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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Josh Sterenberg

Date November 9, 2018 Subject/ Topic/ Theme Constitutional Convention Overview

Grade _____8___________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will expand on the issues debated during the Constitutional Convention and tie into Shays Rebellion as well.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Remember how Shays Rebellion prompted America to form the Constitutional Convention. Remember
 Understand how Federalist and Anti-Federalists differed in their views on the issues discussed. Understand
 Analyze big issues such as the 3/5ths Compromise and how it racially discriminated and disrespected African Analyze X

Common Core standards (or GLCEs if not available in Common Core) addressed:

- U3.3.2 Identify economic and political questions facing the nation during the period of the Articles of Confederation
and the opening of the Constitutional Convention.
- C2 Explain Federalist v. anti-Federalists, loose union, limited federal powers as related to the development of American

(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 The students should know what the Constitutional Convention was as they would have participated in
knowledge and skills. a simulation in the previous class. They should also understand the Articles of Confederation weakness
and Shays Rebellion.
Pre-assessment (for learning):

Formative (for learning):

Ask the students to explain the importance of the Constitutional Convention and why they needed it in
the first place? Then proceed to discuss it.
Outline assessment
activities Formative (as learning):
(applicable to this lesson)
Ask the students how they would feel if they were told they were worth 3/5’s of a person. Discuss
how the 3/5’s Compromise was a very low point in America’s history and It was a horrible racist act
against African Americans, by basically calling them less than a person.

Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
Students will apply their
Students will be responsible for Short-term: Students should
previous knowledge of the
taking their own notes or listening connect the Constitutional
intently. Students will also be able
Constitutional convention to the Convention simulation to the topics
to discuss and ask questions. concluding discussion. in the lecture.

Long-term: Understand there are

lasting impacts that the Articles of
What barriers might this Confederation, Shays Rebellion,
and the Constitutional Convention
lesson present?
has even today.
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
What will it take – challenge, collaboration, mastery- symbols- clarify & connect of expression
neurodevelopmentally, oriented feedback language
experientially, Students are able to express
emotionally, etc., for your Provide the Powerpoint on Some select slides are organized themselves through discussion.
students to do this lesson? moodle, so that if students learn so that the students can
better through just listening the understand differences and
powerpoint is available. similarities.

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats

The students will be asked to Students will be able to

discuss topics which involve perceive the information
critical thinking and reflection. through lecture and visual
Materials-what materials Paper/Pencil for students to take notes
(books, handouts, etc) do Whiteboard
you need for this lesson
and are they ready to use?

How will your classroom 3 columns of desks facing the front containing 5 rows with 2 desks per row
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time: for each component of the lesson. Include important higher order thinking questions and/or
Components prompts.
Motivation Greet the students and Ask the students to explain Students will draw information they’ve learned
(opening/ the importance of the Constitutional Convention during the Constitutional Convention simulation
5m introduction/ and why they needed it in the first place? Then and previous lessons as they discuss the question
engagement) proceed to review/discuss it.

(the largest
component or Go through the PowerPoint while having the
students take notes on the slides. Explain to the
students that the powerpoint will be on moodle so Students might need some paper to write on. Pass
25 m if they don’t get all the information on paper they out paper if needed.
don’t need to worry about it.

(Due to the shortened day the lesson needs to fit in

a 35 minute time frame. There is not enough time
for the students to fill out the slides word for

Remind the students that they do not necessarily

need to copy it word for word if they find it Overall, students struggle with multitasking and by
unhelpful in their learning. Instead, just write allowing them to write what they need it gives
enough so that they can recall the information and them time just to sit and be engaged with the
the point of the topic that was discussed. information.

During each slide pause momentarily so that the

students may ask questions about the topic.
Students will discuss or ask questions about slides
Go through the slides with the students while if needed.
main body of stopping to ask questions and quick discussions.
the lesson)
Remind the students how the topics were voted on
during the Constitutional Convention simulation.
This should be done when going through the slides
about the debated issues.

Make sure to discuss and allow time for the 3/5ths


Ask the students how they would feel if they were

told they were worth 3/5’s of a person. Discuss The students will be challenged by critically
5m how the 3/5’s Compromise was a very low point in thinking about the topic of racism in the 3/5
America’s history and It was a horrible racist act Compromise. They may need some time to digest
against African Americans, by basically calling the topic and really reflect on it.
them less than a person.

Proceed to finish the PowerPoint. If the teacher

cannot get through the whole PowerPoint tell the
students that they will finish it the next day.

(conclusion, Ask the students, “Looking back on what we’ve Students should have a variety of answers and see
culmination, done with the Articles of Confederation, Shays how major historical events still effect us in
5m Rebellion, and The Constitutional Convention how everyday life. (Ex. America’s government is still
has that affected us in today’s world? based off of the Constitution created at the
convention despite some changes.)

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 taught this lesson and the first thing I would change would be the time constraint on the information. Discussing the 3/5 th’s
Compromise went longer than 5 minutes, however, the students were engaged and really reflected on the topic. This lesson
should be taught in a 50 minute timeframe. I didn’t want to resort to a lecture-based lesson, but it was needed as students
had to visually see the main points of the topics. If I had more time I would have expanded on the topics in more detail.