Unit Plan Test Lesson Plan - Panel Discussion

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Leeann Randall
Date Subject/ Topic/ Theme Unit Test Grade ____10-

12____________
I. Objectives
How does this lesson connect to the unit plan? This lesson consists of a formative and summative assessment, pulling together
what the students have learned from the short story and the movie.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Discuss themes from Karate and The Karate Kid

R U Ap
An E
X
Discuss plot, characters, and literary elements such as irony R U Ap

An E
Create thoughtful questions R U Ap
An E C

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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 will have to remember the plots of the short story read and the movie watched in
Identify prerequisite
class, as well as themes, characters, characterization, and examples of irony.
knowledge and skills.
Students have been asked to come to class with at least 2 questions to ask the panelists in
the discussion
Pre-assessment (for learning):
Formative (for learning): Panel Discussion

Outline assessment
activities Formative (as learning): Panel Discussion
(applicable to this lesson)
Summative (of learning): Panel Discussion
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,
emotionally, etc., for your
students to do this lesson? 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
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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 During the panel
Students will be able to discussion, questions
answer questions they will be projected on
are comfortable with. the board, and the
Students will be able to teacher will take notes
answer at their own as the students answer
pace. questions, so the
students will be able to
listen and read to
follow along with the
discussion
Materials-what materials Projector
(books, handouts, etc) do Notebook
you need for this lesson Students notes
and are they ready to Computer
use?
Students will sit in their normal seats, but 5 extra chairs will be placed in a line in front of the
room
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 time to go over Students will review notes and questions
Motivation notes and review questions that they have
(opening/ written before coming to class
introduction/
engagement)
Development The test will take the form of a mock Students will participate in a panel
(the largest panel discussion comparing and discussion, both asking questions and
component or contrasting the short story Karate and sitting on the panel.
main body of the movie, The Karate Kid.
the lesson) There are 10 students in the class. 5
students will be chosen to go first as the
panelists. They will sit in the front of the
class. The remaining students will ask
questions, directed either at the entire
panel, or at particular students. The
students will trade places (the first five
students will return to their seats and the
remaining five will be panelists) after
every student has asked at least 2
1-19-13
questions or it has been 25 minutes (half
of the hour)
Closure
(conclusion,
culmination,
wrap-up)
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.)
1-19-13
1-19-13

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Leeann Randall

Date Subject/ Topic/ Theme Unit Test Grade ____10-

Discuss themes from Karate and The Karate Kid

Discuss plot, characters, and literary elements such as irony R U Ap

II. Before you start

Formative (for learning): Panel Discussion

III. The Plan

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