Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rebecca Roth Subject/ Topic/ Theme Taoism in China Grade _____6____

I. Objectives How does t is lesson connect to t e unit !lan"

Taoism is a major philosophical movement begun in China. It is still active in Chinese culture toda and is important !or understanding the past.

Learners will be able to#

#nderstand the tenets o! Taoism Recogni'e Taoism as a legitimate belie! s stem $nal 'e Taoist te(ts to see elements o! Taoism Decide i! Taoist teachings are e!!ective in bringing them happiness

cognitive" R # $p $n % C&

ph sical development

socio" emotional

# % $n %

Common Core standards $or %LCEs if not available in Common Core& addressed#
' ( )*.+., Identi! and describe the belie!s o! the !ive major )orld religions ' ( H,.+.- Identi! the role o! the individual in histor and the signi!icance o! one person*s ideas ' ( )*.,.. Describe major achievements !rom Indian+ Chinese+ ,editerranean+ $!rican+ and South)est and Central $sian civili'ations in the areas o! art+ architecture and culture- science+ technolog and mathematics- political li!e and ideas- philosoph and ethical belie!s- and militar strateg ' ( H,./., Describe and use cultural institutions to stud an era and a region .political+ economic+ religion/belie!+ science/technolog + )ritten language+ education+ !amil /. .0ote# 1rite as man as needed. Indicate ta(onom levels and connections to applicable national or state standards. I! an objective applies to particular learners )rite the name.s/ o! the learner.s/ to )hom it applies./ &remember+ understand+ appl + anal 'e+ evaluate+ create

II. 0efore 1ou start Identif1 !rere2uisite 3nowledge and s3ills. #nderstanding basic characteristics and principles o! philosoph and religion. .1hat the re2uire to be classi!ied as philosoph and religion/ Reading and anal 'ing te(tboo3 and te(ts. Reading comic strips
Pre-assessment (for learning):

The 2uestions in the motivation serve as a pre"assessment. The ans)ers )ill let the teacher 3no) to )hat level the students understand the purpose o! philosoph and religion.
Formative (for learning):

Outline assessment activities .applicable to this lesson/

The class*s decision on the most important idea !rom the te(t )ill let the teacher 3no) i! the class understands the most important concept about Taoism .that one must live in harmon )ith nature/.
Formative (as learning):

1hen anal 'ing the comic strips+ the students can compare their ans)ers to the ans)ers the teacher gives and see i! the are on target !or !inding aspects o! Taoism in the te(t. Summative (of learning/4 The journaling 2uestions in the closure section serve as a summative assessment to see i! students have understood the main tenets o! Taoism and ho) it relates to their lives.
Provide 6ulti!le 6eans of 7e!resentation 5rovide options !or perception" making information perceptible 1e*re reading about the in!ormation+ the teacher discusses the in!ormation+ class discussion+ and comic strips serve as multiple means o! representation. Provide 6ulti!le 6eans of Action and E5!ression 5rovide options !or ph sical action" increase options for interaction The students can interact in small group or large group settings. Provide 6ulti!le 6eans of Engagement 5rovide options !or recruiting interest" choice, relevance, value, authenticity, minimize threats The subject is relevant because )e are tal3ing about )hat ma3es us happ and then ho) Taoism sa s )e should be happ .

) at barriers mig t t is lesson !resent" ) at will it ta3e ( neurodevelo!mentall14 e5!erientiall14 emotionall14 etc.4 for 1our students to do t is lesson"

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5rovide options !or language+ mathematical e(pressions+ and s mbols" clarify & connect language The brie!/te(t gives in!ormation in a ver basic+ et in!ormative )a . The comic strips instead sho) )hat Taoism teaches+ but the students have to pic3 out the parts that have Taoist teaching in them.

5rovide options !or e(pression and communication" increase me ium of e!pression The students can vocali'e their thoughts or journal them.

5rovide options !or sustaining e!!ort and persistence" optimize challenge, collaboration, masteryoriente fee back The students have to collaborate )ith a partner in order to come up )ith their list o! )hat ma3es them happ . In addition+ )e are practicing loo3ing at original te(ts and anal 'ing the te(t. That is a trans!erable s3ill that students )ill )or3 on and master in this unit. 5rovide options !or sel!"regulation" e!pectations, personal skills an strategies, self-assessment & reflection The students evaluate )hether Taoism )ould ma3e them happ . The journal at the end o! class gives an opportunit !or sel!"re!lection.

