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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rebecca Roth Subject/ Topic/ Theme Geography of China Grade _____6____

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


This unit is on Ancient China. As an opening to this unit the students need to become fami!iar "ith the geography of China. This is the start of Chinese ci#i!i$ation.

Learners will be able to#


Recogni$e the major !andforms and regions of China Compare the boundaries of the ear!y dynasties "ith modern China Read a section of the te)t and pic* out the main points and most important points. Create a map "ith the borders of ancient China

cogniti#e% R & Ap An ' C(

physica! de#e!opment

socio% emotiona!

& ' An C

Common Core standards $or %LCEs if not available in Common Core& addressed#
' ( %).*.* Describe the !andform features and the c!imate of the region +"ithin the ,estern or 'astern -emispheres. under study. ' ( %*.).* /ocate the major !andforms ri#ers and c!imate regions of the 'astern -emisphere ' ( +*.).* ')p!ain the importance of the natura! en#ironment in the de#e!opment of agricu!tura! sett!ements in different !ocations +e.g. a#ai!ab!e "ater for irrigation ade0uate precipitation and suitab!e gro"th season.. ' ( +).*.) &se historica! and modern maps and other sources to !ocate describe and ana!y$e major ri#er systems and discuss the "ays these physica! settings supported permanent sett!ements and de#e!opment of ear!y ci#i!i$ations +Tigris and 'uphrates Ri#ers 1angt$e Ri#er 2i!e Ri#er 3ndus Ri#er. ' ( +).*., Describe pastora!ism and e)p!ain ho" the c!imate and geography of Centra! Asia "ere !in*ed to the rise of pastora! societies on the steppes. ' ( +-.*.) &sing historic and modern maps !ocate three major empires of this era describe their geographic characteristics inc!uding physica! features and c!imates and propose a genera!i$ation about the re!ationship bet"een geographic characteristics and the de#e!opment of ear!y empires. +2ote# ,rite as many as needed. 3ndicate ta)onomy !e#e!s and connections to app!icab!e nationa! or state standards. 3f an objecti#e app!ies to particu!ar !earners "rite the name+s. of the !earner+s. to "hom it app!ies.. (remember understand app!y ana!y$e e#a!uate create

II. .efore /ou start Identif/ !rere0uisite 1nowledge and s1ills.

The students need to *no" ho" to read a map. The students need to be ab!e to recreate a map "ith proper !abe!s and borders.
Pre-assessment (for learning):

As*ing the students "hat they *no" about China


Formative (for learning):

Outline assessment activities +app!icab!e to this !esson.

,hen the c!ass !oo*s as a "ho!e at the main points the teacher can see if the students are on target. 3t is a group discussion.
Formative (as learning):

,hen the students practice on their o"n to find the main points the students see if they are on target for finding main ideas. Summative (of learning.4 The creation of their o"n indi#idua! maps is the summati#e assessment.
Provide 4ulti!le 4eans of 5e!resentation 5ro#ide options for perception% making information perceptible The students "i!! ha#e the briefs and maps in front of them and a!so projected onto the screen in the front of the c!assroom. Provide 4ulti!le 4eans of Action and E3!ression 5ro#ide options for physica! action% increase options for interaction Creating our o"n maps "i!! gi#e the !esson an interacti#e e!ement. 3n bet"een reading the brief and mapma*ing there "i!! be a time to get up stretch and get mar*ers. Provide 4ulti!le 4eans of Engagement 5ro#ide options for recruiting interest% choice, relevance, value, authenticity, minimize threats The students "i!! raise their hands to be ca!!ed on instead of being random!y se!ected to read. The !esson "i!! fee! more re!e#ant after "e discuss China6s contributions to the "or!d.

+ at barriers mig t t is lesson !resent" + at will it ta1e ( neurodevelo!mentall/2 e3!erientiall/2 emotionall/2 etc.2 for /our students to do t is lesson"

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5ro#ide options for !anguage mathematica! e)pressions and symbo!s% clarify & connect language 2ot on!y "i!! "e #oca!i$e "hat the regions of China !oo*ed !i*e "e "i!! create a map of the region. 5ro#ide options for comprehension% activate, apply & highlight

5ro#ide options for e)pression and communication% increase me ium of e!pression

5ro#ide options for sustaining effort and persistence% optimize challenge, collaboration, masteryoriente fee back As a c!ass "e choose the most important fact to high!ight +co!!aboration.. ,e "i!! !earn the information in t"o "ays in order to bring mastery. 5ro#ide options for se!f%regu!ation% e!pectations, personal skills an strategies, self-assessment & reflection The students "i!! ha#e the maps and papers to see ho" they did on the in%c!ass "or*.

