Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Joshua Brubaker

Date April 7 Subject/ Topic/ Theme Introducing Reading Grade _____7th and 8th__

I. Objectives
How does this lesson connect to the unit plan?
This will be the 1st chapter in the book they have been preparing to read
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Read the book to one another out loud
Look up words that they are not familiar with online
Review what happened in the chapter in English to one another


Common Core standards (or GLCEs if not available in Common Core) addressed:
ACTFL - Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

(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 Basic knowledge of the Spanish language, literacy skills.
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Discussion about specific vocabulary used in the book, give out resources
Formative (for learning):
Ask students what just happened in the section they just read
Formative (as learning):
Post-reading review, what new vocab did they see, what words did they not know
Summative (of learning):
Kahoot at the end
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
The reading is done out loud, N/A Students will form groups on their own
allowing students to see and hear or be placed into one of they dont have
the text a preference and work with one another
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Students will both hear and read the oriented feedback
Student are going to explain what text on the book when it is not their Students will read the book out
they read, giving them a chance to turn. On their turn, they will speak loud to one another, aiding the
summarize on their own and read the text others as necessary
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
Students will discuss what they term goals, monitor progress, and strategies, self-assessment &
read afterwards with one another, modify strategies reflection
and play a kahoot afterwards There are both short term The reading will be done on their
understandings during the reading own terms and at their speed
and a post-reading discussion

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Copies of El Nuevo Houdini
Note sheet for new vocabulary
Kahoot quiz and students will need to have their laptops
Diario introduction

With tables setup in pods of 4 students each

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 min Teacher opens up with a diario lesson, asking Students will open up their laptop and grab their
Motivation students to go to wordreference.com and look up diario sheets, looking up the words listed and
(opening/ the definition of 4 words: quedarse, enojado, solo, writing down their translations
introduction/ nuevo
engagement)
Teacher will go over each of the words afterwards, Students will raise their hands to answer questions
2 min asking what students were able to find or be called upon and answer
Teacher will explain that the focus of the class will
5-10 be shifting as they will be reading Young Adult Students will receive their books, assisting in
Min literature to help bolster their skills and pass out the passing them out to one another. Students will look
new book: El Nuevo Houdini and briefly go over at their book, finding the glossary and the present
the text features in the book form (not using the past tense)

Teacher will explain that students will read the 1st

chapter in the book to one another in their groups. Students will form groups on their own and begin
Development
5 min Students will be in groups of 3 and will summarize to read to one another out loud
(the largest
each page after it is read. Focus is on speaking,
component or
giving them more time to practice
main body of
the lesson)
Once students are reading with one another and
groups are formed, teacher will go around and Students will read aloud to one another and help
20 listen to the students. Do not correct them as they each other when they need to. Students will write
min speak. Ask what a word meant if it is a different down new words they
vocab word than one weve learned already (cas)

5-10 Teacher will ask what sort of vocab each student Students will point out words they found and what
min Closure found and what did the word translate to. Teacher they translate to. Students will write down other
(conclusion, will wrote those words on a whiteboard for others words that other students found
culmination, to see.
wrap-up)
5 min Teacher will ask for a summary of what happened, Students will summarize what they learned, who is
asking students about the gist of the chapter who in the story, what happened
5 min
If there is still time, teacher will run a kahoot quiz Students will play in the kahoot

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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