Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Amberleigh Greene

Date 11-17-18 Subject/ Topic/ Theme Summative Assessment Grade __10____

I. Objectives
How does this lesson connect to the unit plan?
Students will be assessed on grammar, vocab and themes that have been discussed throughout the unit.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Remember vocab used throughout the week R
 Apply grammar, culture, history and vocab learned throughout the week to writing and speaking assessments Ap
 Analyze a picture and talk about it using grammar/vocab learned this week. An X
 Evaluate the unit plan and give their feedback. E

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1.N.SL.j Share likes and dislikes in the target language with a classmate
2.1.N.H.a Identify and explain the impact of three major historic events and their impact on the culture of a
community or country in which the language is spoken
Explain the practices and significance of an important: • civil or religious holiday or celebration AND •
regional holiday or celebration AND • personal or family holiday or celebration within a community or culture
in which the target language is spoken
(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

 How holidays reflect cultural aspects or historical events of the people that celebrate them
Identify prerequisite
 Ability to use vouloir/pouvoir/devoir
knowledge and skills.
 Ability to use and remember numerous adjectives learned during the week

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?
--
Formative (for learning):
--
Formative (as learning):
--
Summative (of learning):
Students will take the summative assessment which has elements of listening, speaking and writing.
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
 Students will be given a
change to reflect on the
the unit in the feedback
section of the assessment.
Provide Multiple Means of Provide Multiple Means of Action
Representation and Expression
Provide options for Provide options for executive
comprehension- activate, apply & functions- coordinate short & long-
highlight term goals, monitor progress, and
 Students can choose to modify strategies
highlight different
aspects of the painting
during the speaking test.
 Students can choose to
highlight different
aspects of different
holidays in the short
answer section.

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
 Students can
collaborate before and
during the speaking
test.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
 Students can express
what they know
through writing,
listening and speaking.

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats  Students will be given  Students can decide
 Assessment is an overview of the how much they want to
scaffolded so that exam at the beginning say or write and what
students are clear with of the week so they ideas they want to
what they need to be can prepare. highlight. No wrong
writing and thinking answers.
about in the short
answer section.
 Students can practice
the speaking section
beforehand to
minimize threats.
 Summative Assessment
Materials-what materials
 Vocab answer for teacher
(books, handouts, etc) do
you need for this lesson  Speaking rubric
and are they ready to use?  Writing rubric

Classroom will be set us as it normally is with vertical rows facing the front.
How will your classroom
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
prompts.
5min “Bonjour tous les mondes! Aujourd’hui on va faire
Motivation l’interro!” Remind them that they test is in three
(opening/ parts. There is the vocab section, the oral section
introduction/ and the short answer section. Put the list of
engagement) speaking pairs on the board. Explain that while
students are taking their test, you will call pairs up
one at a time for the oral section. When the group
ahead of you is called, go out into the hallway with
your partner to practice some things that you might
say. When you are done with the oral section, you
may continue taking the exam.
45min
Call up groups one by one to do their speaking test.
Development For the first part of the test, hold up the picture of Students will be taking their exam.
(the largest bastille day selected for the test. Ask them “est-ce
component or que vous aimez cet image?” Let them go from
main body of there, if they get stuck ask them, “pourquoi est-ce
the lesson) que vous aimez cet image?” then tell them, “ok
vous etes maintenant une personage dans ce
peinture. Qu’est-ce que vous voulez exprimer? Fill
out a rubric for each student as they go.

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10min Closure
(conclusion, When all students are done taking the assessment, Students will be answering survey questions.
culmination, pass out the survey sheet. Ask them to be as
wrap-up) detailed in their responses as they can.

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.)
Since students are at a lower level, I paid special attention to making instructions and expectations realistic and comprehensible.
Instead of doing a paragraph for their writing section, I made it more of a guided short answer so they knew exactly what kind of
things to think about and what kind of structure they should write it in. Especially considering my students, I know they are not at the
level to write a paragraph about profound, abstract ideas yet.

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