Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Nick DeVries
11/18

Subject/ Topic/ Theme

Grade __8th _______

U.S. History

I. Objectives
How does this lesson connect to the unit plan?
The last lesson ended with students understanding that the Articles of Confederation needed to be changed. Todays lesson explores the compromises that Continental
Congress had to overcome.
cognitiveR U Ap An E C*

Learners will be able to:

Identify conflicts the Continental Congress had to overcome while constructing the Constitution. Students will do this
by creating a presentation about a solution to one of these conflicts.

U, AN

Evaluate the compromises and plans used in the Constitution. This will be accomplished when students are asked to
evaluate each one of the compromises or plans that their groups is assigned too.

Create a type of presentation on one of the compromises and present to the class as a group.

AN, C

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.6-8.1,CCSS.ELA-LITERACY.RH.6-8.2,CCSS.ELA-LITERACY.RH.6-8.9
(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 have learned about the problems that were facing the United States before the Continental
Congress met. They have worked in groups before and will work in groups again today.
Pre-assessment (for learning): Review and ask students some questions about what was covered yesterday.
Focusing on the issues the United States was going through because of how the government was established.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students will work together in groups of 4 to cover one of the compromises, or one of
the plans that were discussed at the Continental Congress. Students will work together to either make a pamphlet,
poster, slideshow, or any other way they feel fit to present on the topic they have been assigned.
Formative (as learning): Students will present to the class their topic that they were assigned as a group. The
teacher will add in any information if students presentation is missing any information.
Summative (of learning): N/A

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

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students will be given their own

sheet that has each topic that will be
covered by all the groups. Students
also will be able to create their own
slideshows that they can share with
one another.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Students will have to move their

tables, and chairs around so they
can form groups of four.

Students will be able to present

the information using any type
of language they wish, along
with another type of language
such as pictures, slideshows,
etc.
9-15-14

Provide options for expression and

communication- increase medium
of expression

Groups making their type of

presentations will be free to
choose how they want to
communicate their information.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will have their choice of
how they wish to present their
topic. Any way students think they
will be able to present their
information in a successful way.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Groups will have to work

together and challenge one
another which wil produce
collaboration. Teacher will add
any information their may have
missed.

Provide options for comprehensionactivate, apply & highlight

Students will be able to share

their answers that they have.
Students will be encouraged to
add or change any answers that
they may have.

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 executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Teacher will be able to walk

around the class and monitor
progress each of the groups
along with help modify any
strategies that may not be
working.

Students are expected to be able

to work in groups and be able to
finish the project and present by
the end of the class. Also
students can split up the work
having some work on one part
of the project and other
students work on presenting the
information.
Students will need to have their devices to access the online textbook.
Students will also need a writing utensil.
Teacher will need to print off 30 worksheets for the students to fill out when the other groups
are presenting on their topic.

Students will begin class sitting in their assigned seats. When students are split into groups of four,
they will have the option to move their tables around or they can just turn around in their chairs,
whatever they feel will be more effective.

III. The Plan

Time

Components

5
mins

Motivation
(opening/
introduction/
engagement)

40
mins

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Greet students and review what was talked
Students will be able to respond to teacher
about last class.
questions about the lesson last class.
Ask questions to students about what
problems were going on in the United
States before the Continental Congress
met. For example, From what we talked
about yesterday, who can tell me one
problem the government was facing as a
new nation?

9-15-14

Teacher begins class by explaining how

there many problems that the Continental
Congress had while forming the
Constitution. For example, states wanted
different representation in Congress, and
the issue of slavery in the South.
Tell the students that they will be split into
groups of 4 to come up with a way of
presenting compromise or plan that ended
up being apart of the Constitution.
Students are allowed to make a pamphlet,
poster, slideshow, any ways of explaining
what the plan or compromise was.
Students should also say if they feel it was

Students listen to the teachers

instructions.
Students split of into their groups after
being told what group and what
plan/compromise that they have to present
on.
Students can ask any questions that they
may have.

5 min

Closure
(conclusion,
culmination,
wrap-up)

a good plan, or a good compromise, or a

bad one.
Walk around the classroom, asking
students if they have any questions about
what they should do for the project.
After 15-20 minutes, or until all the
groups have finished their projects, have
students begin presenting their
information that they have collected to the
entire class.
Teacher adds any information to a specific
plan/compromise if necessary.

Conclude class by talking about how all

these plans/compromise helped shape the
country that we live in today. And how
these men at the Continental Congress had
many different views on how the United
States should look like.
Have students clean up and dismiss them.

Groups will go one at a time presenting

the plan/compromise that they had.
Students fill out worksheet that they have
about other groups plan/compromise.

Students listen to the teacher then pack

their things up once the teacher tells them
to do so.

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.)
This lesson was one of my favorite lessons that I taught so far. The students were very engaged in the activity. This group of students
tends to work extremely well when put into groups, even more effective compared to working as individuals. I think the students
really enjoyed having the freedom to create a type of presentation that they felt would be best. Im not sure they had as much fun
presenting them but I still feel it is important for students to have practice talking, and presenting information in front of their peers.
The one problem that I ran into while giving this lesson was time. I severely underestimated how much time it would take the
students to a) finish completing the projects and b) present the projects. Only two groups had time to present their projects and I had
one group that hasnt even finished making their project yet. But being a teacher means being flexible which Ill have to do in my
next lesson as that will be pushed back in order to finish this lesson. Overall, I felt that this lesson was successful and if I ever use it
in a classroom of my own someday, Ill defiantly have to adjust to make this a two-day lesson instead of a single class lesson.

9-15-14