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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Tara Perry

Date March 30 2019 Subject/ Topic/ Theme: Sound Grade: 1-3


I. Objectives
How does this lesson connect to the unit plan?
Students will begin to understand the characteristics of sound and be able to define it independently, in partners, and as a class.

cognitive- physical socio-emo


Learners will be able to: R U Ap An E C* development tional
● Define what sound is. U/Ap/An/
C
● Describe how sound moves in a medium. U
● Discuss how the different frequencies change the loudness of sounds. U
● Work through a real world problem as a class. Ap/C X
● Work in activities with a partner C X X
Common Core standards (or GLCEs if not available in Common Core) addressed:
● 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound
can make materials vibrate.
(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


● Should be able to work in activities independently and with one other person.
Identify prerequisite ● Should be at a first grade reading level and if the student is not then being placed with a
knowledge and skills. student that is.
● Should be able to fill out worksheets with little to no help.
● Should be able to use concepts from the past to build on their knowledge of the topic.
Pre-assessment (for learning):
● Students will be asked as a class to use descriptive words to describe what they know about sound. The
teacher should have a special student write the words on the board.
● Students will be introduced to a respect wall where there are behaviors that will be desired during the
lesson plan.
● Students will be asked to write their own definition of sound before beginning station one.

Formative (for learning):


● The teacher will discuss and model each station with students before they begin and then will be
released to do the work with a partner.

Outline assessment Formative (as learning):


● Students will be filling out rubrics and handing them into the teacher after fifteen minutes about how
activities
they are working with their partners.
(applicable to this lesson) ● Students will be filling out learning worksheets in a small packet for each station.

Summative (of learning​):


● Students will share in the restorative circle the definition of sound their partners and them
came up with for sound. One person from each group will write their definition before the
meeting begins.
● The whole class will come up with a classroom definition that they will write in their packets.
● Students will be given a real world scenario where they will need to think with their partners
about creating and planning a model to help create sound for someone who is hard of hearing
or deaf.

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression

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What will it take – Provide options for self-regulation- Provide options for comprehension- Provide options for executive
neurodevelopmentally, expectations, personal skills and activate, apply & highlight functions- ​coordinate short &
experientially, emotionally, strategies, self-assessment & ● Students will create a long-term goals, monitor progress,
reflection solution for a and modify strategies
etc., for your students to do
● Have students come classroom problem. ● Begin to explore how life
this lesson? together in groups of four for everyone is not the
to come up with a same and how we can
solution to a situation make adjustments.
where someone cannot ● How sound impacts our
hear sounds the same as daily life.
we typically can.
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
collaboration, mastery-oriented symbols- ​clarify & connect of expression
feedback language ● Have students write how
● Come together as a ● Students will be sound is important in
class to reflect on drawing and writing their lives.
sound and the the characteristics of
activities.. sound.
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 ● Having hands on ● Students will be doing
activities for two of the activities that will
activities and having require them to move
students write the around and experiment
answers to their around the room.
findings.
● Playing a video
showing that some
people cannot hear
sounds like most of us
instead of reading
about it.
● Easter Eggs (2 per student)
● Paper cups (1 per student)
● Beads (different assortment) and tiny foam balls
● Sound Book (GRPS)
● Sticky Notes
● Packet of worksheets
Materials-what materials
○ one for pre definition
(books, handouts, etc) do
○ one per station
you need for this lesson
○ one for class definition
and are they ready to use?
○ two for real world scenario; one lined and one blank sheet.
● Projector
● White board
● Pencils for the students to write
● Yarn
● YouTube video of the deaf singer
● Mats for students to work
● Students will begin in a restorative circle where we come up with a definition and the teacher
models the activities.
● Students will then disperse with their partners around the room to begin working on the staton
work.
How will your classroom
● Students will come back together in the restorative circle to come up with a new definition,
be set up for this lesson?
watch a video, and then get the new real world problem.
● Students will move around the room in groups of four to work on the real world problem and
then turn their packets into the teacher.

