Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Esther Kershaw

Date 11/13/17 Subject/ Topic/ Theme US History/Ch.5 Nation Growing/Vocab and Proclamation Grade ______11/12__

I. Objectives
How does this lesson connect to the unit plan?
This lesson will provide knowledge of necessary vocab to understand the context of the American Revolution. This lesson will also list the first problem that lead the
colonists to rebel against the English.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
To define terms related to the Proclamation of 1763 *R
To understand how the terms related to the Chapter and Unit. *E
To use these terms in their own sentences. *A,U,E *
To visualize the vocabulary by drawing a picture *
Answer who, what, when, where, and why questions from reading a section in the textbook. *A
To Explain the purpose of the Proclamation of 1763.
*

Write a concise summary.

*R, U, E,
C
*

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details
and ideas.

CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course
of a text

(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 Students will need to have prior knowledge of how the colonists came from England to America. They
knowledge and skills. will also have to remember the location of the thirteen colonies on the map of America.
Pre-assessment (for learning):
- For the vocab section, I will read aloud the words and ask them to guess their own definitions
of the words.
Formative (for learning):
Outline assessment - In regard to vocabulary, I will ask the students to tell me the definitions in their own words.
activities - I will also ask them to give example sentences of vocab words.
(applicable to this lesson) Formative (as learning):
- Students will guess the definitions for their vocab words from hearing the context.
- Students will present their posters with their findings from pg. 91-92.
Summative (of learning):
- The students will write their own individual summaries of the material learned.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
AT LEAST 3 with expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
MULTIPLE OPTIONS
reflection Students will have to come up modify strategies
put them into columns
not boxes with their own definitions and
Students are able to come up with
sentences and pictures for the
their reasons for why learning the
Proclamation matters.
vocabulary.

1-19-13
 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will give feedback to
each other on their
presentations.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
On the posters, the students
have the option to draw a
picture to describe their W
question.
Provide options for expression and
communication- increase medium
of expression
Students can READ from the
textbook, WRITE down the
points they found to be
important, and ORALLY
PRESENT their findings.

What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for recruiting Provide options for perception-
interest- choice, relevance, value, making information perceptible
authenticity, minimize threats
The students have their study
packets where they can take
notes.
Provide options for physical action-
increase options for interaction
Students have to use their motor
skills to draw on a poster and
write largely and legibly.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
The students also have poster Students will also walk up to the
boards where they can write in board and hang their posters up.
big letters so other groups can
see.
I will need:
- 20 copies of the packet that includes vocab, Proclamation chart, and map
- Textbook

I will set up the classroom by moving the tables to form squares around the classroom.
How will your classroom
be set 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.

Motivation
5min. (opening/ I will start the class by explaining warm up Students will take out a piece of paper and a pencil
introduction/ instructions: and do the warm-up.
engagement)
Write two sentences describing one problem that Three students will share their answers
people can have with their government.
Development
10 (the largest PART I: VOCAB PART I: VOCAB
min. component or
main body of - I will instruct the students to open to pg. - Students will take out their books and read
the lesson) 91. along with the sentences.
- I will read aloud sentences from the book - Students will raise hand and guess what
that include the vocab words. The students the bold vocab word means.
may read along. After I ask each sentence, - The class will open the study packet and
I will ask the students to raise their hand copy definition next to the words.
and guess what each word means. Then I - They will have a column where they write
will write down the word and definition the word, textbook definition, come up
for them to copy into their study packets.

1-19-13
 - For homework, I will tell them to write
down their own definitions and draw a
picture in their packets.
20
min. PART II: PROCLAMATION OF 1763
PART II: PROCLAMATION OF 1763
- Split the students into five groups.
- Each group will have a large poster board
with the words: where/when, why, how,
who, and what.
- The students will read though the textbook
pg.91-92 in their groups and look for the
answer to their question.
- After ten minutes, I will ask group to
present their posters. Their classmates will
have the opportunity to give feedback on
them. For example, the WHY poster asks
the question of why did the Proclamation
happen and why does it matter. If another
group disagrees with the presenting
groups poster, they can express their
opinions.
with their own definition, and write a
picture.
- Students will work together with their
partners to read pg 91-92 about the
proclamation of 1763. They will answer
the question they have on the poster board
in front of them. (one of the five ws).
- Groups will share with the rest of the
groups their findings. The class will listen
and fill in the bubbles with these questions
in their packets.
- The last five minutes, I will ask each
person individually to write a summary
using these questions about the
Proclamation.

3
min. - I will ask the students to share with a - Students will ask their partner these
Closure
partner this question. questions:
(conclusion,
1) How would you respond to the 1) How would you respond to the
culmination,
Proclamation if you were a colonist? Proclamation if you were a colonist?
wrap-up)
- I will ask two or three students to share. - Students will write down their hw in their
- I will remind them of their homework of planners.
writing vocabulary in their own words and
drawing a picture next to each vocab
2 word.
min.
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