Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Grace Liao

Date April 24 (40 minute class)

Subject/ Topic/ Theme El nuevo Houdini

Grade 9-12 (Spanish II)

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the sixth lesson of the unit plan. The students have already finished reading the entire book the previous lesson, so in this lesson, we will discuss the
book and the idea of rules. After our discussion, I will introduce the Readers Theater performances, which they will then work on until they perform their skits the
following Wednesday/Thursday.
cognitiveR U Ap An E C*

Learners will be able to:

Recall Brandons actions and the main events from the book
Evaluate and discern Brandons actions throughout the book
Assess the reasons they have rules in their lives
Apply the two past tenses correctly as they discuss and write
Compose a script based on the main events of the two chapters that they are assigned

R/C
E

E
Ap

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan World Language Standards
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions.
Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school
activities, and family life
Share opinions and preferences in the target language with their classmates
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
Understand main idea of simple accessible written materials in the target language such as, textbook passages, ageappropriate magazine and newspaper articles/ads, websites/ internet, poetry or stories
(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)

What barriers might this

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

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Students have finished reading the book so they should possess knowledge of the main events of the
story.
Pre-assessment (for learning):
Formative (for learning):
Formative (as learning): As students reflect on Brandons actions and on rules, they will have to recall the main
events of the story, so as we discuss and connect the book with the our own lives, I will also be able to assess
whether or not students are able to recall his actions and form an opinion of him and of other characters.
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
I will use a powerpoint to provide
students with a visual aid as we
discuss. Students may also use their
summaries and the book so that the
information is easily accessible.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
I will clarify any new vocabulary
presented such as honra from the
Ten Commandments.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
There will be little or no physical
action.

Provide options for expression and

communication- increase medium
of expression
I will also provide students with a
handout so that they can discuss in
their groups and write out their
opinions.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will connect many of the ideas
from the book to the lives of the
students, especially the idea of
rules.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will collaborate on the
Readers Theater project and as they
discuss in their groups.

Provide options for comprehensionactivate, apply & highlight

I will activate prior knowledge of
Brandon and the book as a whole
so that the students may support
their arguments.

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

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
I will provide a rubric for the
Readers Theater so that students
can monitor their own progress.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students will reflect on their own
lives and their view of rules and
lies.

Powerpoint
Readers Theater project handouts
Rubrics
Book

The classroom will be set up as it is usually is.

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components

3
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.
1. Teacher asks students to take out their summary
1. Students tell each other what they wrote for
and vocabulary handout and to talk about the two
chapter 10 questions.
questions of chapter 10. Teacher checks that
students finished the summaries and questions.
2. Teacher asks students for their responses to those
two questions. Then connects the last question to
the discussion on rules that we will have.
1. Teacher passes out student worksheet and puts
up powerpoint (slide 1).

2. Students provide answers to the two questions.

2. Teacher asks students for the three rules (slide 2)

that Brandon had to follow and asks which ones he
broke.

2. Students answer with the three rules and which

ones he broke.

3. Teacher asks students why Brandons dad gave

him those three rules. Was he protecting Brandon
and his car? Was he giving them for the sake of
giving rules? Have students discuss in their groups.

3. Students discuss the question in their groups and

write down an answer.

4. Teacher asks a group to share their answer.

4. Students in that group share their answer.

5. Teacher moves on to slide 3 and asks students

what happened because Brandon did not follow the
rules. Gives students a minute to brainstorm in their
groups and then asks for answers.

5. Students brainstorm about what happened in the

book due to Brandons disobedience. Then they
share their thoughts with the class.

6. Teacher asks students what they think of

Brandons actions and to support their answer with
examples.

6. Students discuss and write down their answer on

their handout.

7. Teacher goes to slide 4 and asks students to

discuss in their groups some rules they have in their
own lives, why they think they are rules, and what
happens when they do not follow them.

7. Students discuss in their groups some rules they

have in their own lives, why they think they are
rules, and what happens when they do not follow

2
1

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

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1. Students receive the worksheet that they will fill

out during discussion.

them. Then they write down their answer on the

handout.
5

8. Teacher moves on to slide 5 and asks students

about rules that God gave the Israelites. Why did
God give them? Are they good or bad?
9. Teacher makes the point clear: There are rules
that our parents give us, that our teachers give us,
that our society gives us, and that our God gives us.
And there are good reasons that these rules exist.
What would happen if we did not have rules? Pause
and let students answer. So, when God gives the
Ten Commandments to the Israelites, he is helping
them walk in his ways, which is righteousness
instead of wickedness. He is aiming at shalom.
Similarly, why did Brandons dad give those rules
to Brandon? Could he also be protecting him as
God was doing with the Israelites? Could be. In
short, a rule is not simply there because the person
said so but because there are reasons for the rule.
These should be aiming at shalom peace,
flourishing.

10. Teacher introduces the Readers Theater project

to the students and hand out the instructions and the
rubric. Tell them their assigned groups and
chapters.

Closure
(conclusion,
culmination,
wrap-up)

1. Teacher gives rest of the time for working on the

project (if there is still time).

8. Students discuss in their groups and write down

their answers on their handouts.
9. Students listen and answer when appropriate.

10. Students receive the instructions and rubric and

move into their assigned groups.
1. Students work on the Readers Theater project.

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.)
Overall, the lesson went well. Students were engaged with talking in their groups and writing down their thoughts on the handout
that was provided. When the questions asked them about their lives, they had a lot to say and many tried to say their thoughts in
Spanish, although others struggled more, so we allowed them to speak and write in Spanglish. Evidence of student learning was seen
when I asked questions that had to do with the book and students responded fairly well, which shows that they did understand the
book. Students talked about rules, the reasons we have them, and what would happen if we did not have them, and they understood
that it is good to have rules.
One area of improvement would be focusing more on the question about their lives and going faster through the first two questions
which have to do with the book. With a 40 minute class, it was difficult to spend more time on the third and fourth questions, yet
those are the ones that relate to the students the most.

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