Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rylie Eastley Subject/ Topic/ Theme rade !!!!!!!!!!!!!!!! Pilgrims-Who they were and Why they left England

I. Objectives How does t is lesson connect to t e unit !lan"

-first lesson in unit plan-why the pilgrims came to the new world- tell what pilgrims are

Learners will be able to#

$ecall w % !ilgrims came to new world Identif% t e !rocess of ow t e Pilgrims came to America Fill in blan& in wor&s eet about lesson

cogniti"eR # $p $n E %&

physical de"elopment

socioemotional

r r '

Common Core standards 'or (LCEs if not available in Common Core) addressed# *( ) *+,+( #se components of culture -e+g+. foods. language. religion. traditions/ to describe di"ersity in family life -( ) 01+,+( Demonstrate chronological thin2ing by distinguishing among past. present. and future using family or school e"ents+ - %%SS+E3$- (+ $s2 and answer 4uestions about 2ey details in a te't+ -%%SS+E3$- 1+ 5dentify the main topic and retell 2ey details of a te't+

-6ote# Write as many as needed+ 5ndicate ta'onomy le"els and connections to applicable national or state standards+ 5f an objecti"e applies to particular learners write the name-s/ of the learner-s/ to whom it applies+/ &remember. understand. apply. analy7e. e"aluate. create

II. +efore %ou start Identif% !rere,uisite &nowledge and s&ills.

-idea of what pilgrims are. not necessary though since they will learn what they are
Pre-assessment (for learning):

$s2 4uestions such as8 -do you 2now what pilgrims are9 Who are they9 -what did they do9 -why did they come to the new world
Formative (for learning): -as2 4uestions that set them up for what they are going to learn -li2e abo"e/

Outline assessment activities -applicable to this lesson/

Formative (as learning):

-as2 4uestions li2e8 -how would you feel if you couldn:t go to church you wanted9-in $merica we get to choose what church we want to go to-but in England they were not allowed to go to any other church besides church of England -would you want to go to the new world9 Would it be hard to lea"e your friends9 Summative (of learning/8 -re"iew what students learned8 -why did they lea"e England9 -how did they get to the new world9
Provide .ulti!le .eans of $e!resentation Provide .ulti!le .eans of Action and E/!ression Provide .ulti!le .eans of Engagement

- at barriers mig t t is

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Pro"ide options for perceptionmaking information perceptible -clarify and repeat stuff along the away. as2 4uestions -students might not understand words/what:s going on

Pro"ide options for physical actionincrease options for interaction -as2 4uestions to 2eep students engaged -students spea2 out loud what they are thin2ing Pro"ide options for e'pression and communication- increase me ium of e!pression -encourage students to as2 4uestions -Students are able tal2. draw. and write Pro"ide options for e'ecuti"e functions- coor inate short & long term goals, monitor progress, an mo ify strategies -students remember this lesson so they build upon 2nowledge for future lessons

Pro"ide options for recruiting interest- choice, relevance, value, authenticity, minimize threats -try to get students to feel how the pilgrims did

lesson !resent" - at will it ta&e 0 neurodevelo!mentall%1 e/!erientiall%1 emotionall%1 etc.1 for %our students to do t is lesson"

Pro"ide options for language. mathematical e'pressions. and symbols- clarify & connect language

Pro"ide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriente fee back

-tell what difficult words mean

-2eep it interesting and students engaged

Pro"ide options for self-regulatione!pectations, personal skills an strategies, self-assessment & reflection -as2 4uestions. listen. pay attention

Pro"ide options for comprehensionactivate, apply & highlight -as2 4uestions -do handout

.aterials*w at materials 'boo&s1 andouts1 etc) do %ou need for t is lesson and are t e% read% to use"

-boo2s8 Why did the pilgrims come to the 6ew World9 and The =ayflower compact pgs (>-(; -mayflower hand out

-students sit at rug while a read to them -go to seats for acti"ity How will %our classroom be set u! for t is lesson"

III. 2 e Plan 2ime Com!onents .otivation -opening/ introduction/ engagement/ 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in&ing ,uestions and5or !rom!ts. -as2 what students 2now about pilgrims-answer that they 2now who were they9 what did they do9 why did they come to $merica9

6 mins

78*79 mins

3evelo!ment -the largest component or main body of the lesson/

7*6 mins

-read different parts of boo2 -as2 4uestions along the way8 how would you feel if you couldn:t go to the church you wanted9 -really try to relate it to the class and get them to feel how the pilgrims did 4uestions8 how would you feel if you had to lea"e all your friends and belongings behind9 what if you had to mo"e to 0olland. and didn:t 2now the language9 -tell info until right before pilgrims lea"e on

-tell how they would feel

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mayflower-students 2now what mayflower is

6*: mins 78 mins Closure -conclusion. culmination. wrap-up/

-re"iew what we read about8 -Why the pilgrims left/where they first li"ed -why they couldn:t worship od the way they wanted to -first li"ed in 0olland and why they left 0olland-didn:t want children to loose their Englishness/

-as2 4uestions -color/draw and fill in blan2s on mayflower assignment

-as2 if they ha"e any 4uestions -pre"iew ne't lesson-the journey o"er/the mayflower -hand out/e'plain assignment ;our reflection about t e lesson1 including evidence's) of student learning and engagement1 as well as ideas for im!rovement for ne/t time. -Write this after teaching the lesson. if you had a chance to teach it+ 5f you did not teach this lesson. focus on the process of preparing the lesson+/

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Conte/t O!tions 0 2 e Class as a - ole <ariables Individual differences= "akes#$ipton -(?*-(?@/ $evine -1;;-<,1. <1(-<1?/ Cognitive and 4eurodevelo!mental differences %ri ging&-(>(-(>>/ "akes#$ipton -(?, - (?1/ $evine -1*>A B Table of
6eurode"elopmental %onstructs/

Class Overview based on observations and data

Learning st%le differences $evine -1?-C,/

>tudents wit disabilities I3EA %ri ging&-(C>-(>1/ "akes#$ipton -1;C-> B<,<ff/

(ifted >tudents %ri ging&-(>1-(>>/ "akes#$ipton -1;C. <,1-<1?/ >ocial Class differences %ri ging&-(@C-1(,/ "akes#$ipton -;-1C/ $evine -11C-1**/

Et nic ? $acial differences %ri ging&-(,<-(1(/

"akes#$ipton -CC->C. ;*-(,*/

(ender differences %ri ging&-1(1-11*/ "akes#$ipton -1??-1?@/ Language differences %ri ging&-(1C-(C</ "akes#$ipton ((;?-1,1/

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