Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Nicole Hellinga

Date 11/7/2018 Subject/ Topic/ Theme The Outsiders – Final Assessment Grade _Freshman (9th)_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson is focused around the summative assessment for this unit: the test. Then, we will begin watching The Outsiders movie, which we will discuss in the next
lesson, once we have finished the film.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Display and showcase their knowledge on this unit through the taking of the summative assessment. R, Ap, C

Common Core standards (or GLCEs if not available in Common Core) addressed:

1. Reading Standards for Literature: Grades 6-12, Grades 9-10: 2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
2. Reading Standards for Literature: Grades 6-12, Grades 9-10: 3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

3. Reading Standards for Literature: Grades 6-12, Grades 9-10: 2. Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
(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 (To do well on the test, students...)
knowledge and skills.  Must have read The Outsiders
 Must have completed The Outsiders unit packet
Pre-assessment (for learning): The students will have a few minutes at the beginning of class to ask
questions before the test begins.

Formative (for learning): Taking the test

Outline assessment activities
(applicable to this lesson) Formative (as learning): Taking the test

Summative (of learning): Today, the students will be taking their summative assessment, a timed
essay and test section.

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

Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for Provide options for executive
expectations, personal skills and comprehension- activate, apply functions- coordinate short &
What barriers might this strategies, self-assessment & & highlight long-term goals, monitor
lesson present? reflection  Apply: the students progress, and modify strategies
 They will have to self- will be applying  This assessment is the
regulate their time on the their knowledge of end of the long-term
What will it take – test, particularly the timed the unit through the goal of gaining
neurodevelopmentally, essay. knowledge on
taking of this stereotypes (which
experientially, emotionally, assessment.
etc., for your students to do they will be asked
this lesson? about), and also the
end of many short-
term goals that are
oriented specifically
on this novel.

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 Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
 The break between
sections of the test will
allow for them to
sustain their effort and
motivation throughout
the entire test.
 The test will challenge
them, and in turn
sustain effort.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
 Choice: students will
have the opportunity to
choose between what
short answer questions
they would like to
answer
 Authenticity/value:
students will be able to
showcase what they
have learned about
stereotypes and theme
(the first, very valuable
in our world and
society today, the
second is important for
understanding the
majority of articles,
texts, and books that
they will read
throughout their lives)
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Provide options for language, Provide options for expression
mathematical expressions, and and communication- increase
symbols- clarify & connect
language
 Students will be
able to write and
express their own
interpretations of
the novel through
their short answers
and essay.
Provide options for perception- Provide options for physical
making information perceptible action- increase options for
 Students who need
help taking tests, or
have learning
disabilities, will be
able to take the test
in a separate room
with a reading and
learning specialist
who can aid the
students in their test
taking. No students
from this class have
documented
disabilities, so no
students will be
taking the test in
different rooms.
medium of expression
 Students who need
help taking tests, or
have learning
disabilities, will be
able to take the test
in a separate room
with a reading and
learning specialist
who can aid the
students in their test
taking. No students
from this class have
documented
disabilities, so no
students will be
taking the test in
different rooms.
 There will be
numerous parts on
the test, so if a
student struggles
with one aspect (say,
multiple choice)
they will have
multiple options for
other outlets to
express their
learning.
interaction
 N/A
  Pen/pencil
Materials-what materials
 Test (that I will have ready for them)
(books, handouts, etc) do you
need for this lesson and are
they ready to use?

