Carly Welch

10 November 2016

Lesson Planning Form for Accessible Instruction Calvin College Education Program

I am a Person
I. Objectives
How does this lesson connect to the unit plan?
This is a foundational lesson that enables students to explore their sense of self by discussing different roles they have (sister, brother, son, kindergartner, twin, etc.)
and the things they like about themselves. This lesson is the foundation of the Who am I? unit plan.
CognitiveR U Ap An E C*

Learners will be able to:

Understand that children are different in special ways by stating examples in their own words.
Understand that children are the same in special ways by stating examples in their own words.
Understand that everyone is unique through the I am a Person activity.
Understand that we all have roles through the I am a Person activity.
Demonstrate the specific roles that each student has.

U
U
U
U
Ap

Physical
development

Socioemotional

X
X
X
X

Common Core standards addressed:

RL.K1with prompting and support, ask and answer questions about key details in a text.
RL.K.10actively engage in group reading activities with purpose and understanding.
The taxonomy levels in this lesson are understand and apply. These objectives are lower on Blooms taxonomy because these are foundational skills and will be
built on, to more complex tasks as the unit progresses. The first four objectives are in the understand category and the last objective is in the apply category. None
of the objectives apply to particular learners, rather, the collective whole.

II. Before you start

Identify prerequisite
knowledge and skills.

Students must know facts about themselves. Students must know how to write. Although it would be
helpful to get help with an adult, students should be able to cut with scissors. Students also need to
be able to color and think critically about their lives.
Pre-assessment (for learning):I will begin the lesson by asking the students to think about and share something
that describes them. I then will record student responses on one half of a piece of chart paper. This will help
students identify certain characteristics they like about themselves. This introduces the lesson and establishes
the subject of the lesson.
Formative (for learning): How many of you? This is an activity where students will be arranged in a circle
and asked questions that describe aspects and roles of the students. The students can either answer yes or no,
either by standing (agreeing to yes, this applies to then), or no, by staying seated. Students will notice that the
other students standing among them have similar roles or aspects as them. This activity helps students see what
they know or understand about roles, and helps them identify similarities and differences among their peers.
I will be giving the students a worksheet as homework to complete with their parents. This worksheet is called
My Roles. The purpose of this worksheet is make sure that students understand how they are different than
other kids and that each child has specific roles. After reviewing the worksheets, I will see if the students
understand the idea of roles, different, diversity, and same.

Outline assessment
activities

Another worksheet that the students will be receiving is I like Myself. This worksheet will allow students to
identify something special about them. It enables them to see the good qualities that they have and what makes
them unique.
Formative (as learning): We will be doing is reading a story called ABC I Like Me! This story acts as formative
assessment because it describes a pig who shares things that she likes about herself. Throughout the book, I will
ask students if they understand the things the pig likes about herself and if that relates to them.

Summative (of learning): Students will have the chance to use a sheet called I Like Myself to illustrate that
they understand the lesson. Although this aspect wont be graded, it will be shown to parents are parent/teacher
conferences. Students will have free reign to draw themselves, and add elements to the drawing that represents
their uniqueness. This activity acts summative assessment because it gives students the reigns and allows them
to illustrate what they understand thus far.

Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

I am teaching students about
identity, uniqueness, and roles
through group activities,
worksheets, reading a book to the
kids, and through conversation
because I know that some students
are learning English as their
second language, and that multiple
means of representation will help
reach all students.

What barriers might this

lesson present?

How will your classroom be

set up for this lesson?

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

Students will be moving about the

classroom while doing the activity
How many of you? They will be
required to move about the
classroom and interact with one
another; this will help students
who have a hard time sitting still
for long periods of time.

Students will have choice to

demonstrate what they have
learned throughout lesson one by
the way they design and illustrate
their I am a Person activity. They
are able to draw, write, or design
something that illustrates
something that represents them.
This allows students to become
engaged in the lesson.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Not applicable for this lesson.

Not applicable for this lesson.

Not applicable for this lesson.

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-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

I will be monitoring progress

throughout this lesson by the
students worksheets and their
illustrations for their I am a
Person activity.

Students will gain personal skills

when they understand what makes
them different in special ways,
what makes them the same in
special ways, that everyone is
unique and that we all have roles.
These activities are allowing them
to understand the world around
them.

