Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Amanda Asfour
12/4/15

Subject/ Topic/ Theme

Grade ______2nd__________

Solving a Problem in Our Community & Final Summative Assessment

I. Objectives
How does this lesson connect to the unit plan?
Connects to the Unit Plan on Local Government and how it relates to us by giving the students an opportunity to be fully active in their community and local
government.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

C
C

Draw a picture of how to stop a bully.

Write down a sentence about how to stop a bully.
Work together to implement their plan.
Understand that their actions impact their community.
Listen to other students ideas and respond with respect.

x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
C5.0.1 Ways that citizens participate in community decisions.
C5.0.3 Design and participate in community improvement projects.
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.1B Build on others talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
(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.

Knowledge of their community and problems that might be in it. Knowledge of how to behave in a
group discussion.
Pre-assessment (for learning):

KWL and previous lessons

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
Students may take this as
an opportunity to not be
learning and may become
goofy.

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Formative (for learning):

Group discussion
Formative (as learning):

Students create the poster

Summative (of learning):
The poster. Also the summative assessment KWL.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Write on board.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Vote, work together as a group,
actually go perform the project.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Activity is real and applicable to
their community. They have choice
on what they will do to help the
community.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

No new vocabulary.

Some of their ideas may be

very difficult, or even
impossible to do.
Some students may not
participateat least
verbally. Find ways to
engage ALL students, not
just the ones that always
raise their hands.
What will it take
neurodevelopmentally,
experientially,
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for comprehensionactivate, apply & highlight

Activate by using information

from previous lessons. Apply
and highlight by having the
students create a real life project
that will help their community.

Provide options for expression and

communication- increase medium
of expression

Write, talk, brainstorm

Provide options for executive

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

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Collaboration: students must

work together as a class
community.
Challenge: students have to
create the project.
Mastery-oriented project: no
objective activities
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Coordinates short-term goals

from lessons into long term
goals that will hopefully teach
life long lessons of helping
others and their impact in the
community.

Set expectations before the

lesson: this is a special
opportunity. If you do not want
to participate/cannot handle the
responsibility, I have a
worksheet that you can do.
Self-reflect/assess through the
KWL at the end.
Group discussion checklist.
Empty How to Stop Bullies posters, One by Kathryn Otoshi, coloring supplies

Students will sit in their desks and on the floor.

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

Components
Motivation
(opening/
introduction/
engagement)

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

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Review lesson 4 by asking, what do good
1. Answer the question. Good citizens help solve
citizens do?
problems.

2. Read book, One by Kathryn Otoshi. During

reading, ask:
Who is the bully?
Who is he bullying?
How does Blue feel when he is bullied by
Red?
How is the Red stopped from being a
bully?

2. Listen to One. Answer questions about the book.

3. Explain to students that they are going to help

solve the problem with bullying at their school.
Show them the model of their project.

3. Listen and look at the teachers model.

4. Explain that students need to write down three

things that they should do if they are being bullied,
and then they need to draw a picture after the
words. Each student needs to have a turn to write.
When they are done with the words and pictures,
they can decorate the outside of their posters.

4. Listen to teacher give directions.

5. Ask the students what it is that they need to do,

and if they have any questions.

5. Explain back to the teacher what their

instructions were. Ask any questions they still have.

6. Place the students in their pre-determined groups

of three. Give each group a place to work and let
them get started.
7. Walk around the room, read student ideas. Help
with any problems that they may have.

6. Students go with their group to their assigned

spot. Students create posters that say:
How to Stop Bullies at the top, and give three ideas
of how to stop a bully. Students draw illustrations
underneath their ideas, and decorate the outside of
the posters.

8. When they are done, tell students to bring their

poster to me and then let them read silently.

7. Work
8. When finished, read quietly at their desks.

9. When the students posters are complete, hang

them up around the school to help stop bullying.

Closure
(conclusion,
culmination,
wrap-up)

10. Give students the summative assessment.

Students will fill in the What I learned section of
the KWL that they created at the beginning of the
unit. Instruct students to write down three things
that they learned about Local Government during
the unit.

10. Students will complete the Summative

Assessment by writing down three things that they
learned during the unit on Local Government.

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.)

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