Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Eva Maxwell

Date 10/27/2017 Subject/ Topic/ Theme Study Skills Workshop Grade 9-12 ESL______________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the first part of a skills workshop unit plan that includes: study, note-taking, test-taking and research skills.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Learners will be able to recognize which of their study habits need improvement U An E
Learners will be able to utilize learned study skills in the future R U Ap E
Learners will be able to teach peers about study skills (oral presentation) R Ap X X
Each learner will become a master in one type of study skill R U An
Each learner will create a visual aid (poster) to help remember their study skill Ap E C X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ELA: Reading: Informational Text: 11-12: 2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.

ELA: Speaking and Listening: 11-12: 4

Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

WIDA Social & Instructional Language

ELP 1: English Learners communicate for Social and Instructional purposes within the school setting.
ELP 2: English Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

(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

How to study
Identify prerequisite How to follow instructions
knowledge and skills. How to create a poster
How to present in front of the class

Pre-assessment (for learning):

Have students take a Study Skills Assessment to see what their study habits are like and which ones need
improvement.

Formative (for learning):

Thumbs-up assessment for:
completion of SSA, understanding of video, reading of paragraph, and completion of poster.

Formative (as learning):

Study Skills Assessment
Outline assessment Watching video
activities Discuss video content
(applicable to this lesson) Reading paragraph about study skills
Recap information from paragraph to teacher
Find 2 main points from reading to put on poster
Journal findings and personal goal relating to study skill
Present findings to class (master at one study skill)
Give feedback to peer presenters
Receive feedback about presentation
Summative (of learning):
Poster
Journal entries

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 Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
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 & -video (stopping to ask term goals, monitor progress, and
reflection questions) modify strategies
-Study Skills Assessment quiz -article about study skills -Study Skills Assessment to see
-Journaling of personal goals where study skills are right now
-presentations to clarify specific
-Present to class (with feedback) -journal personal goals
-reflect of which study skill to use
study skills -reflect on skills after lesson
Provide options for sustaining effort Provide options for language, Provide options for expression and
What barriers might this and persistence- optimize challenge, mathematical expressions, and communication- increase medium of
collaboration, mastery-oriented symbols- clarify & connect expression
lesson present?
feedback language -discussion about study skills
-become master in one study -video in English -oral presentations infront of
skill -article/paragraph in English class
What will it take -present this to class as teacher -create a poster (visual -giving/receiving of feedback
neurodevelopmentally, -write feedback to peers/get representations of main
experientially, feedback from peers points/ideas about study skills)
emotionally, etc., for your
students to do this lesson?
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 -creating a visual poster -students work independently at
-Study Skills Assessment -main points and pictures own desk (stand or sit)
(personal results about own -create a poster (draw and write)
study skills--score) -students can sway/dance a little
-Pick which study skill you want to the music
to improve on -students stand infront of class to
-present on a skill and create a give presentation
personal goal about it

Materials-what materials Projector/Smart Board with speakers

(books, handouts, etc) do Chromebooks
you need for this lesson Google Classroom
and are they ready to use? Poster paper
Markers
How will your classroom White board in the front of the room
be set up for this lesson? Students at desks facing front
III. The Plan
Describe teacher activities AND student activities
Components
Time for each component of the lesson. Include important higher order thinking questions and/or prompts.
Assessment: Quiz- How do I study? Take Study Skills Assessment
-tally score
Ask students to read each question out loud (each 0-9: study skills may need improvement
Motivation student reads one) and clarify any vocabulary or 10-18: study skills are developing
(opening/ questions. 19-36: study skills seem strong
introduction/
engagement) Take 2-3 minutes to let them fill it out. Put the assessment aside.

Look at students scores; make sure the tallies are

correct.

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 Play Video https://www.youtube.com/watch? Watch video.
v=p60rN9JEapg
-Pause video after every 2 study skills mentioned (9 Respond to questions.
total) to ask for a recap:
What study skill was just mentioned?
Do you think this is important?
How many of you have used this skill
before? Did it work?
Is this new or old information?
What does the videos say about

Have students open their Chromebooks to Google Take out Chromebook and read paragraph about
Classroom and read article about study skills. your study skill.

Assign each student 1 of the 5 study skills; have

them read the paragraph about it Recap the paragraph you read.
Walk around and spot-check their reading,
ask for a recap of their paragraph

Show example poster; explain how you want it all

formatted
Title (box around it)
Development
(the largest 2 main points (2 bullet points)
component or 2 pictures of main points (draw 2 boxes)
main body of personal goal (1 sentence)
the lesson) Name on top or bottom

Have each student write our their main points and Write in journal.
personal goal in journals; check them for spelling
mistakes, etc.

When journal entries are completed, have each Go to own table and create poster.
student create their poster using 1 poster paper and
markers provided.
Each student works at their own table
Play soft acoustic music for ambiance

**last 10-15 minutes of class: presentations Recall important presentation etiquette.

Ask: What are important things to remember when
presenting?
(introduce yourself & topic, speak loudly, make eye
contact, say thank you at the end)

Have each student present about their study skill and Present about your study skill and hang up poster.
hang up their poster on the classroom wall

Have each student write a sticky note to presenter Write a sticky note to the presenter.
with 1 good thing they observed and 1 thing that the
presenter could improve on.
Closure Exit Slip: Write 1-2 sentences in journal about personal goal
(conclusion, Go back to self-assessment scores and see which and what study skill they want to use (not your own).
culmination, study skills are the weakest.
wrap-up) Ask: Which newly learned skill can you use that
isnt the one you presented about?
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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