Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Johanna Admiraal

Date: November 28/29 2018 Subject/ Topic/ Theme: Valeurs et Vêtements Grade 8th

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, we will explore the relationship between values and clothing. We will also look at France’s public-school dress code. This relates because the unit is on
fashion and clothing.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Understand and Evaluate France’s law on dresscode in public schools. U, E
 Students will formulate opinions on why people are dressed the way they are. C
 Students will discuss how values relate to what people wear. An X
 Students will develop communication skills by working with ‘ throughout the lesson. X

Common Core standards (or GLCEs if not available in Common Core) addressed:
Culture (practices and perspectives), Communication (Interpersonal), Comparison (Cultures)
IB Standards: Citerion A (Comprehending Spoken and Visual Text), Criterion B (Comprehending written and visual text), Criterion
C (Communicating in response to Spoken, Written, or visual text), Criterion D (Using Language in Spoken and/or written form)
(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 need to know how to share their opinion in French (je suis d’accord, etc.) – I will have to give
Identify prerequisite
them scaffolding in this area.
knowledge and skills.
Students also need to recall vocabulary and produce French in discussion – at this level, mostly single
words and short phrases.
Pre-assessment (for learning): Students will discuss in pairs some reasons they think people wear what they
wear. I will walk around and listen to see what they know.

Formative (for learning): I will continuously check their understanding by asking them to repeat or state in
English what I have said.
Outline assessment
activities Formative (as learning): The students will write a paragraph of description about a person in a picture, including
(applicable to this lesson) why that person might be wearing the clothes he or she is wearing. This is good practice for the summative
assessment.

Summative (of learning):

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & Students engage in think, pair, term goals, monitor progress, and
What will it take –
reflection share stvle discussion for modify strategies
neurodevelopmentally,
experientially, reflection questions. The
emotionally, etc., for your questions highlight important
students to do this lesson? areas of thought, the thinking
and pairing activates discussion
for later.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Students will express
Students have a class partner Students hear language, see it themselves orally and in writing
and they also work in one small visually on the powerpoint with in several different settings
group for this lesson. certain translations, use a (small and large group, pairs).
helpful word sheet, explain to Students will share opinions and
eachother in English… ideas and answer questions.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Students read over transcript to Students move around to get in
There is a variety of activities. help them understand the video. groups. We also take a stretch
We describe images orally and Students also see language break. :D
in writing or video, we engage visually in the PowerPoint.
in pair work, small group work,
and large group work. Students
will also watch a video and
translate a transcript. I want to
make students feel safe when
they share their opinions, so I
will try to minimize threats by
pairing them with a class
partner.
Resource folders (manilla, mots utiles, transcript, paper), Powerpoint, Artie, Pictures, Transcript
Translation

In the usual style with the tables facing perpendicular to the board – hard to change often because of
the cramped size of the classroom.
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
10 minutes  Students discuss why people where the
(opening/
 Ask students a question, “Pourquoi les clothes they wear in pairs.
introduction/ gens portent les vêtements qu’il porte ? »
engagement)

Part 1: 15 minutes Part 1:

 Show students pictures on powerpoint.  Students describe images in the
 Ask them to describe the clothing of the powerpoint and answer the question why
Development people in the pictures in think, pair, share is that person dressed like that in small
(the largest style. and large groups.
component or  Then ask them to think of some reasons
main body of why the person in the picture is dressed
the lesson) that way.
Part 2: 20 minutes Part 2:

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  Ask students to form groups of 3 or 4 and
distribute paper pictures.
 Ask them to write a paragraph or make a
video based on the picture.
Part 3 : 5 minutes
 Give students the opportunity to take a
little break and stretch out.
Part 4: 35 minutes
 I will introduce France’s dress code and
ask students to compare it to the U.S.
public school dress code.
 I will ask students to read over and
translate transcripts into English.
Closure 5 minutes
(conclusion,  I ask students to share their opinion in
culmination, think-pair-share style about France’s dress
wrap-up) code.
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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 Students write a paragraph about the
person in the picture’s clothing and values.
 Students answer the question in little
groups.
Part 3:
 Students stretch, move around, take a
break.
Part 4:
 Students will learn about France’s dress
code. They will participate in large and
small group discussion to compare France
and U.S.
 Students will read over aloud and translate
transcripts of a French video clip into
English with a partner.
 Students will watch the video.
Students share their opinion in think-pair-share
style about France’s dress code.