III. The Plan


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Describe​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
15 ● Teacher will gather students in the ● Students will be asked to participate in the
minute restorative circle. circle by giving descriptive words about
Motivation
s ○ The teacher will ask the students Sound and answering questions.
(opening/
to be absolutely quiet. The
introduction/
teacher will wait until this
engagement)
happens.
■ She will ask students if
they hear anything
besides the sound of her
voice. After students
answer she will explain
that they will be learning
about sound today.
● The teacher will ask for a volunteer to
write. If nobody raises their hand she will
call on a student.
○ The teacher will ask students if
they can use descriptive words to ● One student will write the descriptive
describe sound. The students will words on the board. One or two students
write the words on the board. will be asked to read the words on the
○ After the students have all given wall.
their ideas the teacher will call on
one or two students to read the
board.
● The teacher will go over a rubric for how
they have treat one another and tells them
everyone will be filling this out. .
○ The teacher will then go over the
respect word wall for
expectations on how we treat one ● Students will be attentive to the respect
another and how we should all be wall and ask questions if they are confused
involved in finding the answers. about how they should be acting when
■ Words on the word wall they are working with their classmates.
are nice sentence starters
and how we respect one
another's ideas.
● I like your
ideas but I was
thinking….
● I would like to
consider this
…… also, but I
still am
respecting your
ideas.
● I wonder if we
did this …..
The teacher will then hand out the packets.
The students name and their partners name is
already on it. The teacher will say that we will be
working in partners today. That the teacher does not
want to hear that someone did not want to work
with someone or any negative comments.

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● The students will move around and sit next
to their partner in the circle.
● The teacher will then model each different ● Students will move around the circle to sit
station. next to their partner.
○ The teacher will explain that we ● The students will be observing a model of
must do the three different each of the activities and ask questions if
activities in order. they are confused.
● The teacher will ask if their are any
questions about the activities that were
modeled. Once all the questions are
answered the students will be able to go
off with their partners and work together.

● Station one (Egg sounds): ● Students will work through station one by
○ Students will choose an egg out predicting what they think is occuring.
30-45 of the basket. They should be coming up with questions
minute ○ They will go back to their places about why, what, when, where, etc… They
s and the they will explore with will be filling out their worksheet.
their empty eggs.
○ The teacher will tell the students
once they have filled out question
one they may come and grab an
egg from the bin. It has white
foam balls, so do not open the
egg.
○ Once the students have answered
the corresponding questions
instruct them to bring their empty
eggs to the front of the room and
grab a few beads. The teacher
will help open and close the eggs.
○ The students will finish the egg
Development worksheet.
(the largest ○ The teacher will instruct the
component or students if they would like to
main body of keep their eggs they need to put
the lesson) them in their mailbox. If they do
not put their eggs in the pink bins
and move on to station number
two.
○ The teacher will tell students that ● The students will be sticky note reading
everyone must be completed with and filling out worksheet that corresponds
this station by the time the first with the book.
group is ready to complete the ● Students will fill out a rubric about how
last activity. they feel their partner has treated them,
● Station two (reading about sound): how they are working together, and if they
○ The teacher should be monitoring can define what sound is.
students and seeing if they are
taking turns and sticky note
reading. ● Students will work with their partners and
○ The teacher after this activity will experiment with how vibrations travel
instruct students to fill out the through a medium. They will read a small
rubric on page number two. excerpt and follow the worksheet for the
● Station three (paper phones) activity. They will play with the materials
○ The teacher will give the students for a few minutes and then return the cups
the cups already attached by a to the front of the room.
string.

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○ The teacher will instruct students
to talk into the cups in a whisper
voice. They should follow the
instructions on the worksheet and
if they have questions to come
ask.

