Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Mr. Craig Travis

Subject/ Topic/ Theme: History (Immigration/Urbanization)
Grade: 9th

I. Objectives
How does this lesson connect to the unit plan?
This is the TEST. It is the culmination of the chapter/unit.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate how the political machine played a role with immigration E, An
Define urbanization and immigration U, An, R
Link immigration and the political machine C, E, An
Identify the differences between the U.S. presidents in the Gilded Age U, An, E
Describe vocabulary terms U, An, Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
GLCE-
6.1.4 Population Changes- Use census data from 1790-1940 to describe changes in the composition, distribution, and density
of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.
6.1.1 Factors in the American Industrial Revolution- increase in labor through immigration and migration
6.3.1 Social Issues- Describe at least three signicant problems or issues created by Americas industrial and urban
transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political
corruption, public health, poor working conditions, and monopolies).
(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 Having done the homework assignments and completed the assigned reading
knowledge and skills.

Pre-assessment (for learning):

Formative (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?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Formative (as learning):
Summative (of learning):
This is the summative assessment for the unit/chapter
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
The test consists of:
10 matching question
10 multiple choice questions This is a test where the students
3 short essay questions (the will write out the correct letter
students only have to do 2) beside the question and write short
2 essay questions (the students only answers and an essay
have to do 1)
The students will need a writing utensil and sheet of lined paper for the essay portion
I will need a red pen to grade the tests and a calculator to calculate the scores

Ideally, two tables set together side by side; four students at each set of tables, 2 students per table; all
How will your classroom facing toward the front screen/front of the class
be set up for this lesson?

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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 5 minutes were given to look at their notes before Review their notes briefly
(opening/ the test began
introduction/
engagement)

I will pass out the tests and then walk around trying
Development
to deter cheating and answer any questions that Students will work on and complete the test
(the largest
may arise from the test
component or
main body of
the lesson)

Closure
(conclusion,
culmination, I will collect the tests as they are turned in and Turn in the test as they complete it and read quietly
wrap-up) grade them while waiting for others to complete their tests

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.)
I wasnt sure what to expect but had hoped that no student would fail. There are 30 students in the class and 28 were present
to take the test. Of the 28, 2 failed (a 55% and a 53%). No student scored in the 60s; the rest of the scores were 73% and
above which I actually felt pretty good about. I created the study guide to accompany this test as well. Im making an
assumption based on the questions the students asked about the test based on the study guide, but I think the students noticed
I didnt want to see anyone fail and tried to get more specific information about what exactly was on the test but I only
shared with them the format (as listed in section II).

If I could have given this test in a different way besides this summative test, I would have given the students a project. I
would have them create a journal in which they would write about the life of an immigrant from Europe or Asia in the year
1888. I would require them to write out at least 7 entries covering the different aspects of an immigrants life as they came to
America. I would expect them to talk about why they were choosing to leave their home; what the immigration station was
like; what kind of treatment they received once they entered the U.S.; the journey of finding a home, job and establishing a
new life. In this I would expect to see the synthesis of material covered in lecture, homework and reading assignments.

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