Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Seorita Cupery

Date November 17, 2016

Subject/ Topic/ Theme Cooperation (Cooperacin)

Grade First Grade

I. Objectives
How does this lesson connect to the unit plan?
This is the final lesson in the unit plan
cognitiveR U Ap An E C*

Learners will be able to:

Demonstrate one of the five character traits of good citizenship

List the things that they have learned throughout the past five lessons
Show that they know what good citizenship means through the group skits
Give an example of one of the good citizenship character traits

physical
development

socioemotional

Ap
R
Ap
U

Common Core standards (or GLCEs if not available in Common Core) addressed:

Civics and Government

o
C5: Roles of the Citizen in American Democracy
C5.0.1 Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation
in the school decisions, participation in the school decisions, respect for the rights of others, respect for rule of law, voting,
volunteering, compassion, courage, honesty)
(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.

The four previous character traits

Pre-assessment (for learning):

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Group skit demonstrating one of the five character traits allows students to assess whether or not they understand the meaning
of good citizenship and what it entails.

Summative (of learning):

Group skit demonstrating one of the five character traits of good citizenship

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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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students participating in the
Balloon Bop activity and the group
skits

Provide Multiple Means of

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students participating in the
Balloon Bop activity

Provide options for

comprehension- activate, apply &
highlight

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?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
KWL chart shows the students
growth in knowledge from what
they already knew about good
citizenship to what they learned

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Group skits provide students

the opportunity to self-assess
whether or not they know the
character traits and how they
can be applied to everyday life

KWL chart
Pencils
Balloons (blown up before lesson)

The classroom will be set up as normal. While teaching, the students will be seated at their tables.
During skit planning, the students will also be seated at their tables, but when performing their skits,
they will be in the front of the classroom.

III. The Plan

Time
2:00

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.
Tell the class that were going to talk
about cooperation for this lesson
Students respond
Ask them if they have heard that word
before/if they know what cooperation is

1:00

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

2:00
2:00

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Tell the students that they are going to do

an activity (Balloon Bop), so ask them to
find partners and stand next to one of the
tables. If theres an odd number, I will
partner up with someone
**Dont give any students balloons at this
point (have balloons blown up
beforehand)
Tell the students that they are going to tap
the balloon back and forth between their
partner
Model how to tap the balloon lightly, with
just their finger tips and not their palms

Students watch as I model how to tap the

balloon

Students practicing tapping the balloon

back and forth between partners

5:00
(or
after
they
start
getting
too
crazy)

1:00

5:00

2:00

5:00

2:00

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(las palmas) (cant use feet or any other

part of the body)
Give them balloons and let them practice
Once they are able to do that, split them
up into small groups (3 groups of 4 and
one group of 5) and tell them that they
have to do the same thing they did with
their partners but in a small group
The goal is to keep the ball in the air
While the students are doing the activity,
walk around to see if they are following
the rules of only using finger tips and
allowing everyone to tap the balloon
After finishing the activity, tell the
students to leave the balloons where they
are and have them sit back in their seats
Ask the students how they were able to
keep the balloon in the air
Ask if anyone one wants to take a guess at
what they think cooperation is, based off
of the activity
If not, summarize it for them:
cooperacin es cundo ustedes trabajan
juntos para lograr algo cmo la meta de
mantener el globo en el aire
For the final activity (summative
assessment) split the class into four
groups. Tell the students that the activity
will be similar to the one they did for
preparedness.
Give each group a character trait that they
will have to demonstrate (keep it a secret
so that only that one group knows what
their character trait is)
Each groups creates a skit that
demonstrates one of the five character
traits that theyve learned about
(participacin activa, responsabilidad,
trabajador, preparacin, cooperacin)
The groups will then put on the skits for
their rest of the class, and their classmates
will have to guess what character trait it is
(before the students do their skits, write all
five character traits on the whiteboard so
that the class can see the options they have
to choose from)
Once each group has finished performing
their skit, the students raise their hands to
guess what it is

Students are tapping the balloon to one

another within their small groups

Students respond by raising their hands

Groups do their skits for the rest of the

class

3:00

After the skits, give a brief review of the

past five lessons (five character traits)
o Participacin Activa
o Responsabilidad
o Trabajador
o Preparacin
15:00
o Cooperacin
Have the students fill out the learned (lo
que aprend) column of their KWL chart
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.)
This lesson went better than the rest of the lessons I have taught so far: the students were well behaved (especially during
planning time for the group skits).
For the group skits, I had them plan at their tables rather than in different parts of the classroom. This wasnt intentional, but
I think it was beneficial to the activity because when they were are their tables, they werent distracted by anything else in
the classroom.
For the balloon activity, the students were the right amount of chaotic. It wasnt chaos that I couldnt control, but I still
allowed them to be a little louder and move a little more than normal, which helped them be more engaged in the activity.
Something I could think about for next time: if I do the group skits again, I should have all the students write down what
their guesses are rather than have one student be the voice for the rest of the class. If I had them write their answers down
first, I would know whether or not they understood which character trait the group was demonstrating.
For the Balloon Bop activity, I gave the students instructions to only tap the balloon with their fingers, and they followed
those instructions pretty well. I didnt see too much palm-to-balloon action going on. One balloon popped during the
activity, but thats okay because I had extras balloons.
The students also seemed to understand the reason for the Balloon Bop activity. I asked them what they were doing to keep
the balloon in the air. Their answers were things like helping each other, passing the balloon to the other person, etc.
When I asked the students how the Balloon Bop activity demonstrated cooperation, they gave me the same answer as to the
question of how they were keeping the balloon in the air, which is okay because I was basically asking them the same
question but in a different format.
Could extend the balloon activity: could challenge the students to try to keep the balloon in the air for as long as possible
cements the idea of cooperation.
I noticed that some students finished their KWL charts earlier than others, so I told those who were done early that they
could draw an example of one of the character traits on the other side of their charts.

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Closure
(conclusion,
culmination,
wrap-up)