Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sarah DeGraaf

Date Fall 2017 Subject/ Topic/ Theme Creating New Schema Grade 2nd

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, students will learn how to create new schema through reading. This is another way that we use our schema to increasing reading
comprehension.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand how schema can be created while reading a text. U
Generate schema as a class while listening to a story read by the teacher.
Generate their own schema while reading. C
C

Common Core standards (or GLCEs if not available in Common Core) addressed:
R.CM.02.01: Make text-to-self and text-to-text connections and comparisons by activating
prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and
written responses.
(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 I will identify students knowledge by asking them what the playdough represents (review from
knowledge and skills. first lesson as well as base of this lesson).

Pre-assessment (for learning):

Formative (for learning):

Formative (as learning):

Outline assessment
Students will contribute to the group activity, sharing what they learn from the lesson, to understand how our
activities
schema can grow when we read.
(applicable to this lesson)
Summative (of learning):
Student worksheets and sharing time will provide me with information on how well students grasped the
concept of learning new schema from a text. (Did they write things down as they read? Does what they are
sharing show they understood how we add to our schema while we read?)

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might Representation Action and Expression Engagement
this lesson present? Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance, value,
interaction authenticity, minimize threats
What will it take Students will have the visual of
neurodevelopmentally, playdough to help them Students will have the option of Students will be able to choose the
experientially, understand the concept of adding staying in the group area and book they want to work with
emotionally, etc., for to our schema. working together/with the based on their interests. They will
your students to do this teacher for the second part of the be able to work with the teacher
lesson, or working on their own, or as a way to minimize threats if
lesson?
with a reading partner, they feel they need support.
 Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration, mastery-
language oriented feedback

I will reference the posters yet Students will be challenged to

again to remind students of the complete the task, knowing that if
language of schema that we are they do they will be able to share
using in this unit. with the group (a big motivating
factor for this class in particular,
they love to share and speak
whenever given the opportunity to
do so).
Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply & functions- coordinate short & long regulation- expectations, personal
highlight term goals, monitor progress, and skills and strategies, self-
modify strategies assessment & reflection

Students will self-assess by

choosing whether or not they
work alone or if they stay in the
group area to receive more
support.
Green and Brown playdough
National Geographic Kids Cheetahs by Laura Marsh
Materials-what Worksheets that read What I learned about________
materials (books, Collection of nonfiction books from library and classroom available for students (african
handouts, etc) do you animals, asian animals, historical figures) all books will be related to students interests
need for this lesson and that they have expressed in class
are they ready to use? Computers available in the classroom
I can statement written on the board for the day:
1. I can create new schema.

The classroom will be set up in its usual formation. Students will gather at the carpet at the
front of the room, later being dismissed to work where they choose.

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.
5 min To introduce the idea of learning new schema, I
Motivation will get out the playdough model from the first
(opening/ day. I will ask students what the green Students will raise their hands to volunteer their
introduction/ playdough represented (the schema we have). (I answers, sharing that the green playdough
engagement) know that no students in the class are color represents the schema we have (the knowledge
blind.) I will ask students to share. Then I will we have in our heads).
ask students what the brown playdough
represents (all of the things in the world we Students will raise hands to volunteer their
dont know). answers, sharing that the brown playdough
Next, I will demonstrate how we can add represents the knowledge of the world, the
something from the brown playdough (the things we dont know (something along those
knowledge in the world) to our own schema (the lines).
green pile of playdough) when we learn
something new. I will visually show students
this concept by moving a chunk of brown
 playdough to green playdough.
15 In this lesson we will read a story about
min cheetahs, and as we read the story, students will
raise their hands when they learn something
knew.
On the board I will write:
What we learned about cheetahs: Students will share what they learn through the
and I will ask students to raise their hands and story so that the ideas can be written on the
share what they learn when they learn board throughout the time we are reading the
something new from the text. story.
I will pause from the reading and write these
things on the board as we read.
I will evaluate how far we have made it through
the book after 15 minutes and students
engagement. If students seem to understand the
task, I will get ready to send them off to do this
work on their own. Students will self-assess, choosing to stay in the
Students will have the choice to stay in the group area or go off to work on their own.
group area if they would like more assistance, or
go off on their own.
Students will be given a sheet of paper that Students will signal with a thumbs-up if they are
Developmen reads: ready to go off. They will get a paper from me
t New schema I have for_________ I will explain to and choose a book to use for the activity.
(the largest students that in the blank they will write the
component or subject they are learning about, (ex: George
main body of Washington, lions, whales).
the lesson) Students will be provided with a variety of
nonfiction books that I have brought in from the
library and pulled from the classroom for this
activity. Students will go and get a hard surface and a
If students choose to stay at the group area, we pencil.
will do the activity with another story, this time They will volunteer to share ideas while we
students will write along with me on their own read, like we did as a class.
papers. I will have them go and get a hard
surface and pencil if they choose to stay.
I will write new things on the board if students
need assistance.

In this lesson, it would fit well to add a Students have the option to choose to use
technology piece. There is a website titled Wonderopolis instead of a book to add to their
Wonderopolis where students can search schema.
different wonders. The link to the website is:
https://wonderopolis.org/wonders.
This technology could be incorporated into this
lesson by giving students the option of adding to
their schema through exploration of
Wonderopolis.

5-10 Closure After students have had time to read on their Students will bring their lists with their new
min (conclusion, own, I will invite them back to the carpet for thinking to the carpet, and have the opportunity
culmination, sharing time. In sharing time, students will have to share with the class what they learned.
wrap-up) the opportunity to share their lists of things they
learned while reading.
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.)
After talking with Professor Sjoerdsma after teaching this lesson, he challenged me to consider several aspects of this lesson.
The first was how I could get everyone evolved in the lesson. He suggested having students turn and talk to each other rather
than just calling on students who had raised their hands to share. He challenged me to notice that the few same girls were
volunteering to answer. I have never noticed that so few boys raise their hands to share. This really made me think about
how I can get everyone involved.
Professor Sjoerdsma also challenged me to think about the value of students working together for this lesson. I verbally told
students, You may work with a partner to complete this task, and many jumped to work with another student, but some
students had no one to pair with or choose to work independently. This is a choice Mrs. Vander Boon always gives students
and I know that some students work better alone and others work better with another person, but Professor Sjoerdsma
encouraged me to think about the students like Nathan who were working alone but perhaps wanted a partner to work with.
Perhaps I could have aided Nathan in finding a partner if he wanted to work with someone else.
When reflecting on the closure of the lesson, I think that sharing time went well but looking back I wish I could have
incorporated more of the language of the unit into the closing. I wish I would have reinforced to students the idea that we
were sharing for the purpose of telling one another about the new schema we had created.
Lastly, after talking with Professor Sjoerdsma he challenged me to think about how I had closely modeled my lessons after
the way Mrs. Vander Boon teaches. In my own future teaching, I will use many of the techniques that Mrs. Vander Boon uses
but I also know that I have other choices that I will make that differ from the way she teaches. For example, during worktime
I often find the room too noisy for work and I will be more strict with students about the noise level in the room. I also see
value in playing soothing music in the background, something that Mrs. Vander Boon does not choose to do.
There are many ways that I plan to model my teaching after hers, but I have also been thinking about the ways that my future
classroom will differ from that of Mrs. Vander Boon.