cool shoes and have
them aim for things that others may not know about them or
characteristics of their personality.

After giving the students about 5 minutes to work on their own puzzle
pieces, I will ask them to work on fitting all of them together. I want
them to think about what the point is instead of me telling them This
shows that even though we are all different, we fit together as a
group.

My hope is that students are able to verbalize what the puzzle piece
metaphor means in the context of their experiences as a class. I want
them to recognize their own individual gifts, and that others have
different gifts, but that we still all fit together and can do greater
things when we work together.

Goals for Falcon Friends (as a whole unit):


Falcon Friends will claim and value personal strengths,
weaknesses and individuality
Falcon Friends will develop empathy: the ability to understand
other peoples nonverbal and verbal emotional messages.
Falcon Friends will work in teams to recognize the value of
each individuals contribution as well as the benefits of
teamwork.
Falcon Friends will demonstrate an understanding that
differences amongst people make life rich and interesting, and
that those differences are to be valued.

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EDUC 330 Name: Jenny Koopmans
Lesson Planning
Accessible Instruction Design

Objectives for this lesson:


Falcon Friends will actively participate in parts of the puzzle
activity. They will listen to others, share when its their turn,
and do their best to include all members in the conversation.
Falcon Friends will work cooperatively with peers in the small
group setting, understanding that this is main part of the club.
Falcon Friends will demonstrate an understanding that their
puzzle pieces represent differences. They will show that they
are learning how differences are rich and interesting and make
us stronger as a group.

(Goals taken from edutopias SEL Learning Objectives, Objectives


taken from Gus Curriculum Matrix and goals).

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EDUC 330 Name: Jenny Koopmans
Lesson Planning
Accessible Instruction Design

Lesson Sequence: Consider Task Analysis


Opening/Purpose Setting Connecting to Known Presentation/Activity
Affective Network Recognition Network Strategic Network
Engagement: Process/Recognition: Product/Strategic:
Acco.unting for Interest and How the lesson is received. How learning is shown.
Commitment Mode of reception & presentation Interaction with the concept.
Provides way to Internalize Mode of expression
Plan for Motivation

Motivation and Information will be Learning will be shown


Commitment exist more given verbally and through the puzzle
because students had to visually. I will show pieces that students
show their own interest students my own puzzle make, the information
by signing up to join the piece as an example, they share verbally and
club. It is a choice to be and explain that they visually, how they listen
a part of Falcon Friends. should create their own to others, and how they
Additionally, students that show different work together to try to
are able to express qualities about their come to a conclusion
themselves through character. about the purpose of
creating their own After being given the puzzle activity.
puzzle piece which instructions, students Throughout this lesson,
makes things more will be the ones sharing students will be able to
exciting for them. information about interact with the
Creative freedom and themselves, and content on an individual
the ability to express receiving information (while they are creating)
oneself is often about their peers. They and group (during
appealing for students. will work as a group to discussion) basis.
When the students work put the pieces together
together to think about and present what their
what the puzzle final product and what
represents, the visual they think it means.
and metaphor should
show them to
understand the power
and richness of
differences.

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EDUC 330 Name: Jenny Koopmans
Lesson Planning
Accessible Instruction Design

Part 2: Steps in Differentiation - Reference


Process of Differentiating Instruction
Step 1 Gather Facts about Your Students Step 1 Articulate the Point of Your Lesson
(Profiling) (Content)
Choose a framework: What will students know after this
Neurodevelopment; Multiple lesson? What is an essential idea that all
Intelligences; Learning Styles, etc. students will know?
Step 2 Pick Multi-level Goals and Objectives Step 2 Prepare Goals and Objectives for Your
(Content) Students
Refer to standards; target your students. Refer to standards and identify various
goals for your various students.

Step 3 Select Teaching Strategies, Learning Step 3 Identify the Process by Which the
Activities, and Supports (Process) Lesson is Delivered (Recognition)
Lesson formats, groupings, activities, How will you teach this lesson? How will
materials the students see the lesson?

Step 4 Determine How Students will Step 4 Consider Other Ways of Presentation
Demonstrate Their Learning (Product) (Recognition)
Diverse options for showing what they What other ways can students see the
know. lesson?

Step 5 Describe What Students will Do during


the Lesson (Strategic)
How will Students interact with the
concept/objective?

Step 6 Consider Additional Actions on the Part


of Students (Strategic)
Identify other ways students can interact
with the lesson.

Step 7 Describe How Students will Show What


They Know (Product/Strategic)
How will you assess what the student
learned?

Step 8 Consider Why Students will be Engaged


(Affective)
What does this lesson mean to the
student?

Step 9 Plan Specific Reason to Be Engaged

Step 10 Identify Specific Students for Whom


Particular Accommodations will be
needed

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EDUC 330 Name: Jenny Koopmans
Lesson Planning
Accessible Instruction Design

Part 3: Accommodations and Modifications


Instruction ND Accommodations and Modifications
Content: AC Size
MEM
What is taught? O:SP No change
Concept to be learned? O:TS
HOT
What is the point? NMF
Objective to be reached. LANG Difficulty
SOC No change

Alternate Goals
All of the goals/objectives outlined previously still apply for Gus.

In addition to these goals, another important thing for Gus is that he stays
on the topic being discussed. Most students in the group will not struggle
with this, so it is not a written goal for them. When Gus starts talking, he
tends to start on topic then go on a spiral of other ideas. It is a hope that he
focuses on relevant information so that he can communicate all of his
applicable ideas clearly with his peers.

Substitute Curriculum
None

Process/Recognition: AC Input
MEM
How the lesson is O:SP No change
received. O:TS
HOT
Mode of reception. NMF
Recognition Network LANG Level of Support
Perception SOC Extra verbal instructions/cueing from teacher if necessary. This will likely be
Language & Symbols needed during conversation time. The teacher should prompt Gus by saying
Comprehension things like Gus, what do you like about yourself? Are you funny, nice, caring,
etc? If he has trouble communicating these ideas, the teacher could say I
think you arebecauseDo you agree? Why?
Time
No change

Participation
No change

Product/Strategic: AC Time
MEM
How learning is shown. O:SP No change
Interaction with the O:TS
HOT
concept. NMF
Mode of expression LANG Output
Production Network SOC No change, an emphasis on sharing focused and relevant information.
Action
Expression

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EDUC 330 Name: Jenny Koopmans
Lesson Planning
Accessible Instruction Design

Executive Function Format


No change

Engagement: AC Environment
MEM
Accounting for Interest, O:SP No change
Commitment O:TS
HOT
Affective Network NMF
Interest LANG
Effort/Regulation SOC

Part 4: Lesson Closure

Lesson Closure
Assessment Goal
What will you measure

Students will be measured on their activeness in the conversation (both speaking and
listening), and their ability to verbally explain the purpose of the activity (or their ideas about
why differences are important).

Assessment Type
Summative or Formative

All assessments for this lesson will be summative. The teacher will record some verbal
answers about how the students describe themselves and the importance of differences. The
main assessment for this activity is the teacher making sure that all students are engaged in
the conversation, which is done rather informally

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