Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Hannah Blackwood

Date

Subject/ Topic/ Theme

Aboard the Mayflower

Grade _2nd/3rd_________

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in a unit on the Pilgrims. In the last lesson the students were introduced to the Pilgrims and the reasons they decided to leave Europe and
come to America. In this lesson, the students will learn about the Pilgrims voyage aboard the Mayflower and what it was like.

Learners will be able to:

Describe the Mayflower and explain what it would have been like travelling on it to America in 1620
Write a postcard pretending to be a Pilgrim on the Mayflower and draw a picture going along with it

cognitiveR U Ap An E C*

physical
development

R, U
C

socioemotional

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

Identify prerequisite
knowledge and skills.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

Ask questions and listen to students responses.
Formative (as learning):
Summative (of learning):
Write postcard home to family member describing the journey aboard the Mayflower and draw a picture that goes
along with it.
Provide Multiple Means of
Provide Multiple Means of
Provide Multiple Means of
Representation
Action and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Information can be perceived
Sitting under the desks and
visually, aurally, orally, etc.
pretending theyre on the
Sitting under the desks, eating
Mayflower
hardtack, writing a postcard and
pretending theyre a Pilgrim
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Writing postcard, drawing picture

Images and videos on the
Scholastic Thanksgiving website
visually clarify vocabulary
Provide options for comprehensionactivate, apply & highlight

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Provide options for expression and

communication- increase medium
of expression

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

If You Sailed on the Mayflower in 1620 by Ann McGovern

Hardtack (crackers)
Computer
Projector and screen
Postcard template papers

The desks will be moved together in the center of the classroom in a ration roughly the same as the
actual size of the Mayflower. The chairs will be pushed off to the sides and the students and teacher
will sit on the floor under the desks simulating what it would have felt like sitting below deck on the
Mayflower. They will later be returned to their original arrangement.

How will your classroom

be set up for this lesson?

III. The Plan

Time

Components

8:45
Motivation
(opening/
introduction/
engagement)

8:50

9:00

Development
(the largest
component or
main body of
the lesson)

9:15

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Have the students come sit under the desks.
Sit under the desks
Ask students: If you had to leave your home
Think about the question
all of a sudden to go to a strange new land and
you knew you were never coming back, what
three things would you bring?
Call on students and have them share one thing Share their responses to the question about
they would bring.
what things they would bring
Read If You Sailed on the Mayflower in 1620 Listen to the book and respond to questions
pages 14-29, asking occasional questions to
the students about whats being read to keep
them engaged.
Pause on page 23 where the book mentions
Eat the hardtack crackers
hardtack and hand out a hardtack cracker to
each student to eat.
Finish reading through page 29
Listen
Explain how sitting under the desks is similar
to how the passengers on the Mayflower sat
below deck for a very long time on their
journey.
Rearrange desks back to normal
Listen and look at the screen
Project the Scholastic Thanksgiving website
Go through the Tour the Ship and Journey
on the Mayflower sections
Explain to the students that they are going to
write a postcard pretending that they are a
Pilgrim on the Mayflower. They are writing to
a family member or friend back in England,
describing what the journey on the Mayflower
is like and what they are looking forward to in
America. Also, have them draw a picture on
the other side that goes along with it.

Listen; write their postcards and draw a picture

on the other side that goes along with it

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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