,e "i!! be using a mo#ie to start c!ass and engage. 3n addition "e "i!! co#er audio and *inesthetic preferences for !earning. 5ro#ide options for e)ecuti#e functions% coor inate short & long term goals, monitor progress, an mo ify strategies ,e are !earning the content but a!so touching on basic s*i!!s in Socia! Studies4 ana!y$ing te)ts and reading maps.

,e "i!! ta!* about the geography of China put it on a map and discuss ho" the geography of China contributed to its de#e!opment.

4aterials6w at materials $boo1s2 andouts2 etc& do /ou need for t is lesson and are t e/ read/ to use"

:pener #ideo that 3 "i!! create -andouts of the map of China ;rief <7 Co!ored penci!s or mar*ers The projector needs to be on +Doc cam. The usua! setup4 three cur#ed ro"s of des*s facing the front of the room. The ro"s are separated into pods of =s and 9s.

How will /our classroom be set u! for t is lesson" III. 7 e Plan 7ime , min ) min Com!onents 4otivation +opening/ introduction/ engagement.

8escribe teacher activities A98 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in1ing 0uestions and:or !rom!ts. 5re%Assessment4 as*ing the students "hat they The students say "hat they a!ready *no" about a!ready *no" about China. China. The teacher "i!! begin the !esson by sho"ing the #ideo of China and its contributions to the "or!d. The teacher "i!! hand out ;rief <7. The teacher "i!! as* someone to read the focus of the brief. Then the c!ass "i!! recite the #ocab "ords after the teacher. The teacher "i!! as* for #o!unteer readers for the section >-uang Ri#er ?a!!ey.6 3n the first paragraph a reader reads a!oud. The c!ass decides "hat is the most important point in the paragraph. Then the students read by themse!#es the ne)t paragraphs and high!ight the most important idea. +The teacher "i!! note that there is not one right ans"er but there cou!d be mu!tip!e ans"ers for "hat is most important.. :nce this reading +@ paragraphs. is comp!eted the teacher "i!! hand out the maps of China. ,ith the The students "i!! "atch the #ideo.

, min

8evelo!ment +the !argest component or main body of the !esson.

The students "i!! #o!unteer to read a paragraph.

*;6*, min

The students "i!! #oice their opinion on the most important fact and the c!ass "i!! high!ight the fact.

*;6*, min

The students "i!! get out mar*ers or co!ored penci!s to fi!! out the map. ,hen the teacher !abe!s something on the map the students "i!! fi!! out the

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use of the Doc cam the teacher "i!! instruct the students on fi!!ing out the map.

same item on their maps.

, min Closure +conc!usion cu!mination "rap%up.

The teacher as*s if there are any fina! 0uestions or if there are things they hope to !earn from this unit on China.

The students ans"er the teacher6s 0uestion and prompt.

<our reflection about t e lesson2 including evidence$s& of student learning and engagement2 as well as ideas for im!rovement for ne3t time. +,rite this after teaching the !esson if you had a chance to teach it. 3f you did not teach this !esson focus on the process of preparing the !esson.. 3 did not get the chance to teach this !esson so my ref!ection "i!! focus on preparing the !esson. ;eing that this !esson is an introductory !esson to the unit 3 *ne" that 3 "ou!d not be ab!e to co#er much information. 3 needed to *no" ho" much students a!ready *ne" about China because this is the first time the students are studying China this c!ose!y and 3 "anted to gi#e them a firm foundation. This unit "as to ser#e as a p!atform for future studying and this first !esson is the #ery beginning. 3 tried to focus on the main points of the geography of China co#ering the physica! features that !oc* China in to itse!f. As si)th graders they on!y need to *no" so much about this materia! and 3 did not "ant to o#er"he!m them "ith information. 3t is !ess important that the students can dra" a detai!ed map than that they become ac0uainted "ith "hat a rough out!ine for the country !oo*s !i*e and ho" the different dynasties compare in si$e. -opefu!!y the students fee! accomp!ished about their map "or* and are comfortab!e "ith the geography of the area.

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