Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Holland Cummisford

Date 3/10/17 Subject/ Topic/ Theme Literary Interactions Grade _____7________

I. Objectives
How does this lesson connect to the unit plan?
Students are learning about the parts of a story, and this lesson ties it together by showing them how the parts interact.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Demonstrate the connections between literary components in a story Ap
Explain how each story element affects the others in a story U
Justify why an author uses specific elements of a story E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
(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

- Knowledge about how to identify and explain character, setting, dialogue, and incidents/plot
Identify prerequisite
in a story
knowledge and skills.
- Read Dirt on Their Skirts

Pre-assessment (for learning): Review of the parts of a story to check their understanding of the components.

Formative (for learning): Teacher checking in on small group work as they fill out story chart
Outline assessment
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning):

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
- Visual chart to organize
info
- Also talking about it out
loud as a class and in
groups
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for comprehension-
activate, apply & highlight
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
- Filling out their own
charts
- Moving around into small
groups in middle of
lesson
Provide options for expression and
communication- increase medium
of expression
- Discussing and writing
down examples
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
- Using their own personal
reading books
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- Walking around and
giving direct feedback
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
- Expectations for group
work
- Self-monitoring during
group work

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Materials-what materials - Dirt on Their Skirts
(books, handouts, etc) do - Story element interactions worksheet
you need for this lesson
and are they ready to
use?

- Standard setup (desks in rows)

- Students move to their small groups part way through and can rearrange desks into groups
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 - Ask students about what a setting, - Participate and answer teacher questions
Motivation character, dialogue, and plot/incidents are
(opening/
introduction/
engagement)

- Draw literary interactions chart on board

and explain how story parts affect each
other
10
min - Work with class to out with a few - Provide examples of literary interactions
examples from Dirt on Their Skirts from the book
Development
(the largest - Distribute literary interactions worksheets
component or
20 main body of - Tell students to work in their reading - Work as small groups to discuss and fill
min the lesson) groups to fill out the worksheet together out literary interactions worksheet

- Walk around and check in on groups

individually

- Free Reading time for those who finish

Closure
early
(conclusion,
culmination,
wrap-up)

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.)
I think that this lesson went well overall. As I was teaching, I noticed students nodding along with me signaling their
understanding. While it took them a little bit of time to get involved in the lesson, once I prompted them, they started giving
ideas that I was looking for. They also did very well in the small group work.
Next time, I think that I would give them more time to think before giving them an example. Also, I may have them talk with
their elbow partners to find examples instead of having them share with the whole class. This could get them all more
involved.

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