Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Thomas Huisman

Date

October 29, 2016 _

Subject/ Topic/ Theme

Migration and Settlement of Michigan

Grade __4th______

I. Objectives
How does this lesson connect to the unit plan?
This lesson shows what came after the explorers and the affect the explorers had on michigan later on.
cognitiveR U Ap An E C*

Learners will be able to:

understand why people came to michigan and the challenges they faced
understand what the roads and landscape was like and why that was challenging
evaluate why many people didnt want to move to michigan at first
understand that Michigan grew very slowly at first
create their own short folktale about a michigan family
(Mconnnell 1998)

U x
U x
E x
U x
C
x

physical
socio-emoti
development
onal

Common Core standards (or GLCEs if not available in Common Core) addressed:
5 U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European
exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
R.NT.03.02 Identify and describe the basic elements and purpose of a variety of narrative genre including folktales, fables, and realistic fiction. (English Language
Arts)
(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.

knowledge of explorers and what they did. Students will need to understand what a folktale is. (we
have just finished a huge folktale unit in literacy and writing)
Pre-assessment (for learning):
Formative (for learning): teacher will lead class class in grade level narrative about the immigration of
michigan and ask students questions throughout to gage where they are at

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?

1-19-13

Formative (as learning):

Students will write a short story about a family that moves to Michigan using a prompt given to them
by the teacher and try to incorporate a lesson so it becomes a folktale. Students will then, or later
share their stories with each other.
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will be listening to a
lecture and seeing pictures of
michigan from long ago

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
students will be writing

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
students will be able to make the
folktale story their own and change
it however they want

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
students will be discussing and
writing

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

students will be expressing

what they learned through their
stories, using their notes to
write them.

Provide options for comprehensionactivate, apply & highlight

students will have to pull

important information from
what they have learned to write
their folktales

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

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

short term goals. learn about the

the life of an immigrant and
then long term write a folktale
alone or with the group. .

students can go over concepts

and ideas with other students in
their groups

Michigan book
Paper
pencil

In groups of three and four, like the desk are already set up
How will your classroom be
set up for this lesson?

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

12
Development
(the largest
component or
main body of
the lesson)
23

Closure
(conclusion,
culmination,
wrap-up)
1-19-13

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Introduce the topic with opening discussion
students will participate in discussion
questions about if any kids have ever moved before,
or gone camping before

go through michigan book with the students looking

at what life was like for the first immigrants coming
to michigan. Read some parts out loud, but once you
started have the students read as well. Stop and take
time to explain things along the way and or recap
after each small section in the book.
use powerpoint with pictures to show what the
people, housing, and landscape looked like during
the time
Explain to students that they will be writing their
own folktale. Teacher will give the students a
sentence to start their stories on the board. For ex.
Ma, Pa, and their two kids Sally and Jacob just
came to Michigan, their first order of business was
to build a cabin when suddenly.

have students share their short folktales with the

class
review any necessary information along the way

students will be filling in their worksheets as we

work through book and powerpoint
if we have time we will separate two groups of
students and have them set up a tent. see who can
set up a tent faster and win. use this to talk about
how hard it is to survive in the wild.

have students write folktale stories together using

the begining provided by the teacher. (Students
should be able to write a short folktale given that
they just finished a very large folktale unit the day
before this lesson. If the students struggle a lot with
this then the teacher will adapt the lesson)

students will share their folktales with the class.

30

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