Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anna Claire Lambers Date 11/7/2013 Subject/ Topic/ Theme Social Studies- eo!raph"-#uestions 1 and 2 rade $$%th$$$$$$$$$$$

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

This lesson is the &inal lesson &or the 'ee() *t brin!s to!ether all that 'e+,e 'or(ed on this 'ee()

Learners will be able to#

1or( to!ether in !roup to recall and appl" concepts that the" ha,e learned all 'ee( .se compasses to na,i!ate the classroom 2rs) Andresen+s 3inal * Can Statement4 * can 'or( 'ell in !roups to brin! all that * ha,e learned to!ether

co!niti,e- . Ap An / C0

ph"sical de,elopment

socioemotional

Ap Ap

Common Core standards $or %LCEs if not available in Common Core& addressed#
1)0)1 *denti&" 5uestions !eo!raphers as( in e6aminin! the .nited States 7e)!)8 1here it is9 1hat is it li(e there9 :o' is it connected to other places9;) % < 1)0)2 .se cardinal and intermediate directions to describe the relati,e location o& si!ni&icant places in the .nited States) % < 1)0)3 *denti&" and describe the characteristics and purposes 7e)!)8 measure distance8 determine relati,e location8 classi&" a re!ion; o& a ,ariet" o& !eo!raphic tools and technolo!ies 7e)!)8 !lobe8 map8 satellite ima!e;) % < 1)0)% .se !eo!raphic tools and technolo!ies8 stories8 son!s8 and pictures to ans'er !eo!raphic 5uestions about the .nited States)% < 2)0)2 Compare human and ph"sical characteristics o& a re!ion to 'hich 2ichi!an belon!s 7e)!)8 reat La(es8 2id'est; 'ith those o& another re!ion in the .nited States) % < =)0)1 Assess the positi,e and ne!ati,e e&&ects o& human acti,ities on the ph"sical en,ironment o& the .nited States 7>ote# 1rite as man" as needed) *ndicate ta6onom" le,els and connections to applicable national or state standards) *& an objecti,e applies to particular learners 'rite the name7s; o& the learner7s; to 'hom it applies); 0remember8 understand8 appl"8 anal"?e8 e,aluate8 create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Students need to be able to recall in&ormation8 to 'or( in !roups8 to read8 and to 'rite
Pre-assessment (for learning):

The !ame 'hich pulls to!ether man" di&&erent aspects o& pre,ious lessons Outline assessment activities 7applicable to this lesson;
Formative (for learning):

1al(in! around seein! ho' students are understandin! the concepts as the" !o throu!h the !ame)
Formative (as learning):

Students see 'hether or not the" understand concepts throu!h team'or( be&ore the" test at the end) Summative (of learning;4 Test)
Provide /ulti!le /eans of 0e!resentation @ro,ide options &or perceptionmaking information perceptible Students are not ta(in! in an" ne' in&ormation) The" are pullin! ne' concepts to!ether) Provide /ulti!le /eans of Action and E.!ression @ro,ide options &or ph"sical actionincrease options for interaction Students 'ill be mo,in! all around the classroom appl"in! di&&erent concepts) Provide /ulti!le /eans of Engagement @ro,ide options &or recruitin! interest- choice, relevance, value, authenticity, minimize threats This should be reall" &un) Students are in !roups so pressure is lo' "et there 'ill be man" 'a"s &or them to demonstrate 'hat the" ha,e learned @ro,ide options &or sustainin! e&&ort and persistence- optimize challenge, collaboration, masteryoriente fee back

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

@ro,ide options &or lan!ua!e8 mathematical e6pressions8 and s"mbols- clarify & connect language

@ro,ide options &or e6pression and communication- increase me ium of e!pression

Students 'ill use maps and numbers o& steps

Students 'ill ha,e man" di&&erent mediums to e6press their understandin! o& a concept)