Students understanding will be

highlighted while reading ABC I
Like Me! This book will allow
students to see real-world
examples, and reinforce the ideas
introduced in this lesson. Students
apply background information to
what they hear in the story.

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

Provide options for physical

action- increase options for
interaction

I have three handouts and one book that I am using for this lesson. The first handout is, My Roles
and it is in both Spanish and English. The second handout is, I like Myself, which will be done in
class. Finally, there is a cumulative activity called I am a Person that students will be working on
throughout the unit. They are all printed and ready to use. Students crayons, colored pencils,
markers, etc., are ready to go. I also have the chart paper ready to use for the pre-assessment activity.
My classroom will be set up in the standard classroom layout that Mrs. Barber has. Students will be
asked to the carpet squares when I am lecturing and doing large-group activities with them, and
they will be seated in their individual chairs when working on their handouts or assignments.

III. The Plan

Time

Components

10
minutes

Motivation

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will start this lesson with the pre-assessment
Students will share something that describes them.
activity. I will begin by asking students to think
about and share something that describes them. I
will write on a half piece of chart paper the
students responses; I am looking for at least 10
answers.

10
minutes

Then, I will lead the students into the activity

called How many have you? This activity will
act as a springboard to the unit because it
discusses foundational aspects and introduces key
words. I will be asking students questions to see
similarities and differences among the students.

Students will be learning collaboratively by

interacting with one another and either standing or
remaining seated when a question is asked.
Students will talk with other students when they
either learn that they share a similar aspect with
another student, or when they see differences
among students.

15
minutes

I am then going to read the book ABC I Like Me!

to the students and ask them questions about the
character.

Students will listen to ABC I Like Me! and

respond to the questions that I ask them.

10
minutes

Then, I will return to the large piece of paper used

in the pre-assessment and I will ask the students to
come up with ideas and examples or qualities that
they like about themselves. I will record the
students answers on the other half of the paper. I
will also ask students to come up with positive
traits and characteristics of other students in the
class as a means of supporting a positive
classroom community.

Students will give examples, ideas, or qualities

that they like about themselves. If time permits,
students will identify positive traits and
characteristics of their peers.

Finally, I will introduce a worksheet called I like

Myself. I will ask students to draw a picture of
something that identifies what they like about
themselves on their worksheet. I will then ask
students to write a word or sentence to finish the
phrase I like myself because I am . . .

Students will work on the worksheet I like

Myself. Students will draw a picture of something
they like about themselves. Students then will
write a word or sentence to finish the phrase I
like myself because I am . . .

I will introduce an activity that we will be adding

to throughout the unit. I will introduce the activity
I am a Person and explain to students that this
will help them better understand their role and
what makes them special. I will also tell the
students that these will be great to show their
parents at parent/teacher conferences.

Students will be in charge of creating and

designing their own person and adding unique
touches to it. This activity will wrap up the first
lesson and will be used throughout the next three
lessons.

10
minutes

Development

15
minutes
Closure

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.)
I taught this lesson November 1 and November 2, and it not go as I expected whatsoever. When I created this lesson plan, I
did not have my kids in mind. I created this lesson, not identifying a lot of the struggles that this classroom has with
management, attention, and behavior. I think that this lesson went awry because I was not intentional about these kids, and
instead, I was too intentional and inflexible with what I had planned.
I have come to learn that I do not feel comfortable as a disciplinarian. The students do not listen to me. The students do not
respect me as their teacher. Unlike Mrs. B, I have a hard time raising my voice at the students and refocusing attention. The
biggest struggle that I had was keeping the whole classs attention of what I was trying to teach, and disciplining the kids who
refused to listen and who refused to show me respect. I let things get out of hand and was not a consistent disciplinarian.
The students did not respond the activities that I had planned. The pre-assessment did not go well and the How Many of
You did not go well because the students have a hard time sitting still and listening. They also have a hard time with impulse
control. I think that if I were to recreate this lesson again, that I would include more hands on activities instead of lecture. I
think that because this was an abstract concept and that because I didnt know how else to teach the students about identity
and role, that I fell back on just talkingwhich failed the kids.