Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Leeann Randall

Date N/A Subject/ Topic/ Theme Mr. Miyagi Grade ___10-12________

I. Objectives
How does this lesson connect to the unit plan? This lesson is a break from looking at big picture questions and ideas, and instead
digging deep into one scene. This lesson aims to deepen students understanding of the character of Mr. Miyagi and through him, the
movie as a whole.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Identify devices (clues) used to inform us about Mr. Miyagis background. RU X
Explain what each clue tells us about Mr. Miyagi. R U Ap
An
Analyze a scene from a movie An
Make inferences about the character of Mr. Miyagi and his purpose in the movie. R U Ap X
An E

Common Core Standards addressed:

CCSS.ELA-LITERACY.RL.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.
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
WIDA Standards addressed:
English Language Development 1: English language learners communicate for Social and Instructional purposes within the school setting
English Language Development 2: English language 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

Students must know how to read
Identify prerequisite Students must know how to write.
knowledge and skills.
Students must have an advanced level of proficiency in English
Students must have seen and remember the beginning of The Karate Kid
Pre-assessment (for learning): Ask students to give a short summary of what has happened so far

Formative (for learning): Teacher will circulate during the activity to evaluate the amount of scaffolding she will
supply
Outline assessment
activities Formative (as learning): Students will use the resources they have available to them to develop a plausible
(applicable to this lesson) backstory for Mr. Miyagi

Summative (of learning):

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? 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 & term goals, monitor progress, and
What will it take
reflection modify strategies
neurodevelopmentally,
experientially,

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language There are no formal
Students must Videos will be played guidelines for how the
collaborate to analyze with subtitles. groups of students
a scene. The teacher present their findings.
will monitor the class Students are
progress and determine encouraged to use
what scaffolding in whatever medium that
necessary, choosing they are comfortable
what forms including with
emotionally, etc., for your picture hints, Google
students to do this lesson? search terms,
questions, or
suggesting aspects of
Mr. Miyagi to focus on
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 Examples from the
movie will have
accompanying visuals
to provide options for
perception
Materials-what materials Projector
(books, handouts, etc) do Mr. Miyagi guided notes handout
you need for this lesson Something to write with
and are they ready to At least one Chromebook per group
use? Prepared scaffolding options: pictures, Google search terms, questions, suggestions
Mr. Miyagi concept map prototype
The classroom will be set up as it normally is: 5 tables, 3 in the first row and 2 in the second,
with 4 chairs at each table.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Class will begin with going over the Students will be asked to share the
Motivation agenda (watch the Miyagi scene, analyze objectives with their neighbor. Then they
(opening/ it, come up with a backstory, discuss will volunteer to read one objective aloud
introduction/ them.) and objectives. to the class.
engagement)
The teacher will play the Miyagi scene Students will write down what they notice
[01:26:54] [01:33:04] and ask students initially while they watch the Miyagi
to write things that they notice. There is scene.
no direction other than that, just write
down what they notice, or what stands out
to them.
Development The teacher will hand out the Mr. Miyagi Students will work in the following
(the largest guided notes handout and introduce the groups: (1. Leo, Keyla, Jorge) (2. Ananais,
component or assignment, described in the student The, Natalia, Oscar) (3. Hoang, Vu,
main body of activities column. Daniel) Each group will collaborate to
the lesson) The teacher will explain that they can use develop a plausible backstory. They will
the guided notes to organize and/or use the video and the resources available
present their thoughts, or they can use to them to try to figure out what Mr.
another if they want to. The teacher will Miyagis life was like. They can use their
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 provide suggestions such as captioned Chromebooks, phones (if they ask
pictures, stories, skits, etc. permission), books, or any other tool they
While the students are working, the can come up with to figure out what
teacher will walk around the room and happened to him. They can use the
monitor progress, talking with groups worksheet to present their inferences, but
about what they are discovering. She will they can use another medium if they
answer questions as they arise. After she would like.
has visited every group, she will gauge
based on her observations if the students
need scaffolding and what kind of
scaffolding would serve them best.
Work time will continue for 20-25 minutes
or until every group is finished.

The teacher will facilitate a class Each group will present their Mr. Miyagi
discussion in the form of each group backstory in whatever medium they see
presenting their finding in whatever fit. They will be asked to clarify and
medium they choose. The teacher will expand their answers, using evidence from
guide the discussion by asking why and the video to explain why they answered in
Closure how questions. The teacher will refer to the way they did and how they came to
(conclusion, previously prepared pictures when that conclusion.
culmination, important topics arise.
wrap-up) As the students present and lead the Students will copy down the concept map
discussion, the teacher will create a
concept map on the board, referring to a
previously prepare prototype if necessary,
but altering the prototype to match student
feedback.
In the last couple minutes of class, the
teacher will preview the last lesson of the
unit: finishing the movie and comparing it
to Karate
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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I did not get to teach this lesson, something I was really disappointed about. This was the one I was most excited to teach, but
because I had to significantly condense Lesson 3 and because of scheduling issues caused by half days and Thanksgiving break, I
wasnt able to get the timing quite right to teach this lesson. It was important to me to teach this in the middle of the movie, so they
would still have a continuous experience. It felt clunky and awkward to go back after we had finished the movie to teach this lesson.
When I teach my final lesson, I may include a wimpier version of this, showing a video about Mr. Miyagi instead of having the
students discover the information. That way they do get to see a behind the curtain a bit, even if they dont get to do the analyzing
themselves.

I was most excited to write and teach this lesson because I think it has the most relevance and the most potential to engage students
and develop their English skills without them knowing it. I thought my students would enjoy doing this puzzle-like activity and I
thought they may surprise me with some creative solutions. I also thought they might appreciate that this lesson is more formal than
what theyre used to.

As much as I enjoyed developing this lesson with my students in mind, it was difficult at first to come up with an activity. After
watching the scene many times, there was so much content I wanted to cover, so it was very tempting to make a power point and talk
at them for 20 minutes just so I made sure they heard all the information I wanted and, if Im being honest with myself, so I could
wax eloquent about something I think is really cool. However, the last time I tried to teach a lesson that was more traditional in style
(Lesson 2), I felt like it completely bombed. For this lesson, I wanted to be sure that students were doing the work and I was taking a
step back. This lesson was designed with the idea that I have to trust that my students will produce amazing work when I design
activities with them at the center.

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