5rovide options !or comprehension" activate, apply & highlight

5rovide options !or e(ecutive !unctions" coor inate short & long term goals, monitor progress, an mo ify strategies Students are not onl learning the immediate in!ormation+ but are !orming their o)n belie! s stems.

Students appl the main points o! Taoism to their lives and see ho) Taoism lines up )ith )hat the believe.

6aterials8w at materials $boo3s4 andouts4 etc& do 1ou need for t is lesson and are t e1 read1 to use"

9rie! :; Taoist comic boo3 strips The student noteboo3s !or journaling.

The usual setup. How will 1our classroom be set u! for t is lesson" III. 9 e Plan 9ime ,= mins Com!onents 6otivation .opening/ introduction/ engagement/ :escribe teacher activities A;: student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in3ing 2uestions and<or !rom!ts. The teacher reminds the students that the da be!ore the discussed Con!ucian philosoph on ho) to live a good li!e. Toda the are going to discuss another tradition in Chinese histor . 9ut !irst+ the teacher as3s the students )hat are The students )or3 )ith the person ne(t to them and some things that )ould ma3e them happ . Discuss ma3e a list o! three things that )ould ma3e them )ith the partner ne(t to ou and ma3e a list o! three happ . things that )ould ma3e ou happ and each )rite it do)n. %ach group shares its list. The teacher as3s each group to share )hat )ould ma3e them happ . The teacher transitions b sa ing that a tradition developed in China that )as supposed to help people become happ b encouraging the people to live in harmon )ith nature. This philosoph is Taoism. The teacher as3s !or a student to read the paragraph Students volunteer to read. The class gives on Taoism. The class chooses the most important suggestions on the most important idea !rom the idea. section. The teacher )ill emphasi'e that the main point o! Taoism is to be in harmon )ith nature. The )a to do this is through <non"action= and simpl

. mins

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:evelo!ment .the largest component or main bod o! the lesson/

being. Taoism is a religion and the )a it is practiced is that people have to go !ind the Dao+ )hich is supernatural/a universal presence. >ou encounter the supernatural presence b being in nature. ,. mins The teacher sho)s comic strips !rom "he #ao Speaks. The teacher )ill as3 the students )here Taoism is present in the e(cerpt. The teacher sho)s in the te(t )here she sees aspects o! Taoism. The teacher as3s the students )hat Taoism sa s ou must do to be happ . The students )ill point out aspects o! Taoism in the e(cerpts.

.8,= mins

The teacher as3s the students to thin3 bac3 to their The students ans)er these 2uestions and )rite them original ans)er to that 2uestion !rom the beginning do)n on the paper. o! class. 1ould Taoism support their ans)er? 1ould Taoism ma3e them happ ? Is there an thing the )ant to change about their ans)er? $ns)er these 2uestions underneath )here the originall )rote their list o! three things to ma3e them happ . >our reflection about t e lesson4 including evidence$s& of student learning and engagement4 as well as ideas for im!rovement for ne5t time. .1rite this a!ter teaching the lesson+ i! ou had a chance to teach it. I! ou did not teach this lesson+ !ocus on the process o! preparing the lesson./ This lesson is similar to the lesson on Con!ucius. #n!ortunatel + these t)o lessons happen right a!ter each other. The setup !or each lesson is !airl similar and I )orr that there isn*t enough variet bet)een the t)o lessons. The 2uestions as3ed are directed at di!!erent topics so each lesson had its o)n !ocus. The topics !ollo) each other in the te(tboo3 so it ma3es sense to )or3 through Taoism right a!ter Con!ucianism. The comic strip is still an eas and !un )a to loo3 at the te(t. I )orr that the students )ill start to blend the t)o lessons because o! their similar topics and ma3eup o! the lesson. 5erhaps adding a component that compares and contrasts the t)o )ould be help!ul. I*m e(cited that the students are loo3ing at the original te(ts instead o! onl reading a te(tboo3 paragraph about the philosoph or religion. The lac3 o! variation bet)een the t)o lessons bothers me+ but I can*t thin3 o! a )a to get around that right no).

Closure .conclusion+ culmination+ )rap"up/

The students ans)er )hat Taoism sa s ou must do to be happ .

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