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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 10/28/13 Lauren Newhuis Subject/ Topic/ Theme Gratitude/Bible Verses Grade ___4____________

I. Objectives How does this lesson connect to the unit plan?


The Unit plan is about gratitude and thankfulness. The first lesson is a setup for the week. I will teach the students about the first thanksgiving and give them a Bible verse for the week.

Learners will be able to:


Explain what happened during the first thanksgiving Create motions for Bible Verses Connect the first Thanksgiving to their lives Summarize the story in the form of a drawing

cognitiveR U Ap An E C*

physical development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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. Understanding what thanksgiving is and how it is celebrated, know what pilgrims and Native Americans are.
Pre-assessment (for learning): Words that come to mind when they see the word Thanksgiving Formative (for learning):

Outline assessment activities (applicable to this lesson)

Tell the story of Thanksgiving about the pilgrims fled to America to freely practice their faith in God.
Formative (as learning): Ask questions while telling the story, such as Who was the Native American who taught the pilgrims how to plant corn and survive in the new land? Squanto Summative (of learning):

What were some of the things that the pilgrims were thankful for?
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Provide Multiple Means of Action and Expression Provide options for physical action- increase options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

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

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

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Provide options for comprehension- activate, apply & highlight

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

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

Papers for thanksgiving activity Markers

How will your classroom be set up for this lesson?

Setup in groups

III. The Plan Time Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Give kids a large piece of paper with the word Thanksgiving on it. I will then tell them to take out their markers and write or draw what they think of when they hear the word Thanksgiving Students will write or draw with their groups.

Motivation (opening/ introduction/ engagement)

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Tell the story of Thanksgiving while the kids draw what they are listening too. In the early 1600's, a group known as the Separatists lived in England. They were people who wanted to worship God, study the Bible and pray, but the English laws did not allow the Separatists to worship as they desired. They were to follow the laws or be silent. Secretly they worshiped, despite English laws. They were hunted down, tormented, and locked up for many months because they continued to worship as they chose. Eventually, they heard about freedom of religion in Holland, and planned to escape. After much hardship, England decided to let them leave. Now called Puritans, they lived in Holland for 12 years, but left because they couldn't stand the hard life, and couldn't work their own trades. They wanted to find a Kingdom of God for their posterity to practice religion freely. They had had enough, so they hired the Speedwell and the Mayflower to carry them across the Atlantic to a new land in America. The Speedwell had many leaks and had to turn back. The Mayflower took in their passengers, making their total passenger list over 100. The Mayflower was only 90 feet long and had three levels. They sailed a total of two months and three days, cramped and hungry. On November 11, 1620 the Mayflower spotted land. They landed in Province town, Massachusetts. For over a month, they sent crew of men to find the perfect place for them to build their colony. When they finally found a place, they called it Plymouth. Right away they started building homes and a Common house to meet in, knowing that winter was near. Unfortunately, a violent storm hit when the houses were not yet finished. The Puritans were forced to stay on the cramped Mayflower for their first winter in the new world. After this winter was over, over half of them had died. The Puritans eventually made a good friend who helped them. His name was Squanto. He showed them where fish swam and hunt deer Squanto lived with the Pilgrims for the rest of his life. Squanto was a Native American from the Wampanoag tribe. He was kidnaped earlier in his life and taken to England. This is why he was able to communicate with the Pilgrims. His friend 1-19-13

Students will listen and engage as they draw what happens in the story.

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

Samoset also spoke English. Translating for Massasoit, the Wampanoag chief, and other tribe members, a peace treaty was made between the Pilgrims and the Native Americans that lasted for fifty years. With the help of the Native Americans, there was plenty for everyone to eat that first summer, and there was also plenty to last for the next winter. The Pilgrims had so much to be thankful for. They gave thanks for good friends, new homes, freedom of religion, and plenty of food in a three day celebration with their Native American friends. Source for the story Read 1 Thessalonians 5:18 with the students Ask the students what this verse means and how it applies to the pilgrims Talk about how the pilgrims were still thankful during such hardships just like how God calls us to be thankful during hard times. Closure (conclusion, culmination, wrap-up) Bring back the paper from the beginning. Now that you know the story of what happened to the Pilgrims, how would you change what you draw/wrote. Now what do you think of when you see the word Thanksgiving. Students add to their drawings/writings.

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.)

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