Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Seorita Cupery

Date November 15, 2016

Subject/ Topic/ Theme Hardworking (Trabajador)

Grade First Grade

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit plan
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
Ap

Comprehend what it means to be hardworking

Apply hard work to their own lives
Recite the words creo que s puedo

Common Core standards (or GLCEs if not available in Common Core) addressed:
Civics and Government
o
C5: Roles of the Citizen in American Democracy

C5.0.1 Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation
in the school decisions, participation in the school decisions, respect for the rights of others, respect for rule of law, voting,
volunteering, compassion, courage, honesty)
(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.

Knowing what good citizenship is

Pre-assessment (for learning):

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Students write about what they can do and what kind of hard work they do to achieve that.

Formative (as learning):

Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

1-19-13

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Reading the book La Pequea
Locomotora que S Pudo, which
demonstrates the character trait of
hard work

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students applying hard work to
their own lives

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression
Allowing students to write and
draw what they are able to do

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, 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?

The book La Pequea Locomotora que S Pudo

Paper from Sra. Wolfs class the paper the students use for their books during writing time
Pencils

The classroom will be set up as normal. During the reading of La Pequea Locomotora que S Pudo,
have the students sit in la sala.
How will your classroom
be set up for this lesson?
III. The Plan
Time
3:00

1-19-13

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students what kinds of jobs their
Students RAISE THEIR HANDS to
parents have
answer the question
Ask the students to raise their hands if
Students either raise their hands or dont
they think their parents do a good job or
raise their hands
are good at their jobs
Lead into how in order to do a good job,
its important to be hardworking

10:00

Development
(the largest
component or
main body of
the lesson)

1-19-13

Tell the students that hoy, vamos a leer un

libro sobre un tren muy trabajador
Say the name of the book: se llama la
pequea locomotra que s pudo
Ask if anyone has read this book in either
English or Spanish
Tell the students to pay close attention to
what the train does during the story
(presta atencin a lo que hace el tren
durante la historia)
Read the book to the class
o Have the students echo read the
line creo que s puedo: Amigos,
repiten despus de mi: creo que
s puedo.
After reading the part of the book (after
reading pg. 7 the one with the milk) that
describes what the train carries, ask the
students if they think its heavy (es
pesado de llevar tantas cosas en el tren?)
Then ask the students if they think itd be
hard to carry so many heavy things
Tell the students to think about it and
remember that (piensan en eso y
recurdalo)
If book becomes too long, skip the
pages/summarize the pages about the first
train that didnt stop to help the toys
Ask the students what happened in the
story
Ask the students if the train did a good job
climbing the mountain (Hizo un buen
trabajo el tren subiendo la montaa?)
Now ask the students how he was able to
do a good job (Cmo pudo hacer un
buen trabajo el tren?)
If students dont say hard work or they
dont know what it is, tell them its about
putting forth your best effort (hacer lo
mejor o hacer todo lo posible) (ex. when
working with others, when reading a
difficult book)
Return to the idea of the heavy things the
train was carrying ask the students if it
was hard work for the train to carry such
heavy things up a mountain
Reiterate that in order for the train to get
to the top of the mountain, he had to
believe in himself (believing in himself
creer en s mismo was his hard work
because at first, he thought he was too
small to do the job)
Ask the students if they have started to
learn or already know how to ride a bike
Give students this example of hard work
from my life
o Ahora, puedo montar mi
bicicleta, pero hace mucho
tiempo no poda hacerlo. Yo

Students raise hands

Expected response: yes

Students raise their hands and summarize

what happened in the story

Expected response: yes

Expected response: by being hardworking;

from hard work


7:00

10:00

tena que practicar mucho con la

ayuda de mis paps. Yo era una
trabajadora porque poda
montar mi bici por practicando
mucho.
Tie in my example of hard work to good
citizenship and how part of being a good
citizen is being a good student
o Cuando somos trabajadores,
somos buenos ciudadanos
tambin porque, por ejemplo, si
nadie hace su trabajo al final del
da, no habra lapices afilados o
mesas limpias.
o Necesitamos ser trabajadores
para que podamos ser mejores
personas y ciudadanos y para
que todas las cosas en nuestras
vidas vayan bien.

Model what to do on the handwriting

paper using the hovercam: Yo puedo
montar mi bici porque practicaba mucho.
Closure
Write this prompt on the board: Yo
(conclusion,
puedo porque.
Students write how they are hard workers
culmination,
Give students handwriting paper and have
wrap-up)
them write what they can do (like ride a
horse or play an instrument) and what
kind of hard work they can do or had to do
to be able to do that one thing. Tell them
that once theyre done writing it, they can
draw a picture of them doing that thing
Students put their papers in their binders
Once theyre done, have them put the
paper in their binders
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

1-19-13

As I was reading the book, I realized that the students needed a break because they were becoming uninterested in what I
was reading. So, after I was finished reading the book, I had the students jump up and down 10 times and then 5 times so
that I could get their bodies moving.
I decided to omit 7 pages of the book, and it still felt too long for them. They were focused on other things like playing the
carpet, touching other people, or they were just looking around the room. They seemed to be engaged in anything but the
story.
When I was explaining the writing activity, I noticed that I wasnt explaining it well enough. If I were given directions like
mine, I wouldnt understand them, so I can imagine that they wouldnt be able to understand the instructions, either.
I remembered to put the prompt on the board so they had a starting point for their writing.
One minor thing that I can easily fix is how small I wrote my words on the writing paper. The students were taught to write
them a certain way (using bigger handwriting), and I wrote how I normally write, using smaller handwriting. Sra. Wolf and
I noticed a few of the students writing how I did, but she said that most of them didnt even notice that I wrote using small
handwriting.