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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher : Ravyn and Sharon

Date: 9/17/18 Subject/ Topic/ Theme: Family Grade: 1st ________________

I. Objectives
How does this lesson connect to the unit plan?
Students will use this lesson to develop a further understanding of family. They will research their own family background, and learn about their family tree.

cognitive- physical development socio-emotional


Learners will be able to: R U Ap An E C*

- Recall family members and ancestors X (R)


- Investigate their own family history by creating their own family tree X (C)
- Chronologically list their family members X (U)
- Be able to explain why their families are important to them X (An) X

- Appreciate their own family and the family of their peers


X
- Participate in group discussions and talk about their own story
X (Ap) X

- Write and fill out a worksheet X (U) X

- Compare and contrast the different types of families (adoption, biracial, same gender, divorced, X (E) X
step parents

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

(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


● Students must have a basic knowledge of family
Identify prerequisite knowledge and skills. ● Students must be able to describe their own families.
(There is a difference between accessing prior ● Students must be able to work in partners/groups and share ideas.
knowledge vs. giving background knowledge)
Pre-assessment (for learning):
● Students will explore the Berenstain Bears books and what their own concept of family means.
● Students will read the poem “Families” and be introduced to a deeper understanding of family.
Students will be asked to think about family as the teacher is reading.
Formative (for learning):
● Students will draw pictures of their families, be placed in partners, and share about their families.
● Students will share their findings in class. What did they find out about their own family? What did
they discover?
● Students will create a family tree to demonstrate their knowledge.

Formative (as learning):


Outline assessment activities ● Students will need to participate in group/partner collaboration.
(applicable to this lesson) ● Students will create family drawings.
● Students will be assessed while creating their family trees in class. How do they create it? What
ideas/questions do they have?

Summative (of learning):


● Students will have a completed family tree.
● Students will identify and explain the roles within their family.
● Students will draw their family tree in chronological order.
● Students will give full effort and participation.
● Students will follow all directions and complete the in class activities leading up to the family tree.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action and Expression
Engagement Representation

Provide options for self- Provide options for comprehension- Provide options for executive functions- coordinate
What barriers might this lesson present?
regulation- expectations, activate, apply & highlight short & long-term goals, monitor progress, and
personal skills and modify strategies
strategies, self-assessment -If a student doesn’t understand -When students are finished with a task or
What will it take – neurodevelopmentally, & reflection what the worksheet prompt means accomplish their short term goals, the teacher can
experientially, emotionally, etc., for your by “My family is special put a sticker on top of the worksheet or draw a
students to do this lesson? -If a student is not because…”, then the teacher can smiley face to show that students are progressing in
comfortable sharing their phrase things differently and give their goals.
family dynamic in front of examples.
the whole class, they may “Why do you like your family?”
demonstrate their family in “What does your parents to that
groups/partners/or with the make you feel happy?”
teacher. “What things do you do that makes
-Students will be self you feel loved?”
evaluated, as well as “What’s a special memory you
evaluated by the teacher for have with your family?
fair assessment purposes.

Provide options for Provide options for language, Provide options for expression and communication-
sustaining effort and mathematical expressions, and increase medium of expression
persistence- optimize symbols- clarify & connect language
challenge, collaboration, -If students are not able to fill out the worksheet
mastery-oriented feedback - If students do not understand the because they aren’t able to write English, then
language of the family, the teacher rather than writing out the sentences, students can
- If students are struggling can use the books or his/her own talk about it orally.
individually with family family tree to explain the roles. - Students can also draw to represent what they have
concepts, the teacher will learned if they are unable to express through written
initiate more group based language
work or partners for
discussion/clarification
purposes.

Provide options for Provide options for perception- Provide options for physical action- increase options
recruiting interest- choice, making information perceptible for interaction
relevance, value,
authenticity, minimize -If students can’t hear or see what -When students are gathering into small groups to
threats the teacher is talking about or discuss and talk about what they drew for their
doing, then the teacher can use the family tree, rather than students just partnering up
-Teacher will create a non overhead projector and mic. with the person next to them, they can move around
hostile, comfortable - Students may also move towards and find partners by doing rock, paper, scissors.
environment the desks in the front of the - Students can move around and compare family
- Teacher will show classroom if they are struggling to trees with other students.
students examples of see visually. -Students can act out family roles in groups.
diverse families so they do
not have to feel comfortable
sharing their own family
dynamic.
-Teacher will point out that
all families are different,
and no family is bad,
regardless of what they look
like. No family is perfect.

● Need the book, “The Family Book” written by Todd Parr


Materials-what materials (books, handouts, ● Print out multiple paper copies of the worksheet for students to fill out.
etc) do you need for this lesson and are they ● Poster paper to draw family tree
ready to use? ● Stationary such as scissors, glue, color pencils, and crayons
● Paper cutouts of people figures so that students can glue them on posters

● When students walk into the classroom, their desks will be divided into groups of 4.
● Berenstain Bear books will be laid out on the tables for the introductory phase.
● Glue, scissors, and colored pencils will be on the desks to be used at a later time.
● All paper materials for the main activities will be distributed at a later time so students will not be
distracted by too many materials on their desks at once.
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.

7 minutes ● Teacher will leave Berenstain Bear books on ● Students will take a look at the “Berenstain Bear”
Motivation
students desks. When students walk into the series book that is placed on top of the student’s
(opening/
classroom they will be divided into groups of 4. desks
introduction/
● Teacher will instruct students to look at the books, ● Students will listen to the teacher reading the
engagement)
think of family, and ask prompting questions. “Family” poem and follow along.
(What do they notice about the family? What do
they see? Who are the different members? How
does the family act towards each other? What did
they like about the family?)
● Teacher will introduce the “Family” poem to
students in order to develop a more diverse sense
5 minutes of what families can look like.
● Teacher will ask questions about the “Family”
poem (Are all families the same? How are families
different?)

5 minutes ● Teacher will read “The Family Book” by Todd ● Students will listen to the teacher reading “The
Parr to students to give them a worldview of Family Book” written by Todd Parr.
diverse families, and how not all families look ● Students will work on a worksheet related to “The
the same. Family Book” and write about why their family is
● After reading, the teacher will distribute a special or important.
7 minutes worksheet to students regarding “The Family ● Students will listen to the teacher talk about his or
Book” that prompts students to describe their her own family, and see an example of what a
own families and why they are special. family tree looks like.
● Teacher can make sure to compare and contrast ● Students will create a family tree on their own and
what students read about in the “Berenstain
color in their pictures.
5 minutes Bears” Family book, and “The Family Book”
Development written by Todd Parr.
(the largest ● The teacher will introduce students to the
component or main “Family Tree” activity.
body of the lesson) ● The teacher will provide an example of his/her
own family to the students.
5 minutes
● The teacher will instruct students to create their
own family tree in chronological order (using
5 minutes his/hers as an example).

20
minutes
7 minutes ● Teacher will instruct students to share their ● Students will share their family tree product to
Closure family trees at their tables. their partner/small group buddies and discuss
(conclusion, ● Teacher will have students place their family about their family.
5 minutes culmination, wrap-up) trees on the classroom wall.

our 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.)