Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Elizabeth Mulcock
23 April 2014

Subject/ Topic/Theme Being Brave Enough to Spell Domain-Specific Words

Grade

1 st

I. Objectives
How does this lesson connect to the unit plan?
The unit plan is teaching students about nonfiction books and having them write nonfiction books. This lesson will look at how to teach students skills to help them
spell fancy words that they havent learned how to spell. These words will help readers understand the students stories better.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
A
C

Comprehend how to attempt to spell fancy words.

Break down big words into words and sounds they know.
Write out fancy words that they never learned how to spell.

Common Core standards (or GLCEs if not available in Common Core) addressed:
L.1.1 Demonstrates command of the conventions of standard English grammar and usage when writing, and L.1.2 Demonstrates command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
(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.

Students know how to sound out words and know what letters are associated with different sounds.
They understand the concept of breaking words apart. They know about compound words.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): I can walk around the classroom and ask students what fancy word they are working
through and to see if they are learning and remembering the steps.
Formative (as learning):
Summative (of learning):

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 options for perceptionmaking information perceptible

Have them practice writing

example fancy words with a
partner to make sure they
understand.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

A barrier is that this lesson

doesnt have movement so it
will be hard for students who
need constant movement.
Provide options for expression and
communication- increase medium
of expression

The students will work in pairs.

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Provide Multiple Means of

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

They will practice by using

words either already in their
story, or words related to it.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

How can I challenge James?

If students finish they can work
on their pictures.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

To reflect, show the class some

students work and together look
at what that student did.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Another page in my teaching book where I have the word thingy or something.
Two pictures that I will glue on the Ways to Spell Words poster
The students stories/non-fiction pieces that they have been working on.

How will your classroom

be set up for this lesson?

Nothing has to be changed or added to the classroom 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.
I want to tell you a problem I had with my
teaching book. I can start by reading them
another page in my teaching story that I wrote and
instead of having a fancy word, have thingy or a
something. Show my picture and then ask if there
was anything that is wrong with my writing.

Point out what they think was wrong about my

professional non-fiction writing

Show Ways to Spell Words poster and add

picture about writing it part by part and listen
for syllables
Then I will introduce fancy words. Saying
something like writers try their best to spell fancy
words. They say the word, hear it, listen for words
and sounds they know, and then slowly spell the
word. When they are done, they read the word
while sliding their finger along the word to make
sure they spelled it correctly.
Development
(the largest
component or
main body of
the lesson)

Boys and girls now its time to look at your nonfiction stories and look for words that you might
have spelled wrong. Before you start correcting
words we are going to take a minutes so you can
look over your book with a partner and talk out
what you want to accomplish in todays class.
Some of you may want to look for fancy words in
your book, while maybe others are ready to start a
book so their goal will be to take time to spell
fancy words correctly while they write.
After a minute, When you told your table partner
your plan you can get to work, remember if you
need help go back over to look at the poster we
made.

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With me, they will practice sounding out a fancy

word and one student can write it on the doc
camera

Will discuss with a partner and then will edit their

books.

Gather their attention for a quick teaching moment

to remind them about the helpful tools around the
room that can help with spelling words. Direct
attention to poster for reminder
Closure
(conclusion,
culmination,
wrap-up)

Gather attention and show under doc camera how I

fixed some tricky words.
Instruct two groups of partners to pair up and share
what tricky words they learned how to spell today.

Will share with three other friends what tricky

words they corrected in their book.

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.)
My motivation started well. The students seem to enjoy helping me see the mistakes in my book and helping me correct them.
They very easily told me that I shouldnt have the work thingy and were eager to help me sound out the word dowel so I could put it
in my teaching book. I think the introduction was easy because they have already worked with tools that help them spell words they
dont know. They already know that tools around the classroom are a word list on their name tags on their desks, the words on the
word wall, and the dictionaries in the classroom.
The lesson itself wasnt too chaotic. I wasnt able to walk around and check to see what every student was doing, but the ones that
I checked-in with were looking at spellings of words and some were even using dictionaries. There were two students who did a
good job of finding a difficult word in the dictionary and I was very happy about that. After looking back over your observation
notes, I do agree that I might have asked a lot of questions that basically told them what to do. I should be more careful and ask
questions that make them think of what they should do and how they should go about doing that. Mrs. Sayre ended the lesson before
I had a chance to watch the time and close the lesson out.
The lesson went pretty well, but the one thing I could have changed about this lesson would be to have taught a mini teaching
lesson on how to help students find a word in the dictionary. To show them how they should go about trying to find a word if they
arent sure of the spelling.
Context Options The Class as a Whole
Variables
Individual differences
Oakes/Lipton (174-178)
Levine (299-302, 321-327)
Cognitive and
Neurodevelopmental
differences
Bridging(161-166)
Oakes/Lipton (170 - 172)
Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences

Levine (27-50)

Students with disabilities

IDEA
Bridging(156-162)
Oakes/Lipton (295-6 &303ff)

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Class Overview based on observations and data

Gifted Students
Bridging(162-166)
Oakes/Lipton (295, 302-327)
Social Class differences
Bridging(185-210)
Oakes/Lipton (9-25)
Levine (225-244)

Ethnic & Racial

differences
Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

Gender differences
Bridging(212-224)
Oakes/Lipton (277-278)
Language differences
Bridging(125-153)
Oakes/Lipton (197-202)

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