Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sara Martinie and Mrs. denDulk Date 4-11-14 Subject/ Topic/ Theme Watercolor backgrounds Grade !th

I. Objectives How does t is lesson connect to t e unit !lan" Since the animals are dra"n# cut out# and designed# the students "ill no" be able to paint them# and an interesting background. Learners will be able to#
Success,ull+ create a color transition or color gradation on their animal 'nal+-e the en$ironment in "hich their animal li$es and decide "hich colors to use 'nal+-e "hich "atercolor techni.ues "ould best depict the en$ironment o, their animal
cogniti$e% & 'p 'n ( )* ph+sical de$elopment socioemotional

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Common Core standards $or %LCEs if not available in Common Core& addressed# 'ic igan Common Core (tandard )*# All students will a!!l+ s,ills and ,nowledge to create in t e arts.
/0ote# Write as man+ as needed. 1ndicate ta2onom+ le$els and connections to applicable national or state standards. 1, an objecti$e applies to particular learners "rite the name/s3 o, the learner/s3 to "hom it applies.3 *remember# understand# appl+# anal+-e# e$aluate# create

II. -efore +ou start Identif+ !rere.uisite ,nowledge and s,ills.

The comple2ities o, their animals and their en$ironments# and also the 14 techni.ues that the+ learned in pre$ious lessons.
Pre-assessment (for learning): There will be a discussion about what it means to draw an environment

for their animal, and what it would look like in a realistic sense, and how you would abstract the environment. Formative (for learning): The students must assess whether or not they want to create a realistic or abstract environment, and then ask uestions if they need hel! on how to begin. Outline assessment activities /applicable to this lesson3
Formative (as learning): The students must evaluate how well their landsca!e and animals are going,

and whether or not they need to change their a!!roach.

"ummative (of learning35 #t the end of the day, if they have an animal that successfully is !ainted with

either a color transition or gradation, and the background is abstracted or realistic with a few techni ues, then they have done well. / at barriers mig t t is lesson !resent" / at will it ta,e 0 neurodevelo!mentall+1 e2!erientiall+1 emotionall+1 etc.1 for +our students to do t is lesson"
Provide 'ulti!le 'eans of 3e!resentation 6ro$ide options ,or perceptionmaking information !erce!tible -7ike the other lessons# the lesson is presented "ith a slidesho" and ad$ance organi-er. The document camera also helps "alk the students through each part o, the lesson. Provide 'ulti!le 'eans of Action and E2!ression 6ro$ide options ,or ph+sical actionincrease o!tions for interaction -1, a student has problems "ith the di,,erent techni.ues# the+ can al"a+s ask those that their table ,or help. Provide 'ulti!le 'eans of Engagement 6ro$ide options ,or recruiting interest- choice, relevance, value, authenticity, minimi$e threats The students can choose "hich colors the+ "ill use to portra+ their animal and en$ironment. 'lso# the students can choose "hich techni.ue "ill best displa+ the landscape. -The+ are onl+ allo"ed to use one o, t"o options ,or the animals themsel$es# "hich "ill ensure that the+ do not get too 8bus+9

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6ro$ide options ,or language# mathematical e2pressions# and s+mbols- clarify % connect language

6ro$ide options ,or e2pression and communication- increase medium of e&!ression

-The document camera allo"s students to ,ollo" "hat is going on# and the+ can look at the organi-er i, the+ don<t kno" "hat step is ne2t.

-This project has numerous t+pes o, strategies and mediums# and students can disco$er "hich ones the+ like best. 'lso# the+ ha$e had a lot o, practice# so the+ are able to mo$e be+ond the basics and stretch each techni.ue to the limit o, its potential.

6ro$ide options ,or sustaining e,,ort and persistence- o!timi$e challenge, collaboration, mastery-oriented feedback

-1, the students don<t kno" "hat their backgrounds should look like# the+ can collaborate "ith the other students at their table to tr+ and brainstorm ideas. -'lso# di,,erent techni.ues are harder than others# like it is harder to do the color transition than the color gradation# so students can choose "hich one the+ "ill better be able to complete.
6ro$ide options ,or sel,-regulatione&!ectations, !ersonal skills and strategies, self-assessment % reflection

6ro$ide options ,or comprehensionactivate, a!!ly % highlight

-The slidesho" helps students to think about "hich landscapes their animals "ould look the best in. This guides their thinking so that the+ ha$e some e2amples on "hich to build.

