Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Bryce Lutke ate !arch "# I, -b%ectives .o/ does this lesson connect to the unit 'lan0 This allo/s for students to read about the hand outs on the revolutions that occurred during that time, They /ill connect the revolutions to each other in terms of liberty and e1uality, cognitive3 'hysical Learners /ill be able to2 ( 4 A' An E C5 develo'ment $ub%ect& To'ic& Theme Atlantic (evolutions Big Era ) *rade Freshman + $o'homore

socio3 emotional

Com'are use readings and com'are them to each other, Be able to com'rehend the sub%ects of the readings

An 4

Common Core standards 6or *LCEs if not available in Common Core7 addressed2 8","#9 P","9 P",:9 P",;9 P<,<9 P=,=9
6>ote2 ?rite as many as needed, Indicate ta@onomy levels and connections to a''licable national or state standards, If an ob%ective a''lies to 'articular learners /rite the name6s7 of the learner6s7 to /hom it a''lies,7 5remember9 understand9 a''ly9 analyAe9 evaluate9 create

II, Before you start Identify 'rere1uisite kno/ledge and skills, ?ith a general kno/ledge of the revolutions before hand these readings are meant to dee'en the students kno/ledge,

Pre3assessment 6for learning72 Ask students for their definition of Liberty and E1uality9 and /hat they think it means to have both and /hat the differences are, Formative 6for learning72 I /ill give the students my definition and /hat I think the differences are su''orting or -utline assessment activities asking the students to e@'and on their o/n thoughts, Formative 6as learning72 As students /ork on their 'ro%ect I /ill /alk around and ask for them to defend their 6a''licable to this lesson7 ans/ers that they chose, $ummative 6of learning72 The essay that /e /rite /ill make sure that students kno/ the information and

the differences of Liberty and E1uality,

Provide !ulti'le !eans of Action and Provide !ulti'le !eans of E@'ression Engagement Provide o'tions for 'hysical action3 Provide o'tions for recruiting interest3 increase o'tions for interaction choice9 relevance9 value9 authenticity9 minimiAe threats The layout of the com'arison sheet $tudents choose the revolution they /ill hel' students better visualiAe the feel encom'asses the most liberty and differences and organiAe their e1uality giving them choice, thoughts Provide o'tions for language9 Provide o'tions for e@'ression and Provide o'tions for sustaining effort mathematical e@'ressions9 and communication3 increase medium of and 'ersistence3 o'timiAe challenge9 symbols3 clarify + connect language e@'ression collaboration9 mastery3oriented The 'a'er allo/s for students to Communicate /ith them9 the /ork feedback e@'ress their ideas in /ords9 and the sheet9 and also the 'a'er, ?orking in grou's they /ill be able to /ork sheet allo/s them to do the discuss their ideas more, same visually, Provide o'tions for com'rehension3 Provide o'tions for e@ecutive Provide o'tions for self3regulation3 activate9 a''ly + highlight functions3 coordinate short + long e@'ectations9 'ersonal skills and ?riting the 'a'er /ill allo/ for them term goals9 monitor 'rogress9 and strategies9 self3assessment + to a''ly and e@'ress /hat they feel is modify strategies reflection most im'ortant about all the Connecting to larger lesson of the *iving them the rubric for the 'a'er revolutions, class and also allo/ing for students to /ill make sure they check every bo@ organiAe their thoughts, and that they check their /ork individually, Provide !ulti'le !eans of (e'resentation Provide o'tions for 'erce'tion3 making information 'erce'tible

?hat barriers might this lesson 'resent0 ?hat /ill it take B neurodevelo'mentally9 e@'erientially9 emotionally9 etc,9 for your students to do this lesson0

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3 .and outs "3; /ith the readings on each (evolution and the com'arison hand out, !aterials3/hat materials 3 (ubric for student self check, 6books9 handouts9 etc7 do you 3 Doutube connection to /atch Eohn *reenFs cli's need for this lesson and are 3 (ubric for 'a'er, they ready to use0 3 $et u' in grou's of =3: .o/ /ill your classroom be set u' for this lesson0

