Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Conz

Date April 20, 2017 Subject/ Topic/ Theme Troublesome Pairs Grade _____10________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will be taught third in this unit. This lesson will come after the capitalization and apostrophe lessons.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate sentences for the correct use of troublesome pairs An
Help teach their peers about troublesome pairs U
Create their own examples using troublesome pairs Ap
Process information from a text in order to understand troublesome pairs
Process information from their peers in order to complete their Troublesome Pairs Worksheet

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

(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):

Outline assessment activities
(applicable to this lesson)
Given pre-assessment the day prior to teaching this lesson
-could be used as a closing to the apostrophe lesson (if these lessons are taught consecutively,
day after day)
Formative (for learning):
Give me a thumbs up if youre with me and understand
Formative (as learning):
Note sheet

Summative (of learning):

What barriers might this Provide Multiple Means of
lesson present? Representation
Provide options for perception-
making information perceptible
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson? Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of
Action and Expression
Provide options for physical
action- increase options for
interaction
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
-Discussion of social media
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
- Students will collaborate with
each other to complete their
portion of the worksheet and
presenting

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 Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply functions- coordinate short & regulation- expectations,
& highlight long term goals, monitor personal skills and strategies,
progress, and modify strategies self-assessment & reflection
-Students will view their graded
pre-assessment and assess
themselves
-Students will take the pre-
assessment in order to draw
attention to what it is they dont
know

Grammar book, worksheet, white boards, dry erase markers

Materials-what materials
(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.
5-10 Review of the pre-assessment:
minutes Motivation Teacher will be going through the answers to the Students will be following along and correcting
(opening/ pre-assessment with the students their pre-assessments as needed
introduction/ -Teacher will be sure to elaborate on certain -They will answer questions when asked
engagement) questions as needed
-Teacher will be sure to explain how sometimes
both answers are correct; question 17: either
you smell pleasant (good) or your ability to
smell is impressive (well)

Quick discussion:
Teacher will ask questions about social media Students will answer questions thoughtfully
and perceptions
-Questions along the lines of the following:
-What happens when you notice someone using
one of these troublesome pair words incorrectly?
-How many of you use social media?
-Do you follow any businesses on social media?
-Businesses thrive on social media interaction.
They have social media people who run their
accounts. What do you think would happen if
that person posted something with the wrong
troublesome pair word or with incorrect
grammar?
-People would have the same reactions you
talked about earlier with when you see someone
using it incorrectly
-My brother somehow ended up as a social
media intern for a hockey tape company. He ran
all of their social media accountshe would text
me every time before he posted something to
double check his post. His job depended on
whether or not he used correct grammar. Thats
a job that you could get in the future.

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10-15 Completing the troublesome pairs worksheet:
minutes Teacher will be floating around from group to Students will complete their portion of the
group in order to answer any questions the worksheet, consulting with their books and with
students might have each other as needed
-Students will be in 5 groups
-Each group will be responsible for completing
3 groupings of troublesome pairs from the
worksheet (as in, one group will do the first 3 on
the page, the next group will do the next 3, etc.)
-Each group will need to be familiar enough
Development
with their troublesome pairs that they are able to
(the largest
teach and explain them to their peers
component or
-Students will write the rules and at least 1
main body of
example for their three troublesome pairs on
the lesson)
their whiteboards, as well as on their worksheets
20-25
Presenting the troublesome pairs worksheet:
minutes
Teacher will be asking/answering clarifying Students will present their troublesome pairs to
questions on the troublesome pairs the rest of the class
-Students will be required to fill out their
worksheets while their classmates are presenting

Remainder Wrap-up discussion:

of class Teacher will be asking students variations on the Students will be answering questions and
following questions: discussing
Closure -Why is it important to know the differences
(conclusion, between these troublesome pairs?
culmination, -Remind me again what we discussed on the
wrap-up) importance of grammar? Why is grammar
important?
-Teacher will be sure to emphasize how
sometimes using the incorrect troublesome pair
can change the meaning of the sentence, while
other times, its just completely wrong
-Ask for any lingering questions -Students will ask any lingering questions they
may have
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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