Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Conz

Date April 6, 2017 Subject/ Topic/ Theme Apostrophes Grade ______10________

I. Objectives
How does this lesson connect to the unit plan?
This is the second place in the unit. It comes after the capitalization lesson.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate sentences for the correct usage of apostrophes x
Identify incorrect and correct usages of apostrophes x
Present their information in front of their peers
Collaborate with their peers in order to come up with the different rules

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.L.9-10.2
CCSS.ELA-LITERACY.L.9-10.1

(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 -Students will need to have the appropriate level of reading comprehension for a 10th grader
knowledge and skills. -Students will need to be able to construct their own sentences

Pre-assessment (for learning):

Formative (for learning):

Outline assessment activities Give me a thumbs up if youre with me and understand
(applicable to this lesson) Formative (as learning):
GrammarBytes exercises
Summative (of learning):

Provide Multiple Provide Multiple Means of Provide Multiple Means of

Means of
Representation
Provide options for
perception- making
information perceptible
- Use of the internet, use
of sticky notes, use of
What barriers might this white boards
lesson present?
Provide options for
language, mathematical
What will it take expressions, and
neurodevelopmentally, symbols- clarify &
experientially, emotionally, connect language
etc., for your students to do
this lesson?
Provide options for
comprehension- activate,
apply & highlight
Action and Expression
Provide options for physical
action- increase options for
interaction
Provide options for expression and
communication- increase medium
of expression
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Engagement
Provide options for recruiting interest-
choice, relevance, value, authenticity,
minimize threats
- White boards with rules
Provide options for sustaining effort and
persistence- optimize challenge,
collaboration, mastery-oriented feedback
- Student collaboration to come up
with rules
- Student collaboration through use
of the internet to find rules
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment & reflection
- Students review their graded
quizzes in order to assess themselves

9-15-14
 White boards, dry erase markers, sticky notes, technology of some sort (Chrome Books or
Materials-what materials personal laptops)
(books, handouts, etc) do you
need for this lesson and are
they ready to use?

Normal; the tables are clumped together with no more than 4 students per table clumping

How will your classroom be

set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation
(opening/
introduction/
engagement)

10-15 The rules of apostrophes:

minutes Teacher will be floating around from
table to table, answering any
questions there may be
Students will be using whiteboards to write the rules of
apostrophes that they know.
-They will use the sticky notes to write an example that
exemplifies that rule
-Once theyve written all of the rules that they know, they
can use Chrome books or personal laptops to find more
rules using the website grammarbook.com
-They will need to use the website to find 5 more rules

Students will be presenting their white boards to their peers

10-15 -They will read the rule, then give an example
minutes Presentations of the rules of -They will repeat this pattern until they have finished
Development
capitalization: presenting all of their rules
(the largest
Teacher will be asking/answering -Each group will present
component or
qualifying questions wherever
main body of
needed in order to further
the lesson)
understanding

Remainder
of class
GrammerBytes exercises
Teacher will be floating around, Students will be using their Chrome Book or personal
available to students if they have any laptop to complete the apostrophe exercises on the
questions GrammarBytes website
(http://www.chompchomp.com/exercises.htm#Apostrophes)

5 minutes Closure Final example:

(conclusion, Teacher will put this example on the Students will answer when called upon
culmination, board:
wrap-up) -The girls night out always includes
dancing.

9-15-14
 The teacher will ask students to
explain the difference between the
apostrophe coming before the s and
then after the s.
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 was put together with the capitalization lesson, as requested by my mentor teacher. Overall, I think it went really, really
well. It was my first time in front of these particular students, which I was nervous about. But really, I had no reason to be nervous.
These students respect me more than I had anticipated.

If I were to teach these lessons combined again, I would be sure to have clear instructions on what is expected with the whiteboards
and sticky notes posted somewhere in the room in order to ensure full understanding and give students something to refer back to. I
would push the students to stay on task more, possibly give them a strict time limit with a countdown displayed on the screen to
ensure they stayed on task (the second hour I taught this, the students struggled with staying on taskwe didnt get through
everything in that class). I would also be sure to stop after every Kahoot example and call upon 1 student to give an explanation for
the answer as opposed to just asking the whole class. I would push students to ask when they dont understand something.

9-15-14