Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rhonda Brown Shapes Grade ________kindergarten__

Date Lesson 2 Subject/ Topic/ Theme

I. Objectives How does t is lesson connect to t e unit !lan"

The unit plan connects to the unit plan b identi! ing shapes and the properties o! each shape

Learners will be able to#

identi! circle) s*uare) rectangle) o"al) rhombus) identi! properties o! the shapes use shapes to make a penguin !rom the e+ample which , prepare

cogniti"e# R $ %p %n & '(

ph sical de"elopment

socio# emotional

R u ap R u ap +

Common Core standards $or %LCEs if not available in Common Core& addressed#
,denti! shapes and properties -.ote# /rite as man as needed0 ,ndicate ta+onom le"els and connections to applicable national or state standards0 ,! an objecti"e applies to particular learners write the name-s1 o! the learner-s1 to whom it applies01 (remember) understand) appl ) anal 2e) e"aluate) create3 remember shapes) understand wh ) appl the properties) e"aluate what shape this is) and create a project

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Students should ha"e a basic understanding o! shapes0

Pre-assessment (for learning):

Draw shapes on whiteboard and ha"e students identi! Outline assessment activities -applicable to this lesson1
Formative (for learning):

4ractice identi! ing shapes to teacher and start properties

Formative (as learning):

properties o! shapes and ha"e students appl on whiteboards Summative (of learning13 5ake math penguin !rom m model and students be able to identi! shapes to make the penguin
Provide /ulti!le /eans of 0e!resentation 4ro"ide options !or perception# making information perceptible Information to be perceptible through use of whiteboards and shapes to make the penguin 4ro"ide options !or language) mathematical e+pressions) and s mbols# clarif # connect language what are the shapes and wh Provide /ulti!le /eans of Action and E.!ression 4ro"ide options !or ph sical action# increase options for interaction Students will use flashcards and pre-cut shapes to select from to make penguin Provide /ulti!le /eans of Engagement 4ro"ide options !or recruiting interest# choice, relevance, value, authenticit , minimi!e threats "ave multiple students identif shapes and identif properties of shapes 4ro"ide options !or sustaining e!!ort and persistence# optimi!e challenge, collaboration, master oriented feedback

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

4ro"ide options !or e+pression and communication# increase medium of e$pression

/hiteboard shapes and project

/ork toward master b identi! ing shapes !or project

4ro"ide options !or sel!#regulation# e$pectations, personal skills and strategies, self-assessment # reflection

4ro"ide options !or comprehension# activate, appl # highlight

/hiteboard shapes) appl with re"iew o! shapes) start properties) and highlight with shapes to make penguin

4ro"ide options !or e+ecuti"e !unctions# coordinate short # long term goals, monitor progress, and modif strategies

Begin with shapes) identi! ) properties) and to mo"e toward wider identi!ication o! shapes

Students will sel!#check or sel!# correct shapes) personal skills identi!ied through project

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/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

/hiteboard with markers) computer !or song and book) window to look outside !or shapes) shapes and paper !or penguin project through with pre#cut shapes and model o! m penguin

61 , am in chair) students in circle around teacher) whiteboard in !ront 21 /e will mo"e to window to look !or shapes in creation 81 Students will sit at rectangle tables to do penguin project How will (our classroom be set u! for t is lesson"

III. 2 e Plan 2ime 6178min Com!onents /otivation -opening/ introduction/ engagement1 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. , will pla a shapes song along with book Students will listen) sing) and dance to song Re"iew pre"ious da learning o! shapes on Students will identi! shapes !rom whiteboard whiteboard Students will begin to understand shape properties Start properties

791:8

, will ha"e students look out window to identi! shapes in creation ,nstructions3 Show model o! penguin with shapes 3evelo!ment -the largest component or main bod o! the lesson1 Show the students with shapes and ha"e them identi! where the shapes go on the model Gi"e students the paper and the shapes -each student to recei"e their own bag o! shapes1 , will monitor the students project

Students will identi! shapes in creation Students will mo"e to sit at rectangle tables) while listening to instructions and looking at the model o! the penguin project0 The students will ha"e the amount o! shapes in !ront o! them) which are re*uired to do with project Students will sit at table with white paper and bag o! shapes0 Students will use glue to make the penguin

9178 min

Closure -conclusion) culmination) wrap#up1

, will assist the students who need help !inishing their projects

Students will !inish project Students who ha"e !inished their project will work with shapes manipulati"es on rug

;our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. -/rite this a!ter teaching the lesson) i! ou had a chance to teach it0 ,! ou did not teach this lesson) !ocus on the process o! preparing the lesson01

Conte.t O!tions , 2 e Class as a + ole 6#67#68

<ariables Individual differences= %akes&'ipton -69:#69;1 'evine -277#8<2) 826#8291 Cognitive and 4eurodevelo!mental differences (ridging)-6=6#6==1 %akes&'ipton -69< # 6921 'evine -2:=> ? Table o!
.eurode"elopmental 'onstructs1

Class Overview based on observations and data ,denti! students who will need redirection to !inish project ,denti! students who will need help identi! ing which shapes go where on the project ,denti! students who will go !ast to get project done and encourage slowing down process &ncourage students e!!orts $nderstand how students will use cogniti"e processing) short term and long term memor to recall and identi! shapes along with properties

Students in m classroomA students will !ocus issues) students who will assistance in identi! ing shapes) and students will more pre"ious knowledge Learning st(le differences 'evine -29#@<1

>tudents wit disabilities I3EA (ridging)-6@=#6=21 %akes&'ipton -27@#= ?8<8!!1

.o students ha"e been identi!ied with ,D&%

%ifted >tudents (ridging)-6=2#6==1 %akes&'ipton -27@) 8<2#8291

.o students ha"e been identi!ied as gi!ted) although some students ha"e more prior knowledge and will re*uire additional tasks

>ocial Class differences (ridging)-6;@#26<1 %akes&'ipton -7#2@1 'evine -22@#2::1

Students are !rom middle to upper class

Et nic ? 0acial differences (ridging)-6<8#6261

%akes&'ipton -@@#=@) 7:#6<:1

There are some racial and ethnic di!!erences which , do not see a!!ecting this unit

%ender differences (ridging)-262#22:1 %akes&'ipton -299#29;1 Language differences (ridging)-62@#6@81 %akes&'ipton (679#2<21

Gender di!!erences will not be an issue as much as indi"idual learning st les and control issues

.o language di!!erences

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