Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Shin Han

Date Subject/ Topic/ Theme ELS/Spanish Last names Grade _Kindergarten_______________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will connect the cultural significance of names through the story “Rene has two last names”. Moreover, this will provide a window for students to see the
different last names that the peers have.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
• Understand some students have 2 last names U
• Share their last name with the class or peers R X
• Understand why Rene has 2 names Ap
• Make a family tree of their family X X
•
Common Core standards (or GLCEs if not available in Common Core) addressed:
1 – G4.0.1 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.
1 – H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.
World language standard
2 - Cultures: Gain Knowledge and Understanding of Other Cultures 2.1 Practices and Perspectives Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
(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 Understand the difference between the first and last name,
knowledge and skills.

Pre-assessment (for learning):

Outline assessment activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Ask the students to tell their last name, do they know how to write their last name?
Formative (for learning):
What was Rene’s last names in the story?
Formative (as learning):
Ask the students to find differences and similarities between the names of their peers.
Summative (of learning):
Ask the students does everyone has the same last name?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will be expected to reflect on
their names and assess if they
understand if they know their name,
moreover, whether they know how to
write their name
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
The students will have to find
similarities and difference between the
last names of their peers. Also, the
students should collaborate with each
other to understand the difference of
names in the class.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
The students can apply their
knowledge on the name to compare
and contrast between their peer's
names.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect language
There will be several Spanish words
within the story which will create a
connection between the student’s
home language as well as be a means
of expression of identity
Provide Multiple Means of
Action and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
This book helps to develop the idea of
diversity through the Spanish last
names. It will provide a means
towards the long-term goal of learning
about diversity
Provide options for expression and
communication- increase medium of
expression
The storybook is based on Hispanic
culture which could be a way of
communicating the value of cultural
significance. Moreover, the students
will create a family tree which will be
a visual aid to understand the concept.

1-19-13

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?
Provide options for recruiting interest- Provide options for perception- Provide options for physical action-
choice, relevance, value, authenticity, making information perceptible increase options for interaction
minimize threats
I will read a picture book for the
The story is based on Hispanic students thus, for the students who
heritage which will provide a relatable cannot follow with the story can see
story for the students. Also, it values the story via pictures.
family in their names which will
positively portray the student’s names.
Worksheet (creating a family tree)
Storybook: Rene has two last names
Crayons
Scissors
Glue
Projector
When I am storytelling the student will be in the whole group and will be on the carpet. After
reading the story, the students will be seated on their seats to work on their family tree worksheet.
The teacher will use the project to explain the activity.

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
prompts.
5:00min The teacher will ask various questions on the The student will answer the teacher’s questions
Motivation previous activity on names – first name and last by telling their last names.
(opening/ name. Also, the teacher will ask “what is your
introduction/ last name?” “Do you have one or two last
engagement) names?”
3:00min
The teacher will write down the last names of the
students on the board and list them.

Introduce the story Rene has two last names

20:00min The teacher will begin to read the book. ✓ The students will listen to the story and
✓ As the teacher progress through the answer the questions.
story, the focus will be on the last
name.
Development ✓ At the first page ask the students “what
(the largest happen the first day of school to
component or Rene?” “what was missing in Rene’s
main body of sticker?”
the lesson) ✓ On the section on family trees ask the
student “ do you know what a family
tree is?”
15:00min ✓ The students can glue the member of
their family within the worksheet.
After the story, the students will create their own ✓ After gluing all the member of their

1-19-13
 family tree. family the students will color and
✓ The teacher will show an example of a decorate their family tree
family tree. ✓ The students will share their family tree
✓ The students will have a worksheet with via the projector
a picture of a tree and picture of family
members (dad, mom, sister, brother
etc)
✓ The teacher will call on few students to
share their family tree with others.

4:00min
Closure
Ask the student “does everyone have the same The students will answer the questions on
(conclusion,
last name?” “does everyone have the same family diversity.
culmination,
tree?” “Is it bad to have different last name and
wrap-up)
family trees?”

1:00min Review the few student’s names with 2 last The student's names the students with 2 last
names. name.

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.)

1-19-13