Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Rae Gernant

Date

April 20th, 2016

Subject/ Topic/ Theme

ESL Calendars Kinds of Calendars

Grade 8th11th

I. Objectives
How does this lesson connect to the unit plan?
Students will be applying the lessons from previous days in order to study the direct application of calendars to their own lives. This lesson will show students three
kinds of calendarscommunity calendars, school calendars, and personal calendarsand then ask students to use and interpret these calendars in order to find
information and answer questions about them. Specific skills from previous units include: using ordinal numbers, questions about date, day, and time, two forms of
writing the date, holidays, and days of the week.
cognitiveR U Ap An E C*

Learners will be able to:

Use information about holidays to talk about schedules and three types of calendars
Read and interpret three types of calendars (community, school, and personal)
Answer questions about events using a newspaper clipping
Find information about events locations, times, and prices
Find a school calendar online
Answer questions about a story that they read
Transfer events and holidays from a schedule onto a calendar

physical
development

socioemotional

R
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)

Parts of a calendar, months of the year, days of the week, ordinal numbers (1st-28th), answering
questions about day, date, and time, write the date in two different forms, find and use information on
appointment cards, holiday vocabulary, dates of several holidays, singular and plural nouns
Pre-assessment (for learning): Ask students to show me their planner if they use one and see what kind of
personal organization skills the students already have,
Formative (for learning): Students will complete the activities in their packet, students will find information
about events from various mediums (school website, newspaper, flyers, emails, etc.)
Formative (as learning): Students will practice writing holidays onto a calendar

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Summative (of learning): Students will be able to take information from a school website and their

classmates in order to create their own organized schedule

Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students will see how information

about events can come from their
school website, a newspaper, and
many other places, and they will
practice finding this information on
their own

Students will work together to

complete the activities

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

What barriers might this

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

I will explain the key for the

Grandville District calendar and
point out how the colors denote
specific kinds of days (half day,
no school day, breaks, holidays)
Provide options for comprehensionactivate, apply & highlight

For Blu, Amani, and Jean

Claude, I will underline
important information in the
stories and the newspaper
article so that they can find
understand where to look to
answer the questions
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Students will ask one another about

their birthdays in order to write
them in their calendars
Provide options for expression and
communication- increase medium
of expression
Students will answer questions in
writing and also by speaking

Provide options for executive

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

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Have students talk about how they
organize their activities and
homework

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Allow students to find flyers or

advertisements about events that
are going on in their community
and talk about when and where
these events will take place
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

As students work on
interpreting/creating these three
kinds of calendars, they will
assess how they organize their
time and consider using a new
or different method

All Star packet pages 56-59 and 62-63

Grandville 2016-17 schedule
Planners that I will make from stapling together blank months of the 2016-17 academic year into a
book.

Students will be seated on three sides of two rectangular tables facing the white board at the front.
They will all be facing the center of the table and able to see the white board.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

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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 begin class by asking the students if they
Students will think about how they organize their
have a personal planner that they use to keep track
time and why it is a value in white American
of their assignments, sporting events, and
culture to arrive on time to appointments.
appointments.

I will tell the students that it is important to keep

track of all of these things in order to be on time to
appointments and respect other peoples time. Also,
writing assignments and tests in a planner will help
with time management and planning study time in
advance.
After this, I will transition to the next activity by
saying that there are three kinds of calendars that
we will look at today: community calendars, school
calendars, and personal calendars.

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

The first kind of calendar that we will look at is a

community calendar on page 56 of their packet.
This calendar has the location, time, and cost of
various activities for an Independence Day
weekend.

Using what they learned about holidays yesterday,

students will think about the ways that Americans
celebrate their Independence Day. And if students
come from countries that also celebrate
Independence Day, they will consider how these
traditions are similar or different.

I will ask students to circle the times and days on

the newspaper clipping on page 56.

Students will complete activities A-D on pages 56

and 57.

I will ask students to do the same with events and

places (circle them) and then ask them to complete
activity B. I will watch as students work on this
activity and if they are progressing independently I
will ask them to move on and complete activities C
and D as well.

Students will practice reading comprehension as

well as finding information in an article. They will
learn where to look for things such as location, day,
date, time, and price when reading a newspapers
weekend calendar.

We will check activities B-D as a class, and I will

write the answers on the white board.
After this, we will look at the Grandville school
district calendar for the coming year. I will point
out the key on the side of the calendar and
important dates such as the first day of school as
well as breaks during the coming year.

Students will think about the structure that their

school district follows when organizing a schedule
for a school year. They will understand that
calendars can be like maps in that they have a key.

Next, we will turn to pages 62 and 63 which

provide a semester schedule and then ask questions
about the school calendar. Students will use the
dates to answer questions about holidays and other
school-related events such as progress reports and
report cards.

Students will interpret information in a school

calendar to answer questions about when holidays
and days without school are.

I will tell students that they can use schedules

like the school calendar that we looked at earlier
in order to keep track of all of the things that they
are involved in and know how to organize their
time.
This will transition into the last type of calendar,
which is personal calendars. I will read the story on
page 58, and then ask students the questions that go
along with the story.

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Students will write school events and holidays on a

calendar. They will practice taking a schedule and
writing dates onto a calendar. This activity will
allow students to think about personal organization
and being able to see a big picture view of their
schedule.
Students will complete the activities on pages 58
and 59 using the story. As students work on these
activities, they will think about how the girl in the
story organized her work schedule in a personal
calendar and how they might keep track of their
own responsibilities in a planner or calendar.

Closure
(conclusion,
culmination,
wrap-up)

I will give students a small print-out of a 20162017 calendar for the next year. As a class, we will
fill out the information from the Grandville school
district about days off school, and we will put this
all into the small planners. We will also write in
everyones birthday from the class, so that students
can remember each others birthdays next year.

Students will think about how calendars allow

individuals to be prepared for a day or a week and
combine academic and personal life.

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.)
There are many important applications for this lesson, and I wanted to get those across to the students. After we talked about
community calendars, we looked at a flyer for the Grandville Art and Chocolate Walk. This event was on Friday in
Grandville, so the students were able to look for the important information such as date, time, and location, and then they
wrote those things down. Likewise, we looked at the Grandville website athletics to find information about the boys track
meet later that day since The is on the team. Later in the lesson, we went back on the Grandville website in order to find the
academic calendar for the following year. Mrs. Shealy told the class about some interesting ways that the calendar will be
different next year. For example, there are going to be half days each month due to a state-wide mandate that the school year
needs to be six days longer. Rather than add full days, the district is just doing mornings. I think that it was very important
for all of the students to watch on the projector as we searched for all of these things so that they can see where they can find
this information on their own. Moreover, these were all relevant to the students more than the activities, which are not overtly
applicable to the students.
Next time I teach this I think I would have liked to bring in a newspaper or more flyers and have the students go through a
greater and more differentiated volume of places to find information about events. When I make my own planner, I have to
use an academic calendar, my internship schedule, my family calendar, emails, student news, facebook events, and many
other places for all of the stuff I have going on. It would be cool to have brought in more examples so that students could have
practiced finding the information they need from even more sources.

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