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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rae Gernant


Date April 14, 2016

Subject/ Topic/ Theme

ESL Calendars - Appointments

Grade 8th-11th grade

I. Objectives
How does this lesson connect to the unit plan?
Today students are going to be learning ordinal numbers, which are important for talking about dates but also very necessary in talking about any step-by-step process
or the organization of time. The second focus of today is about making and keeping appointments, so students will work on reading a calendar and practicing how to
make an appointment. In this lesson, students are going to be focusing on very important skills such as keeping a calendar, managing time, and making appointments,
which will hopefully make them more comfortable with doing these things independently. .
cognitiveR U Ap An E C*

Learners will be able to:

Use ordinal numbers when talking about dates and step-by-step processes
Put a process in the correct order
Write a process using ordinal numbers
Learn new vocabulary
Make an appointment
Read a calendar with appointments
Use a calendar to answer questions about the date and day an appointment takes place
Interpret the difference between date and day questions

physical
development

socioemotional

R, U
Ap
Ap, C
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U, Ap, An
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Common Core standards (or GLCEs if not available in Common Core) addressed:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
(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)

Days of the week, months of the year, parts of a calendar


Pre-assessment (for learning): asking students in which other contexts they have heard ordinal numbers
Formative (for learning): learning new vocabulary and saying it aloud
Formative (as learning): reading a calendar and being able to identify appointments on a calendar

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Summative (of learning): speaking for the practice conversations and being able to determine the

correct day when necessary


Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Students will look at numbers


that are written out (five) or
written symbolically (5) and
then turn these two kinds of
numbers into an ordinal
number (fifth)

What barriers might this


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

Provide options for


comprehension- activate, apply &
highlight

Provide Multiple Means of


Action and Expression
Provide options for physical
action- increase options for
interaction
Students will interact with one
another when they practice the
conversations
Provide options for expression and
communication- increase medium
of expression

Provide Multiple Means of


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

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be speaking in


practice conversations to
express their understanding of
questions about the date and
the day

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

Students will apply their ability to


read calendars in the practice
conversations
Students will apply their ability to
answer questions about the day
and the date in the practice
conversations
Students will apply their ability to
talk about a process by putting a
conversation in order and then
telling me which one comes first,
second, third, fourth, and fifth

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

Students will need to have their packet pages for lesson 2

Students will be seated around two tables pushed together and they will be facing the screen where
the pages will be projected.
How will your classroom be
set up for this lesson?

III. The Plan


Time

Components

5
minutes

Motivation
(opening/
introduction/

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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.
I will introduce ordinal numbers and new
Students will say the new words aloud
vocabulary words on pages 54 and 55

engagement)

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

I will say that they are called ordinal numbers


because they are used when things are ordered and
then give examples of places they might see
ordinal numbers (e.g. dates, step-by-step
processes, essays, etc.) and then ask the students if
they can think of any other places they have seen
these kind of numbers.
We will learn the second set of new vocabulary:
doctors appointment, computer class, birthday
party, PTO meeting, job interview, basketball
game, and dentists appointment

Students will think about when they have heard


ordinal numbers use and make connections
between these examples and understanding when
to use, for example, first instead of one

I will ask the students to write the new vocabulary


down on the next page in the blanks.

Students will go to do parts A and B on the next


page, writing the new vocabulary in the blanks
using multiple representations. For example, they
will identify the appointment vocab with images
and they will write an ordinal number using a
number that is written out or not (i.e. one or 1)

I will tell the students to move on to part 2 on


page 54 where the students will practice
conversations. I will ask them when a certain
appointment takes place and they will respond
with the correct date using the calendar.

Students will practice the new vocabulary by


speaking the conversations in part 2 of page 54.

I will again ask students questions for the practice


conversation, but this time they will apply their
understanding of date and day to respond that they
have something else going on on that day.

Students will then do the same thing with the


second set of conversations, but now they will be
practicing how to read a calendar in order to see a
schedule conflict and say no to meeting with
someone.

Students will repeat the words after me and say if


there are any words that they need explained

Students will be able to use the calendar to


determine which date and day an appointment
takes place

Students will think about the practice


conversations that they just had and do part C in
the packet where they will arrange the
conversation in order.

Closure
(conclusion,
culmination,
wrap-up)

Once students have done part C on page 51 in the


packet, I will ask them which sentence they put
first, second, third, fourth, and fifth so that they
will hear the ordinal numbers and make the
connection between the activity and the
vocabulary.

This activity of organizing a process is going to


reinforce their thinking about ordinal numbers and
apply the vocabulary to how to talk about a
process.

The last activity that I will have the students do is


part D, which is an activity where they need to
match questions and answers. In order to match
the questions and answers, they will be using their
ability to read a calendar, their understanding of
the vocabulary, and their understanding of the
difference between day, date, and time
questions.

Students will apply all of their learning from the


day in a matching activityPart D on page 51

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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I felt that during this lesson I did not do a good enough job of making this information applicable to the students. This is
probably because as I was preparing it, I could think of all the reasons that they need to know how to make an appointment
or keep track of appointments in a calendar, but I did not give the students activities that made this clear for them. With the
exception of Nina, I think that all of the students parents make their appointments for them, so the students saw todays
activities as something that does not apply to their lives. What I could have done to change this is to have given students a
situation in school. For example, telling them that they need to practice calling Mrs. Shealy and set up a grade check
appointment with her. Something like this would give students practice with asking and answering the same kinds of
questions; however, it would be a context that the students would feel applies to them. Moreover, the situation would be with
Mrs. Shealy who they know rather than the non-existent peoples names that the book provided.
During the practice conversations, I unexpectedly had to spend about five whole minutes before one of my students
understood what we were doing. He has been doing practice conversations like this all year, and he was the last person to take
a turn so he had all of the people before him as an example. Even so, when I asked him the same question, he told me that he
was confused. I pointed to the answer he needed to say, which was on the page, and he said the wrong answer. I told him no,
and pointed again at the answer. Still, he said that it was hard for him because he had never done it and it was confusing. I
know for a fact that he has done these conversations, and so I started at the beginning with the instructions. By the time he
finally answered correctly, all of the other students had started working on the next pages activities. I could tell that
everyone in the classroom felt awkward, but I did not want to move on without this student answering the question correctly
on his own. After class, Mrs. Shealy and I talked about the situation and she told me that I had not presented the information
in a confusing way that should have made him react the way he did. I do not want to create this awkward situation again, but
I also cannot just let the question go and move on while a student is still confused. I think that next time I will ask direct
questions to him while I am giving instructions so that he can say if he is confused from the start rather than me having to
explain the directions two or three times.

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