 Typical classroom set up: desks facing each other, on both sides of the class
How will your classroom be set
 Students will be in their assigned seats
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.
2 minutes Motivation  The students will have 2 minutes to ask  Ask questions
(opening/ questions if needed at the beginning of
introduction/ the period before starting the test.
engagement)

15 Development  Then, after 2 minutes of questions, hand  Take timed essay section of the test
minutes: (the largest out the first part of the test: a 15-minute
timed component or timed essay. The students will do this
essay main body of section first, so that they all finish at the
~30 the lesson) same time. Once there are only 2 or 3
minutes: minutes left in the time, give the students
test a warning to begin wrapping up. About
Remainder two or three times while the students are
of time taking this section, walk around the room
(but save to see if students have any questions and
time for to make sure that they are still working.
closure):
movie  Once the time is up, collect the timed
essays from the students. Give them a  Get up, stretch, move!
two-minute break to stand up and stretch.  Take next section of the test
During this two minutes, put the timed
essay section of the test away and get out
the next section of the test (multiple
choice, fill in the blank, short answer).
After about a minute and a half or two
minutes, have the students sit back down
and hand out the next section of the test.
Remind them that there are six short
answer, but they only have to answer
FIVE. Also remind them that since it is a

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 block period, there is no rush at all for
the rest of the test.

 Once all students are done with the test

and have turned it in, ask them how they
are feeling about the test and answer any
questions they may have. Then, for the  Get comfortable and watch movie to
remainder of the period (which will be unwind after the test!
about a half hour) begin to watch The
Outsiders movie. Encourage students to
get comfortable, move the desks so that
they can see the screen, and relax!

2-3  To close class, remind the class of these  Listen

minutes: events going on and some reminders  Move desks back to their original
about class: places
 1. Remember to purchase tickets to see  Pack up belongings
Closure some of your classmates perform in “Our
(conclusion, Town” next weekend!
culmination,  2. Also remember that next week
wrap-up) Tuesday is Vocation day, so we will not
be meeting in class then.
 3. Later this month, we will begin
reading To Kill a Mockingbird. If you do
not have a copy of this book yet, I would
suggest looking for one within the next
week so that you’re ready when we
begin that unit.
 Enjoy the long weekend!
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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This lesson is more about preparation than it is about the actual class time, since students will be working on the test during this
period.

While preparing the test, it was difficult for me to decide on what questions were fair for assessment, and which ones were too picky
or specific. This was especially difficult for creating the short answer questions; I did want to challenge the students so that they
thought deeply about the questions, but did not want to make the questions too difficult that the test would become unfair. On the
flipside, I did not want to make the questions too easy or obvious, since then the students would not be challenged.

My mentor teacher had given me some of his previous tests to base my test off of (format wise). I decided to include multiple
formats for this test, since then, if a student struggled with one format, such as multiple choice, they would be able to thrive in other
sections, such as short answer. I decided to include these sections: multiple choice, fill-in-the-blank, short answer, and one timed
essay.

All students were given the timed essay first, so that they would all finish the essay at the same time. Then, after the time was up for
the timed essay, students were given a 2-minute break to stand up and stretch before we began the second portion of the test.

While I was grading the tests, the majority of students fell into the B and A range, which to me showed that they had read the novel
and understood/studied the major themes and stereotypes well. However, I had one student fail the test (to the point where it was not
close to the lowest passing score percentage). Looking back, I had not realized how this student was struggling during class, and that
she had been struggling with understanding even the basics from the novel, such as who the narrator was. I could not tell if she had
been misunderstanding much of the novel the entire time, or if she struggled with a form of test anxiety that halted her performance.
If I could go back, I would have focused more attention on this specific student so that she was not falling behind. Her test is
included in my “completed student work” section of my website.

However, while I do believe I created a fair, yet challenging, test, I think that if it were up to me, I would not have done a test at all,
but instead done a project so we could develop the ideas of stereotypes further. I would have liked to do a project where the students
took specific stereotypes from this novel, analyzed them, and then connected these stereotypes to current issues that stem from
stereotypes within America. I believe that this project would have deepened their understanding of stereotypes more than a test,
which was my goal for the unit. Also, through during research for this unit, the final project would have circled back to my first
lesson for this unit, which involved digital research. While I wish I could have done a project such as this for the final instead of a
test, I am generally content with how the test went, and was pleased with how the students engaged themselves with the material
throughout the entire unit.

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