Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Nate Postmus
Date March 19 Subject/ Topic/ Theme Persuasive writing (Personal testimony !ra"e ####$
th
gra"e####
I. Objectives
How does tis lesson connect to te unit !lan"
This is the secon" lesson in the %nit o& Persuasive writing
Learners will be able to#
cognitive'
( % )p )n * +,
physical
"evelopment
socio'
emotional
%se the new tool to write with )p
!ive an e-ample o& their own personal testimony to convince someone %
+reate their own writing sample using this tool
+
Common Core standards $or %LCEs if not available in Common Core& addressed#
This topic will help them provi"e reasons that are supporte" by &act an" "etails. )lso lin/ opinion an" reasons using wor"s an" phrases
(Note# 0rite as many as nee"e". 1n"icate ta-onomy levels an" connections to applicable national or state stan"ar"s. 1& an objective applies to particular learners
write the name(s o& the learner(s to whom it applies.
,remember2 un"erstan"2 apply2 analy3e2 evaluate2 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
%n"erstan" "i&&erent tools &or writing s/ills2 un"erstan" the tool we tal/e" about the "ay earlier.
Outline assessment
activities
(applicable to this lesson
Pre-assessment (for learning):
(eview the tool use" the prior "ay
Formative (for learning):
4isten to my tal/ an" write "own the in&ormation
Formative (as learning):
0or/ on the assignment that 1 will han" out
Summative (of learning5
+ontinue wor/ing on the assignment an" write something convincing using this tool2 also getting in
preparation &or the &inal assessment
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
Provi"e options &or perception'
making information perceptible
(ea"ing the boo/ in the &ront cover2
then tal/ about how it is a personal
testimony
Provi"e options &or physical
action' increase options for
interaction
Provi"e options &or recruiting
interest' choice, relevance, value,
authenticity, minimize threats
Stu"ents are going to be writing
an" &illing out the notes
Provi"e options &or language2
mathematical e-pressions2 an"
symbols' clarify & connect language
Provi"e options &or e-pression an"
communication' increase meium
of e!pression
Provi"e options &or sustaining
e&&ort an" persistence' optimize
challenge, collaboration,
mastery-oriente feeback
Provi"e options &or comprehension'
activate, apply & highlight
They will be writing "own the
notes an" e-amples an" then
practicing the tool themselves
Provi"e options &or e-ecutive
&unctions' coorinate short & long
term goals, monitor progress, an
moify strategies
Provi"e options &or sel&'
regulation' e!pectations,
personal skills an strategies,
self-assessment & reflection
1'19'16
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to use"
1 am going to nee" 67 copies o& the han"out2 they will nee" their notes that they will be &illing in2 the
boo/2 line" paper &or writing their own e-ample
How will (our classroom
be set u! for tis lesson"
1t can remain as it always it
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
(opening/
intro"uction/
engagement
(emin" them why we nee" these tools going bac/ to
the &irst lesson an" e-plaining why we nee" these tools
(eview with them the tool that they use" the "ay prior.
)s/ them which tool we use" yester"ay2 have one
stu"ent give me the "e&inition o& the tool2 an" use a
"i&&erent stu"ent to provi"e an e-ample &rom the tool
we use" earlier.
show an e-ample o& a youtube vi"eo showing this type
o& tool (Michael Phelps an" the subway commercial
https5//www.youtube.com/watch8
v90ps!D04D0i) this is the lin/ to the youtube
vi"eo to show this tool
tal/ about how this vi"eo helps show this tool an"
how we coul" use this as an e-ample o& personal
testimony.
0atch the vi"eo an" participate while 1 as/
these :uestions
3evelo!ment
(the largest
component or
main bo"y o&
the lesson
0rite the name o& the tool on the boar" an" with using
the youtube commercial as an e-ample have them
wor/ through what the use o& the tool is. 1n the
process o& &iguring out what the "e&inition o& the tool2
as/ them ;0hat they thin/ personal means2 as well as
testimony8<
*-plain what personal an" testimony mean an" then
have them try an" put it together an" have them try
an" thin/ o& the "e&inition. 0rite the "e&inition on the
boar".
Participate while 1 as/ them :uestions o& how
the boo/ is relate" to this topic an" then relate it
to vi"eo. =ave them write "own the notes an"
e-amples2 have them wor/ on the assignment
1'19'16
=ave them try an" thin/ o& "i&&erent e-amples o&
&amous people trying to sell us o& their pro"uct. *-5
Michael Phelps2 Michael >or"an2 ?l" Navy2 "i&&erent
pro"uct names they show in movies2 vi"eo games2 tv
shows.
=an" out the assignment an" e-plain what they nee"
to "o on the sheet. The stu"ent is thin/ing o& their
e-periences at school an" are using their i"eas to say
why they have ha" a goo" time at school so &ar. 0hen
they are &inishe" with the outline they are going to put
their outline together with a""e" wor"s into a
paragraph on the bac/ o& the page.
Closure
(conclusion2
culmination2
wrap'up
0hen they &inish writing they can start )( rea"ing
early.
)&ter they &ill out the assignment outline2 have
them write there outline into a paragraph.
6our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. (0rite this a&ter teaching the lesson2 i& you ha" a chance to teach it. 1& you "i" not teach this lesson2 &ocus on the
process o& preparing the lesson.
2is tool went a lot smooter tan te first one. I actuall( *new wat tis one was and I was able to teac it better because I
understood wat I was su!!osed to do. I used m( teacers advice and sto!!ed giving directions wen te( were out of
control and wen te( calmed down wic te( figured out temselves I continued e.!laining wat to do. 2e biggest ting
tat I *now tat I did wrong was tat wen I was e.!laining te assignment tat I sould ave cosen a to!ic tat te(
couldn7t use and color code because tat will el! tem understand better. I used all te same color mar*er and I ad to
e.!lain to multi!le students wat te( were su!!osed to do even toug I just e.!lained it to tem.
1'19'16
