Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher YoungKwangPark
Date April 20, 2015

Subject/ Topic/ Theme Learning History of Sahara Crossing

Grade 6

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to learning the music Sahara desert and the lesson about the composer
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to understand of the behind of story of Sahara desert

socioemotional

R, U,
R, U, A

Students will be able to draw the Sahara Desert and present in class

physical
development

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.IV.6.1 Identify a repertoire of music from diverse cultures.
ART.M.III.6.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate criteria, and
offering constructive suggestions for improvement.
(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.

Students able to know Africa, Asia, America, and Europe

Students able to know the desert
Pre-assessment (for learning):

Asking question of where is Sahara desert locate?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will draw Sahara Desert(draw specific about desert place)

Formative (as learning):
Summative (of learning):

Students will write their personal response about the Sahara Desert is

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students will learn about Sahara
desert

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will draw desert and write
personal reflection about their
Sahara Desert.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will raise their hands
showing what they are thinking
about rather than called by teacher

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will work pair to draw

and present what they draw
Provide options for comprehensionactivate, apply & highlight

Students will learn about the

story of Sahara Desert

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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

Students will learn about Sahara

Desert to understand the Music.
Students long goal can be
playing Sahara Desert

Students will write personal

reflection about the Sahara
Desert.

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

Need color pencil

Need paper (A3)
PowerPoint
projector

Move all the chairs out and students will sit on the carpet
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
When students come in, ask students to sit on the
carpet.
When students all come to class, begin to ask
Students will answer the question
question about where is Sahara desert locate?
When students answer question, I will explain
where the Sahara desert is. (PowerPoint)
After that tell about the History behind of how does
Sahara desert( PowerPoint will be shown with
pictures)
-The Sahara is the largest desert on the
African continent. A band of semiarid savanna
called the Sahel; south of which lays Southern
Sudan and the Congo River Basin marks the
southern border of the Sahara. Most of the Sahara
consists of rocky hamada; ergs (large areas covered
with sand dunes) form only a minor part.
-Regions of sand dunes occupy only about
15% of the Sahara; "stone deserts," consisting of
plateaus of denuded rock (hammada) or areas of

Listen and ask question about Sahara Desert

coarse gravel,cover about 70% of the region;

mountains, oases, and transition zones account for
the remainder. Sparse vegetation is found in most
parts of the Sahara, with the exception of the sand
dune regions.
-The Nile and Niger rivers, both fed by rains
outside the desert, are the only permanent rivers in
the region. Water is present at or just below the
surface gravel in wadis (intermittent streams) that
radiate from the mountain massifs, in scattered
oases where the water table comes to the surface,
and at greater depths in huge underground aquifers.
-Two thirds of the Sahara's estimated 2 million
inhabitants (excluding those in the Nile valley) are
concentrated in cases where date palms, fruits,
vegetables, grains, and other crops are produced
under irrigation.
After explain about the Sahara desert
-Students will be pair up(teacher will asked
students to pair up with their stand partner)
-Teacher will hand them a paper (A3) to each pair
and ask students to draw Desert very specifically.
- draw animals, plants, etc that they think about
the Desert
-After drawing, students will represent about their
desert with classmates
-Make sure, that students need to explain and
reason that they draw this desert.
-When students finished their presentation, teacher
will ask students to write their personal reflection
about what desert is
Closure
(conclusion,
culmination,
wrap-up)

Students will draw desert(very specifically about

what they know)

Students will present their drawing

When students finished their personal reflection,

the teacher will tell about class tomorrow (bring
their instruments and music) and dismiss the class.

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 was making this activity because as students are drawing the desert, they can imagine themselves about the desert. In
addition, it will help when students are playing music by imagining the desert.
As I was planning this lesson plan, I was worried about the time limit because students have to draw and present what they
draw in class and I have to explain about the Sahara Desert is.

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