III, The Plan Time Com'onents !otivation 6o'ening& introduction& engagement7 escribe teacher activities A> student activities for each com'onent of the lesson, Include im'ortant higher order thinking 1uestions and&or 'rom'ts, 3 Introduce the class to the 'ro%ect and /ork that /e 3 $tudents /ill listen and ask 1uestions as they feel /ill be doing today, needed 3 Connect this to ho/ /e are com'aring the revolutions to each other in E1uality and Liberty

3 I /ill introduce each of the readings and give 3 ?ithin their grou's students /ill do the readings students about ) minutes in order to get though the and discuss the 1uestions that are at the end of each readings, reading, 3 After the readings /e /ill /atch on of Eohn *reenFs 3 $tudents /ill /atch the movies as they are 'layed Doutube cli's on the multi'le revolutions that /e 3 ?hen called u'on the students /ill give their =9<9" are learning about ans/ers 3 ?e /ill be using the =9<9" method in order to 3 In their grou's students /ill go though the evelo'ment revie/ the material /e %ust read and /atched 6= com'arisons /ork sheet, 6the largest things they learned9 < facts9 " 1uestion7 com'onent or main body of the 3 -nce /e are done /ith all three reading and the movies I /ill hand out the com'arison 'a'er and as lesson7 grou's the students /ill rate each revolution based on Liberty and e1uality

Closure 6conclusion9 culmination9 /ra'3u'7

3 I /ill e@'lain /hat is needed for the essay and I /ill 3 students /ill collect the /orksheet and 'ack u' for give the students the check list rubric so that they class, can follo/ that to better organiAe their thoughts,

Dour reflection about the lesson9 including evidence6s7 of student learning and engagement9 as /ell as ideas for im'rovement for ne@t time, 6?rite this after teaching the lesson9 if you had a chance to teach it, If you did not teach this lesson9 focus on the 'rocess of 're'aring the lesson,7

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Conte@t -'tions B The Class as a ?hole Gariables

Class -vervie/ based on observations and data

3 There are = students in third hour /ho have some mental disabilities making sure that the aid is there for them and making sure that the material is accessible for them and the Individual differencesH aid so they can get hel' /here they need it, -akes&Li'ton 6"):3")I7 3 Allo/ for students to take notes on la'to' or com'uter so that they can do /hat is best Levine 6<CC3=#<9 =<"3=<)7 for them

Cognitive and >eurodevelo'mental differences BridgingH6"J"3"JJ7 -akes&Li'ton 6")# 3 ")<7 Levine 6<:JK + Table of
>eurodevelo'mental Constructs7

3 4se tables and gra'hs and other strategies so that students /ho learn in different /ays can gro/ individually in the /ay that is best for them,

3 Allo/ areas for students to do their o/n /ay of learning that /orks best for them, Learning style differences Levine 6<)3;#7 $tudents /ith disabilities 3 There is a Aid /ho /ill hel' students /ho have needs that I donFt have time to meet /ith I EA the demands of the rest of the class BridgingH6";J3"J<7 -akes&Li'ton 6<C;3J
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*ifted $tudents BridgingH6"J<3"JJ7 -akes&Li'ton 6<C;9 =#<3

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3 For those student /ho are gifted I /ill encourage discussion in /hich they /ill be able to talk so that they can better learn,

3 There are fe/ social class differences in my classroom9 most students are from the u''er $ocial Class differences middle class, BridgingH6"I;3<"#7 -akes&Li'ton 6C3<;7 Levine 6<<;3<::7

Ethnic + (acial differences BridgingH6"#=3"<"7

-akes&Li'ton 6;;3J;9 C:3"#:7

3 ?ith this being a /orld history class I can give time for many different cultures and areas /hich /ould not normally be discussed in a history class,

3 In the class I /ill have the seating chart mi@ u' both genders so that there /ill not be a *ender differences bias, BridgingH6<"<3<<:7 3 Also allo/ for students to e@'ress their o'inion, -akes&Li'ton 6<))3<)I7

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Language differences BridgingH6"<;3";=7 -akes&Li'ton 6"C)3<#<7

3 In my classrooms English is the 'rimary language of all students,

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