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1-19-13

1Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amber Gilliland

Date Subject/ Topic/ Theme Acrostic Poems Grade _2nd_______________

I. Objectives
How does this lesson connect to the unit plan?
Different types of poems

Learners will be able to:
cognitive-
R U Ap An E C*
physical
development
socio-
emotional
Work together in a group U x
Design a choral reading of a poem based on directions C, Apm,
U
x x
Carry out a personally designed poem presentation


Ap


Common Core standards (or GLCEs if not available in Common Core) addressed:
Use knowledge of language and its conventions when writing, speaking, reading or listening
(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.

Group skills, communication skills, basic poetry knowledge
Outline assessment
activities
(applicable to this lesson)
Pre-assessment (for learning):

Formative (for learning):
Working together, being creative to come up with wasy to present their poem
Formative (as learning):
Practice their poem
Summative (of learning):
Their performance
What barriers might this
lesson present?


What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Representation
Provide Multiple Means of
Action and Expression
Provide Multiple Means of
Engagement
Provide options for perception-
making information perceptible


Provide options for physical action-
increase options for interaction

Poem presentation
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Different parts in the presentation
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and
communication- increase medium
of expression
Creation of group presentation
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Challenge and collaboration-
presentation
Provide options for comprehension-
activate, apply & highlight

Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Reflection after the worksheet

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

Different sheets of poems for each group
How will your classroom
be set up for this lesson?


In the same way students can move around the room to pick for their



III. The Plan

Time Components
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2 min
Motivation
(opening/
introduction/
engagement)
Alright class, we have been working with lots of
different poems these past weeks. Weve read a lot
and written a lot. Today were going to do
something a little different.
Show video of choral reading
Just like this group. Were going to be acting out
our poems. Each of you will be in a group, and it is
your job to follow the directions on this sheet to
present a poem to the class!






20-25
min
Development
(the largest
component or
main body of
the lesson)

3) Put students in groups of 5. Have them spread
around the room. Each is given a sheet of
directions and the poem that they are assigned to
that they will then give a presentation on the next
day (that way they can bring in costumes or props
if they want). They are given these directions: at
least 2 students must speak, and there must be at
least two motions/actions involved in the
presentation. All else is left to student discretion.
Think about the different parts of the poem. Are
there characters? Some of you can play certain
people. Think of different ways you can say the
lines. Sometimes you can say them all together.
Sometimes only one person says a line.

Poem 1: Skin

Poem 2: As Soon as Fred Gets out of Bed

Poem 3: Home Youre Where Its Warm Inside

Poem 4: Oh, The Places Youll Go

Poem 5: Ourchestra














Students work together in groups to figure out
parts, decide how they want to present. They also
must run through it a couple times. (They will get
more practice runs before they must perform
tomorrow).












1 min
Closure
(conclusion,
You all worked very hard today, and I am so
excited to see how you act out your poems! Good


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culmination,
wrap-up)




job class!

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.)