● The teacher will instruct students to ● Students will write their definition on the
regather with their partners on the board to read to the class.
classroom rug in a circle. ● Students will then come up with a
20 ○ The teacher will give each pair of classroom definition of sound and new
minute students one marker and have descriptive words.
s them write their definition on the
board by their partner names.
○ The teacher will go around the
room having the other partner
read the definition to the class.
● The teacher will play a video of a deaf
singer to show the students some
background before presenting them with a
new task. ● Students in groups of four will participate
○ https://www.youtube.com/watch? in creating a solution for a friend that is
v=oHUuCLgfMpo&t=301s deaf, but wants to participate in a
Closure
● The class will then be given a real world classroom music concert. They should
(conclusion,
problem. A new student named Samantha have a writing describing what they have
culmination,
has moved into Mrs.G’s class. She is come up with and a visual picture.
wrap-up)
unable to hear sounds which means she is
deaf. Mrs.G’s class is throwing a music
concert for the community of Grand
Rapids and they want to include Samantha
because she is a great friend and everyone
should be included. How could we make it
possible for Samantha to be able to feel
the sounds? Create and plan a solution to
this problem in groups of four.
○ The teacher will place students
with their original partners and
another partner group.
○ The teacher will instruct students
to bring their packets up to the
teacher when they are done.
○ The teacher will hand them
another rubric about how they
think they worked with other
students today. That will be
collected in the same manner.
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.)
This lesson overall had a very good success rate in my opinion. I met all of my objectives with a few students

being wild cards because of partner pairings, there was a substitute, the classroom was moved around, and etc..

However I can confidently say that all of my students at a basic level can define what sound is, how it moves,

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and can explain the process they went through to learn these things. I got feedback from a paraprofessional that

she felt I needed to break the lesson up into smaller pieces and I feel this way too. I feel for my first graders

there may have been a little too much going on for them to remember what the next step was. After reviewing

some of the video footage I took that day I can say that having all the students work on one activity at a time

and then explaining it to every group when they are ready may have worked a little bit better. For this being the

first lesson plan the students took instruction from me very well. We introduced what the respect wall is, how to

use it, and we applied it to two different scenarios. Since looking at the behavior rubric many of my students

forgot to use the board, so this is going to be something I actively remind them of during the lesson period. I

want students to be able to work together to create a community where every student feels they can learn, play,

laugh, and be serious when it comes to their learning. I did have ten absent students and multiple students were

coming and going, so my advice for this lesson is to do it in the afternoon if at all possible. That way the special

education students can remain in the room at all times and get this experience. The students for the first activity

did very well with figuring out what they were doing. This was a building background and predicting activity. I

wanted the students to start asking why is this happening, why does the foam beads sound different from the

wooden beads, and etc.. The questions written and the answers many of the students gave showed me they has

some prior experience with sound instruction, but not a ton. For activity number two students read the book. For

all of my groups except for two of them this was successful. Everyone got through the book, answered most of

the questions, but they were still a little confused. For this activity I would prefer to next time do it as a class, or

have the students read in groups and then discuss the answers to the comprehension questions as a whole unit.

For the third activity students got to experiment with phone cups. They should have been able to use

terminology such as sound waves, vibrations, pitches, medium, etc.. to explain why they could hear their

partner. Many of my students loves this portion of the lesson the most and even connected eight phones

together. They were actively discussing with one another what was occurring and this was first through third

graders. This was not initially part of the lesson plan, but I think that giving the students the freedom and

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opportunities to make these discoveries is critical to their understandings of sound. For the final activity the

students worked together to find a solution for a future classmate that was entering the room. My first graders

were engaged, but did struggle with this concept. The second and third graders tried very hard to use higher

order thinking to come up with a solution of inclusion. For the final project I would recommend creating a

template to help guide the first grade students in writing, drawing, and possibly putting them in pairs. Overall

this lesson I would say needs some improvements structurally, but the content is very good. It cleared up what I

can expect from the different grade levels and reminded me that pushing students to their potential is vitally

important in their development and all my students did their best and that is all we can ask for.

Talent, A. G. (2017, April 06). Retrieved April 01, 2019, from

https://www.youtube.com/watch?v=ZKSWXzAnVe0

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