Students are challen!ed and ha,e to 'or( to!ether to complete each clue) The" ha,e to utili?e each other+s stren!ths)

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@ro,ide options &or comprehensionactivate, apply & highlight

Students 'ill loo( bac( at pre,ious da"s and re,ie' most important concepts

@ro,ide options &or e6ecuti,e &unctions- coor inate short & long term goals, monitor progress, an mo ify strategies

@ro,ide options &or sel&-re!ulatione!pectations, personal skills an strategies, self-assessment & reflection

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

Students can see ho' 'ell the" are doin! based on ho' &ar the" are on their clues and ho' 'ell the" understand their clues) * 'ill need to ha,e clues all o,er the classroom) @ens and 2ar(ers Test

Students can see ho' 'ell the" understand concepts be&ore the" later ta(e the test)

Des(s still need to be set up in normal 'a"s How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation 7openin!/ introduction/ en!a!ement; 6 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. Tell the students that "ou 'ill be pla"in! a Students listen) re,ie' !ame &or the &irst 20 minutes o& class and then the last 20 minutes o& class the" 'ill ta(e a test to see ho' 'ell the" ha,e learned about these t'o 5uestions that !eo!raphers as() o o,er rules) /6plain to students that the team that earns the most points durin! the 30 minutes 'ill 'in the sca,en!er hunt) The" 'ill earn points b" completin! tas(s) The" can also earn points &or 'or(in! 'ell as a team--includin! all the members in their team in tas(s) -e,ersel"8 the" can lose points &or not sta"in! on tas( or not 'or(in! as a team) Tell each !roup that the" need to elect one person to (eep trac( o& the list) Di,ide into teams Students create team names and elect a person to :a,e teams create team names (eep trac( o& the list Students pla" a !ame based on material that the"+,e co,ered all 'ee() *t 'ill in,ol,e usin! latitude and lon!itude lines8 compasses8 dra'in! compass roses8 describin! relati,e an absolute location8 and suppl"in! in&ormation about &eatures o& 2ichi!an) Students 'ill ha,e to 'or( to!ether the teams are competin!) Bou and 2rs) Andresen 'ill 'al( around and recei,e ans'ers to di&&erent 5uestions and 'atch to ma(e sure (ids are helpin! each other) Students pla" a !ame based on material that the"+,e co,ered all 'ee() *t 'ill in,ol,e usin! latitude and lon!itude lines8 compasses8 dra'in! compass roses8 describin! relati,e an absolute location8 and suppl"in! in&ormation about &eatures o& 2ichi!an) Clues 'ill need to lead to ne6t clues) Students 'ill ha,e to 'or( to!ether the teams are competin!)

3evelo!ment 7the lar!est component or main bod" o& the lesson; 78

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Closure 7conclusion8 culmination8 'rap-up;

:a,e students sit do'n and 5uiet themsel,es :a,e students ta(e test Than( the students &or listenin! and 'or(in! 'ell this 'ee()

Students ta(e test assessin! ho' much the" ha,e learned throu!hout the 'ee(

9our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 71rite this a&ter teachin! the lesson8 i& "ou had a chance to teach it) *& "ou did not teach this lesson8 &ocus on the process o& preparin! the lesson); I t in* t ere are t ree !otential barriers for t is lesson. First- students could be left out of t eir grou!s. :ome students wit t e !ressure of com!etition will dominate t e s ier students in t eir grou!. It is im!ortant t at t e teac er monitors ow grou!s are functioning and ste!s in if students become too com!etitive. :econd- t e classroom could easil( get to loud. It would be im!ortant to set guidelines for volume !er a!s including !oint !enalties. 2 ird- time could easil( fl( b(. It would be im!ortant for t e teac er to watc er cloc* and ma*e sure s e leaves enoug time for testing at t e end. It would be unfair to give students bad scores on material t e( *new because t e( ad insufficient time to demonstrate t eir *nowledge.

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