4: Lesson Planning Form for Accessible Instruction Calvin College Education

Program
Teacher
Date

Sarah Hartwell (Mrs. Culver)

_

Subject/ Topic/ Theme Pilgrims Grade _Second______

I. Objectives
How does this lesson connect to the unit plan?
This lesson compares the Pilgrims Thanksgiving to our present day Thanksgiving. It
sets up the stage for the next lessons writing piece. The students are starting to think
about the differences and similarities.
Learners will be able to:

cognitive- physical
socioR U Ap An development emotional
E C*
An

Imagine what life would be like on the

Mayflower during certain situations, and
what the life of a Pilgrim would be like,
then be able to describe what they
imagined out loud in a group discussion.
An,

Compare and contrast the life of Pilgrims

to our present day lives through a Venn
diagram.

Answer questions posed about the book. U

(Such as: What made the voyage hard for R
the Pilgrims?) through a group discussion
or by telling an elbow partner their
answer.

Explain the importance of Thanksgiving

through a group discussion as well as
writing it down on the Venn diagram.

Common Core standards (or GLCEs if not available in Common Core) addressed:
Page 13: http://www.michigan.gov/documents/mde/K12_MI_ELA_StandardsREV_470029_7.pdf Integration of knowledge and Ideas: 9.
Compare and contrast the most important points presented by two texts on the same

topic.
2 G2.0.1 Compare the physical and human characteristics of the local
community with those of another community. (The Pilgrim community and
the local community of the students.)

(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.

Outline assessment
activities
(applicable to this lesson)

Knowledge about Pilgrims, who they were (the men,

women and children.) What their plantation looked like.
Knowledge of what Thanksgiving is.
Pre-assessment (for learning):
KWL, questions posed in the beginning to help get the
students to imagine.
Formative (for learning):
Participation on answering questions and giving out items
to put on the Venn diagram.
Formative (as learning):
Summative (of learning):

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 Multiple
Means of Action
and Expression

Provide
Multiple
Means of
Engagement
Provide options for Provide options for Provide options
perception- making
physical actionfor recruiting
information
increase options
interestperceptible
for interaction
choice,
Pictures in the
relevance,
book, reading
value,
aloud, the Venn
authenticity,
diagram.
minimize
threats
Having
students
visualizing in
the beginning.

Provide options for Provide options for Provide options

language,
expression and
for sustaining
mathematical
communicationeffort and
expressions, and
increase medium
persistencesymbols- clarify &
of expression
optimize
connect language
Discussion when
challenge,
Pictures in the
writing out the
collaboration,
book.
Venn diagram.
masteryDiscussion while
oriented
reading.
feedback

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

How will your

classroom be set up for
this lesson?

Provide options for Provide options for Provide options

comprehensionexecutive
for selfactivate, apply &
functionsregulationhighlight
coordinate short &
expectations,
Questions posed
long term goals,
personal skills
throughout the
monitor progress, and strategies,
reading. The input
and modify
self-assessment
students give to put
strategies
& reflection
in the Venn
diagram.
Oh What a Thanksgiving! By Steven Kroll, Venn diagram
worksheet for each student and teacher example.

The classroom will be set up normally. This lesson will

stay focused in the carpet area and then at the end move to
the desks.

III. The Plan

Time

2
minutes.

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important
higher order thinking questions and/or prompts.
Throughout these last couple of Students will participate
days have you been trying to
in the visualizing
picture what it would be like to activity.
be a Pilgrim? (Lets do it right
now, everyone close you eyes

15
minutes
reading.
5 mins
Venn
Diagram
25 mins
overall

and try to imagine being on the

Mayflower as its about to leave
England. Are you saying
goodbye to anyone, are you
excited, nervous? Now picture
yourself on the boat during the
storms. The ship is pretty rocky!
What is it like when you finally
Development The book that I have here is
(the largest
called Oh, What a
component or Thanksgiving! In it the main
Students sit quietly until
main body of
character, David, tries to
responses are needed.
the lesson)
picture what the real
Thanksgiving would have been
like along with the life of the
Pilgrims. You will see some
similarities in this book with
the other book that we have
been reading.
(Time dependent: Choose what
ones to use.)
Pages 2-3: What made the
voyage hard for the Pilgrims?
(Call on two or three students
if they come up with different
answers. Look for: there was a
big storm, a baby was born,
and the ship was crowded.)
Pages 4-5: Raise your hands to
answer these questions. How
many of your houses are made
out of wooden posts, sticks and
straw mixed with clay? How
many of you have a thatched
roof? (point at the picture of

the roof) Our houses today are

built differently, we use bricks,
steel frames and cement.
Pages 6-7: Raise your hands up
if you like turkey. I love turkey;
it goes great with mashed
potatoes!
Page 8-9: It would be a lot easier
for the Pilgrims if they had a
store to visit to get their food for
Thanksgiving.
Page 10-11: Have you all seen
the cornfields behind the school?
I certainly have! The Pilgrims
would love all that corn!
2 mins.
This diagram looks great. We
The students get ready
Closure
will be using it later on to help for the next lesson.
(conclusion,
us out with our writing. Its
culmination,
good to get our thoughts
wrap-up)
written down so that we can
have something visual to look
at. Now its time to move on to
the next lesson.
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 think that this lesson went well. I ended up changing some things when I taught the
lesson. Instead of doing a group Venn diagram I printed off a Venn diagram for each
student to write on. I projected mine with the Elmo, when I discussed with the students
I filled in my lines with what the students said. The students first filled out the
differences between the Pilgrims time, 1620, and present day, 2016. After discussing
the differences I then had the students write out the similarities, we were running short
on time so I didnt have them write/think for too long before I asked for similarities.
Before the lesson started I had the students try to imagine what life would have been
like on the Mayflower. They liked that part and said that it would have been fun. I
should have emphasized the life on the ship more. As I was reading I changed up the
questions a bit, and made little comments here and there.