Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 1st Rylie Eastley Subject/ Topic/ Theme Pilgrims-Daily Life Grade

I. Objectives How does t is lesson connect to t e unit !lan"

-!th lesso" i" u"it pla"-daily life of pilgrims i" "e# #orld-specifically the "e# #orld

Learners will be able to#

$rite ow !ilgrims c ildren%s life are different t en c ildren%s life toda& Create venn diagram com!aring and contrasting !ilgrim c ildren vs. c ildren toda& Identif& and describe as!ects of dail& life'w at t e& did eac da&

cog"iti$eR % &p &" E '(

physical de$elopme"t

socioemotio"al

R % R

Common Core standards (or )LCEs if not available in Common Core* addressed# -1 ) *+,-,. 'ompare life today #ith life i" the past usi"g the criteria of family/ school/ jobs/ or commu"icatio", -1 ) '0,-,1 Describe some respo"sibilities people ha$e at home a"d at school 1e,g,/ ta2i"g care of o"eself/ respect for the rights of others/ follo#i"g rules/ getti"g alo"g #ith others3, -''SS,EL&- Describe characters/ setti"gs/ a"d major e$e"ts i" a story/ usi"g 2ey details, ''SS,EL&- !, Describe people/ places/ thi"gs/ a"d e$e"ts #ith rele$a"t details/ e4pressi"g ideas a"d feeli"gs clearly ''SS,EL&- 0, &dd dra#i"gs or other $isual displays to descriptio"s #he" appropriate to clarify ideas/ thoughts/ a"d feeli"gs, ''SS,EL&- ., Produce complete se"te"ces #he" appropriate
15ote# 6rite as ma"y as "eeded, 7"dicate ta4o"omy le$els a"d co""ectio"s to applicable "atio"al or state sta"dards, 7f a" objecti$e applies to particular lear"ers #rite the "ame1s3 of the lear"er1s3 to #hom it applies,3 (remember/ u"dersta"d/ apply/ a"aly8e/ e$aluate/ create

II. +efore &ou start Identif& !rere,uisite -nowledge and s-ills. -9"o#ledge of #hat stude"ts lear"ed i" pre$ious lesso"s: -#hy they left -;our"ey to 5e# 6orld/ <ayflo#er -=irst Tha"2sgi$i"g/ 5ati$e &merica"s
Pre-assessment (for learning):

-re$ie# past lesso"s/ go o$er #hat stude"ts ha$e already lear"ed

Formative (for learning):

Outline assessment activities 1applicable to this lesso"3

-as2 >uestio"s about #hat they thi"2 pilgrim childre"?s life #ere li2e-some e4amples: -did they go to school@ -did they ha$e to #or2@ -#hat did they #ear@
Formative (as learning): -as2 >uestio"s alo"g the #ay/ re$ie# as lear"i"g, Summative (of learning3:

-create $e"" diagram #ith class- o"e side Pilgrim 'hildre"/ other side childre" today-ho# li$es #ere differe"t/ similar-ho# school/ toys/ games/ clothes/ #ere differe"t/similar -ha$e stude"ts #rite a fe# se"te"ces o" ho# life #as differe"t/similar a"d dra# picture $ at barriers mig t t is lesson !resent" $ at will it ta-e . neurodevelo!mentall&/ e0!erientiall&/ emotionall&/ etc./ for &our students to do 1-1A-1B
Provide 1ulti!le 1eans of 2e!resentation Pro$ide optio"s for perceptio"making information perceptible -stude"ts do"?t u"dersta"d aspects of daily life-li2e #hy they did"?t go to school Provide 1ulti!le 1eans of Action and E0!ression Pro$ide optio"s for physical actio"- increase options for interaction -put stude"ts i" pilgrims shoes/ ma2e them relate to the pilgrims Provide 1ulti!le 1eans of Engagement Pro$ide optio"s for recruiti"g i"terest- choice, relevance, value, authenticity, minimize threats -as2 >uestio"s-ho# #ould you feel if you #ere i" this situatio"@

Pro$ide optio"s for la"guage/ mathematical e4pressio"s/ a"d symbols- clarify & connect language -put thi"gs i" simpler terms -re$ie# #hat they lear"

Pro$ide optio"s for e4pressio" a"d commu"icatio"- increase me ium of e!pression -2eep stude"ts e"gaged/ e"courage them to as2 >uestio"s

Pro$ide optio"s for sustai"i"g effort a"d persiste"ce- optimize challenge, collaboration, masteryoriente fee back -2eep stude"ts e"gaged/ e"courage them to as2 >uestio"s

t is lesson"

Pro$ide optio"s for comprehe"sio"- activate, apply & highlight -$e"" diagram a"d assig"me"t at e"d

Pro$ide optio"s for e4ecuti$e fu"ctio"s- coor inate short & long term goals, monitor progress, an mo ify strategies -stude"t remember pre$ious lesso"s/ build upo" their 2"o#ledge of pilgrims #ith each lesso"

Pro$ide optio"s for self-regulatio"e!pectations, personal skills an strategies, self-assessment & reflection -assig"me"t-see #hat stude"ts 2"o#/ remember/ a"d are i"terested i"

1aterials'w at materials (boo-s/ andouts/ etc* do &ou need for t is lesson and are t e& read& to use"

-Samuel Eato"?s day -Space o" #hiteboard or big paper for $e"" digram -#riti"g/dra#i"g paper for stude"ts a"d crayo"s

How will &our classroom be set u! for t is lesson"

-first stude"ts sit at rug #hile 7 read them a boo2 -the" go to seats a"d do $e"" diagram -sit at seats to do assig"me"t

III. 3 e Plan 3ime 7 mins Com!onents 1otivation 1ope"i"g/ i"troductio"/ e"gageme"t3 4escribe teacher activities A54 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in-ing ,uestions and6or !rom!ts. -start #ith as2i"g #hat they remember about -tell #hat they remember about pre$ious lesso"s pilgrims from pre$ious lesso"s: #hy they left@ ;our"ey o$er/mayflo#er@ =irst tha"2sgi$i"g/"ati$e &merica"s@

87 mins

7' 89mins

4evelo!ment 1the largest compo"e"t or mai" body of the lesso"3

-read Samuel Eato"?s day to class -as2 >uestio"s alo"g #ay to 2eep stude"ts e"gaged a"d help them remember- could you imagi"e #or2i"g all day at . years old@ 6hat #ould it be life "ot goi"g to school@ 6ould you li2e to #ear they #ore@ -Defi"e difficult #ords -create $e"" diagram class- ha$e stude"ts tell differe"ce/similarities to pilgrim childre" a"d childre" today-#rite do#" #hat they say

-&"s#er >uestio"s alo"g they #ay -help ma2e $e"" diagram-gi$e a"s#ers o" differe"ce/similarities of pilgrims childre"?s li$es $s, childre" today

1-1A-1B

89'8: mins

Closure 1co"clusio"/ culmi"atio"/ #rap-up3

-re$ie# $e"" diagram -gi$e stude"ts assig"me"t to #rite +-B se"te"ces about differe"ce/similarities a"d dra# picture

-#rite about differe"t a"d similarities

;our reflection about t e lesson/ including evidence(s* of student learning and engagement/ as well as ideas for im!rovement for ne0t time. 16rite this after teachi"g the lesso"/ if you had a cha"ce to teach it, 7f you did "ot teach this lesso"/ focus o" the process of prepari"g the lesso",3

1-1A-1B