Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Christina Bouma

Date April 12, 2020 Subject/ Topic/ Theme: Compound words Grade _Kindergarten
I. Objectives

How does this lesson connect to the unit plan?

This lesson helps provide more opportunity for the students to practice compound words
cognitive- physical socio-
Learners will be able to: R U Ap An E development emotiona
C* l

● Identify compound words R

● Use prior knowledge to help them with the activities R

● Understand that root words are two separate words that create the compound word U
● Be able to use hand gestures to help recall prior knowledge
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.L.2.1.F Produce, expand, and rearrange complete simple and compound sentences

RL.K.5 Recognize common types of texts

RF.K.1.C Understand that words are separated by spaces in prints.

(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
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
Students should recall prior hand gestures to help them work through the small group
activities.
Students should know the difference between a compound word and the root words
creating the compound word.
Pre-assessment (for learning)(if applicable):
Formative (for learning): They are working with each other or asking questions about the groups. students
working hard in their group.
Formative (as learning): Students figuring out how to go about compound groups in different stations.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Students have opportunities to ask Students will have the chance to Students will be able to check their
questions to the teacher and teacher work on their own in one station and own understanding by asking
will do check-ins to check for then work with teacher in another questions during the lesson.
understanding throughout the lesson. station.

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 emotionally, etc., for your Teacher will provide feedback to Students can ask questions, write There is a combination of
students to do this lesson? students during her station. They can things down and do oral activities. independent work, teacher-led work
also work at their own pace at the and a video message.
independent station.

Students will work in groups and Teacher will do check-ins to be sure Provide options for physical action-
follow agreed upon class rules for students understand all information increase options for interaction
discussion. provided.

Jack Hartman video: https://www.bing.com/videos/search?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
q=jack+hearman+compound+wrods&docid=607993272234803273&mid=BA0469809A5A6D58EE67
BA0469809A5A6D58EE67&view=detail&FORM=VIRE
Printed worksheets
Color pencile / crayons
Bingo compound word game

Worksheets will be on the tables for the students, and the teacher led group will be on the floor. Jack
How will your classroom Hartman video will be on the board for the students to watch in the morning.
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.

Say: Good morning class! Today we will be Students will stand up and move to help them wake
Motivation practicing with more compound words! We are first up in the morning and join along with the video!
7 mins gonna watch a Jack Heartman video! If you
(opening/
introduction/ remember the hand gestures use them in the video!
Let’s stand up today and move our bodies!
engagement)
Teacher will play compound word video

Say: Today we are going to have two stations, after

our stations we will read a book together and then
we will focus more on our compound word books!

Teacher will explain groups to students and they

will depart.

Group 1 Independent station: Worksheets will be at

each table, one worksheet will be two words and the
students will underline the two root words and try to Students will depart in stations and will work on the
put them together. After students will draw the work that is assigned.
40 compound word they put together.
Development
mins Example: Sun + Flower = sunflower (students will Students can collaborate with each other if needed.
(the largest
component or draw this)
main body of Another worksheet will involve a list of compound
the lesson) words and the students will underline the root
words. This is good practice to see if they can tell
there are two separate words in a compound word.
Another worksheet will include color by compound
word. Another worksheet will be Ice cream

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 compound, students will cut and paste the
compound word onto the ice cream cone on the
worksheet.

Students will come back to their own tables and

work on their compound books.

Students can talk to each other or the teacher if they

15 Station 2 Teacher led: Bingo with compound are struggling.
mins words. Each student will have a board and the
teacher will name compound words and words that
aren’t compound. The students will play by the rule
of bingo.

Say: Alright! Now let’s also back to our own tables

and we are going to work on our compound word
book. I want you to write and draw 3 compound
words in your book today. If you need help finding
compound words you can talk to each other or talk
to me!

Closure Say: Great job friends! Does anyone want to share Students will raise their hand and put a compound
(conclusion, the compound words they put in their book today? word on the board or share with the class a word
5 mins culmination, Or does anyone want to write a compound word on they are proud of that is in their book.
wrap-up) the board and someone else can underline the root
words.

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.)

I taught this lesson to my small group, overall I thought it went really well. The feedback from my peers and from my professor we’re
very insightful. I know that I need to add more pictures for my students on some of the activities for the ones who many be challenged
by some of the worksheets but I also want my students to try on the more challenging worksheets and try there best. I know my
professor said the amount of time for the activities was appropriate developmentally and that made me feel really confident in the way
my lessons are planned out. I felt pretty confident in this lesson and having my student work independently from my past lessons that
have help build them up.

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