Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Jenn Rose

Date Subject/ Topic/ Theme Geography/Continents/Australia 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 Australia on passport map R x
 Explain that Australia is a continent and a country U
 Recount the story “The Boastful Frog” R
 Explain that folktales have a hero and a value U
 Use google maps to find Australia U x
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 Australia on the map, they will tell me what they remember
from the lesson prior
Formative (for learning): Students will be asked comprehension questions after the story is told (Who is the hero
and what is the value)
Outline assessment
activities Formative (as learning): Students will be encouraged to tell their family a little bit about the story we read, and
(applicable to this lesson) if they do they get a stamp in their passport.

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
Engagement
Provide options for comprehension-
activate, apply & highlight
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
Engagement
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 Boastful Frog”
Technology: Google Maps
Passport handout
Australia activity
Materials to make a folktale

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.
1 min -I will ask the students questions about the lesson -Students will respond
Motivation prior about North America
(opening/ -I will ask them to point to Asia, Europe, Africa, -Students will point
introduction/ and North America on a map
engagement)

6 min -I will ask the students to point to Australia on a -Students will point
map.
-I will tell students that we are going to read a
folktale originally told by the Aboriginal people.
The Aboriginal people are native people that lived
in Australia.
-I will show students how to find Australia
-I will read the facts on the back of the book
Development
-Remind students to be looking for a hero and a
(the largest
value
component or
-I will read the story slowly, showing the students
main body of
the illustrations
the lesson)
-Who is the hero? What is the value?
(The frog, boasting in yourself is bad)
-I will ask the students what we can learn about
Australia from the story. (animals) -Students will respond

5 min Closure -- I will hand students their passports that includes -Students will color Australia
(conclusion, a 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. -Students will put the book together during their
work time

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 -I will give them a copy of the book to put together
during their work time.
-I will tell students about their final project. They -Students will begin creating their folktale
will put together their own folktale. It can either be
from a continent that we learned about or it can be
something completely made up. I will hand
students the materials. I will partner students up.
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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