Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Oct 30th Mark Rowe Subject/ Topic/ Theme Math ! ! Grade 5th Grade_______________

I. Objectives How does this lesson connect to the unit plan?

Start of new unit plan, Introduction to decimals

Learners will be able to:

Have an assessment to understand how deep their understanding of decimals is Have pages cut out that help explain place values

cognitiveR U Ap An E C*

physical development

socioemotional

U U

Common Core standards (or GLCEs if not available in Common Core) addressed:
5 NBT.1 (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.

Pre-assessment (for learning): We will be taking a Pretest for the decimal unit so that I as the teacher can know where students are starting off the new unit and can prepare activities that are appropriate to push students but still be able to understand what is being taught

Outline assessment activities (applicable to this lesson)

Formative : Students will be asked to place numbers in place value chart Summative (of learning): Students will be asked to explain what was learned and be able to show

examples on their own

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Information shared will be shared orally as well as shared through visuals Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will be able to cut out different objects and glue them in notebooks Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students will not have much freedom to do what they want since a test is being given Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Lesson will be repeated more then once and then visuals will be used
Provide options for comprehensionactivate, apply & highlight

Students will be able to have cut things out and then be able to share with the class what they thing
Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Students after completing the pretest will be able to talk with the person sitting next to them about the topic
Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Students will be told things and then given a copy to view and look at later,

The pretest will be a assessment so that students can see what they know and see what they will learn one day

Students have a pretest to complete which allows students to show what they know

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Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

The materials that will be need are the pretests, the number lines that should be copied ahead of time and also the place value chart. I will also be using the overhead which is set up

Classroom will be set up in the same setup as it is currently set up in How will your classroom be set up for this lesson? III. The Plan Time Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Allow students to walk into class and take seat, Walk into classroom and take their seats and settle students down during this time prepare for class Explain the new topic and hand out test (explain how some questions they shouldnt know yet) Teacher will observe the students as they fill out their pre-assessment and will observe which questions students struggle on When students are finishing up the pre-test teacher should have number lines and place value charts for students to pick up Quiet down and prepare for test

5 min 2 min

25 min

Students will work their hardest on completing the assignment

10

Development (the largest component or main body of the lesson)

Students will be required to cut out number lines and place value charts and glue these into Math note books

8 Min

Closure (conclusion, culmination, wrap-up)

Teacher will review place values and give students different numbers and have students identify what each digit represents

Students will be required to use place value sheet and determine what each digit means

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.) Because I wasnt here on Monday for this lesson I am unable to reflect on it. From talking with the teacher it took the students a lot longer then expected on the test and the students seemed to struggle on every aspect of place values

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