1-19-13

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Abby Wierenga

Date Subject/ Topic/ Theme Abigail and David Grade ________2______

I. Objectives
How does this lesson connect to the unit plan?
Unit on David and his life.
Learners will be able to:
cognitive-
R U Ap An E
C*
physical
development
socio-
emotiona
l
Recognize the story of Abigail and David
Be able to retell the story of Abigail and David
Know the context of the story
R

U

R



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
Identify prerequisite
knowledge and skills.
Know of David and what he was doing in the last lesson (1 Samuel 24, David running away from Saul
and sparing his life)
Outline assessment
activities
(applicable to this lesson)
Pre-assessment (for learning):
Ask students what they remember from last lesson and if they remember where David last was.
Formative (for learning):
Students will listen to the story.
Formative (as learning):
Students will participate in discussion after the story.
Summative (of learning):
Students will be able to fill out the worksheet given.
What barriers might this
lesson present?


What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
Provide Multiple Means of
Representation
Provide Multiple Means of Action
and Expression
Provide Multiple Means of
Engagement
Provide options for perception-
making information perceptible
There will be multiple ways for
students to review and learn the
story.
Provide options for physical action-
increase options for interaction
Students will be working with a
partner on the worksheet.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

1-19-13
students to do this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Hear the story, discuss the story,
worksheet about the story.
Provide options for expression and
communication- increase medium of
expression
Students will listen to the story,
discuss the story, and be able to
retell the story.
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
Discussion in class and
worksheet
Provide options for comprehension-
activate, apply & highlight
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Students will need the worksheet, scissors, glue, and a blank sheet of paper to glue the pieces to.
How will your classroom
be set up for this lesson?
Normal- circle up for storytelling and discussion and then partner work around the room after.
III. The Plan

Time Components
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3
Motivation
(opening/
introduction/
engagement)
Ask students to gather around by the chair.
Ask students what happened in the last story
Gather around the chair
Tell what happened in the last story and what David
is doing now.



5
Development
(the largest
component or
main body of
the lesson)
Read/ tell students the story

Discuss the story (What kind of a man was Nabal?
What did Nabal do that made David so mad? What
did Abigail do? Did David change his mind? Why
or why not? What happened to Nabal when he
found out what Abigail did?)

Give students worksheet and tell them what to do.
(Cut out the squares on their worksheet. Rearrange
them into the correct order and paste them onto the
blank sheet of paper. Then complete the first option
and come up with a second option. Have at least 3
pros and cons on each option.) Pair students into
predetermined pairs.


Listen to the story

Answer questions





Work with partner on worksheet.
5



15





1-19-13


Closure
(conclusion,
culmination,
wrap-up)



Have students hand in their worksheets if they are
finished or put them in their desks to finish during
fix and finish time.
Hand in worksheets or put away.


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.)





1-19-13

Context Options The Class as a Whole
Variables Class Overview based on observations and data
Individual differences
Oakes/Lipton (174-178)
Levine (299-302, 321-327)





Cognitive and
Neurodevelopmental
differences
Bridging(161-166)
Oakes/Lipton (170 - 172)
Levine (246+ & Table of
Neurodevelopmental Constructs)






Learning style differences
Levine (27-50)




Students with
disabilitiesIDEA
Bridging(156-162)
Oakes/Lipton (295-6 &303ff)







Gifted Students
Bridging(162-166)
Oakes/Lipton (295, 302-327)




Social Class differences
Bridging(185-210)
Oakes/Lipton (9-25)
Levine (225-244)





Ethnic & Racial
differences
Bridging(103-121)
Oakes/Lipton (55-65, 94-104)





Gender differences
Bridging(212-224)
Oakes/Lipton (277-278)





1-19-13
Language differences
Bridging(125-153)
Oakes/Lipton (197-202)







1-19-13