6ro$ide options ,or e2ecuti$e ,unctions- coordinate short % long term goals, monitor !rogress, and modify strategies

'aterials4w at materials $boo,s1 andouts1 etc& do +ou need for t is lesson and are t e+ read+ to use"

-The organi-er helps students -The students kno" "hich kno" "hat the+ are going to techni.ues the+ "ork "ell "ith# accomplish during the lesson. gi$en their e2tensi$e practice# -The introduction helps students and then the+ can decide "hich to kno" "here the+ are in the ones to use. process# and "here the+ "ill e$entuall+ go. Salt# )o,,ee grounds# saran "rap=needs to be cut be,ore class># bubble "rap=needs to be cut be,ore class># rubbing alcohol# containers ,or alcohol# ?-tips# tissues# paintbrushes# a bucket o, "ater ,or each table# paper ,or e$er+ kid# pencils# "ater colors.

How will +our classroom be set u! for t is lesson" III. 5 e Plan 5ime 9#*: 'otivation /opening/ introduction/ engagement3 9#*; 9#*< 6evelo!ment /the largest component or main bod+ o, the lesson3 Com!onents

There "ill be si2 tables "ith ,our kids at each one# all "ill ,ace the document camera or their tables as necessar+ throughout the lesson.

6escribe teacher activities A76 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in,ing .uestions and8or !rom!ts. -Sho" ad$ance organi-er -'lright ,riends# this is the second da+ that "e ha$e -The students must assess ho" ,ar the+ got last to "ork on our animals# and toda+ "e "ill be "eek# and then ho" ,ar the+ ha$e to go be,ore the+ painting our animals themsel$es and their can start "atercoloring. backgrounds. When +ou think about a lion# "hat does his landscape look like@ -Sho" lion picture# and e2plain ho" his -)onsider "hat kind o, en$ironment a lion li$es in en$ironment has a lot o, bro"n# ask the students and "hat techni.ues "ould depict that nicel+. "hat other colors might "ork "ith bro"n. -Aring up document camera and get out animal that has -entangles all o$er it. -Briends# ,irst "e are going to ,lip o$er our -0amesC background papers and put our name and class on them in pencil# and then check to make sure the same thing is on the back o, +our animal# "e don<t "ant them to get lost.

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-'lright ,riends# since this is a # "hat colors should "e paint it@ We can either do t"o colors like the ,rog e2ample# or "e can do one color "ith a gradation o, ho" dark it is. We "ant to keep this part simple because "e don<t "ant to take a"a+ ,rom the designs at all. -',ter +ou are ,inished "ith painting +our animal# then +ou can mo$e on to +our background# "hich can be a lot more cra-+.Dou "ill incorporate at least three# and as man+ as ,i$e di,,erent techni.ues into +our landscape. %emember back to all the techni.ues "e learned and tr+ to come up "ith the best ones ,or +our animals landscape. -Work timeC

-Does the student "ant to make their en$ironment realistic or abstract@

-Eo" man+ techni.ues "ill be incorporated@

-WorkC

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;# 4# 1 ,ocus. Fke+doke+ ,riends# "e ha$e about -The students didn<t ha$e such a long cleanup last three minutes be,ore +ou need to pack up. "eek because the+ "ere onl+ -entangleing. This -We "ant to make sure that our space is as clean as "eek the+ must remember ho" to properl+ clean up "hen "e came in here# so 1 need +ou to thro" a,ter using "atercolors. a"a+ the paper to"el# tissues# saran "rap and bubble "rap. Make sure that +our pictures are on the dr+ing rack# and that the tables are sponged do"n. 'lso# don<t ,orget to clean out +our brushes and get ,resh "ater. @our reflection about t e lesson1 including evidence$s& of student learning and engagement1 as well as ideas for im!rovement for ne2t time. /Write this a,ter teaching the lesson# i, +ou had a chance to teach it. 1, +ou did not teach this lesson# ,ocus on the process o, preparing the lesson.3 Closure /conclusion# culmination# "rap-up3

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