Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Jenn Rose

Date Subject/ Topic/ Theme Geography/Continents/Asia/China Grade __1-3_____

I. Objectives
How does this lesson connect to the unit plan?
This lesson teaches one of the 7 continents that will be taught in this unit.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Color Asia on passport map R x
 Explain that China is just one country in Asia
U
 Recount the story “The Most Beautiful Thing in the World” R
 Identify the hero in the story U
 Identify the value in the story R x
 Use google maps to find Asia and China
Common Core standards (or GLCEs if not available in Common Core) addressed:
- G1.0.3 Distinguish between landmasses (continents) and bodies of water (oceans) using maps and
globes
- Grade 3 ELA: Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text.
(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 -Students should have an understanding of what continents, countries, and cities are
knowledge and skills. -Students should be able to follow along and comprehend a story being told

Pre-assessment (for learning): have students point to Asia on the map, have students tell me anything they know
about Asia

Formative (for learning): Students will be asked comprehension questions after the story is told
Outline assessment
activities Formative (as learning): Students will color the continent that they learned about on a map as well as put a star
(applicable to this lesson) on the location of the country they learned about.

Summative (of learning): Students will create their own folktale at the end of the unit

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
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Opportunity for students to talk
about what we learned with their
family with the reward of a stamp
in their passport
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Engage students with questions,
allow room for their feedback
about the story
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Google maps as well as a
printed map, oversized book for
younger readers
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Definitions will be given during
and after the story for difficult
words
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Assessing by asking students
questions will give them an idea of
what they know, and what they still
need review on
Provide options for expression and
communication- increase medium
of expression
Students will be able to express
their understanding through
drawing illustrations as well as
writing a story

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats student can hear as well as see Students will be encouraged to
All 7 different continents will the words, illustrations for go on google maps at home and
be introduced, students might students who struggle with explore, find folktales online,
enjoy learning about one over comprehension and tell their parents about what
another they learned
Big Multicultural Tales “The Most Beautiful Thing in the World”
Technology: Google Maps
Passport handout
Asia Activity

Students will sit on the floor in a circle with me. They will then be able to see both the book I am
holding as well as the screen.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2 -I will tell students that we are learning about the
mins Motivation continents and the way that we are doing that is
(opening/ through both maps and tales.
introduction/ -I will ask them to name the 7 continents. -Students will name the continents
engagement) -I will ask them to point to Asia on a map. -Students will point to Asia
-I will explain to the students that we are going to
read stories called folktales to learn about each -Students will tell me what they think word of
Continent. A folktale is a story that long ago was mouth means
passed down by word of mouth. It was spoken
rather than written.
12 Development -I will tell students that we are going to read a
mins (the largest folktale from China. China is a country in Asia. I
component or will explain that there are many other countries in
main body of Asia, but China is one of them. I will ask students -Students will tell me if they know what China is.
the lesson) if any of them have heard of China or knows where
it is.
-I will show students how to find Asia and China -Students will respond.
on google earth, and ask them if they have ever
used it before.
-I will read the front of the book and ask students -Students will respond.
to tell me why they think the story has been
“retold”
-I will ask the students if they know anything about -Students will give me examples
China
-I will read the facts on the back of the book (first
fact, factories fact, emperors fact)

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 -Before I read the story I want the students to be
thinking about who the hero is in the story and
what the value might be.
-I will read the story slowly, showing the students
the illustrations
-I will pause and ask questions such as: “what
would you bring back to the king if you had 100
gold coins?” “What is he bringing back to the
king?” “Do you think the youngest prince was
foolish?” “Who do you think the king chose?”
-Who is the hero? What is the value?
(The youngest son, kindness)
-I will ask the students what we can learn about
China from the story. (clothes, architecture, jobs,
royalty, landscape, people, animals, writing, colors)

2 Closure -I will hand students their passports that includes a - Students will color Asia and put a star on China
mins (conclusion, world map inside and I will have them color the
culmination, continent as well as put a star on the location of the
wrap-up) country that we learned about.
-I will give students a copy of the book that they -Students will make the book during their work
can put together during their work time time.

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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