Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Adam Callow
11/1/16

Subject/ Topic/ Theme

US History, 1920s

Grade ___10_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson discusses the economic issues that plagued the 20s following World War 1, as well as looks at some famous politicians and people from the decade.
cognitiveR U Ap An E C*

Learners will be able to:

Trace the origins of Economic Entrapment back to the Treaty of Versailles

Analyze the state of the economy, and brainstorm ways that it could have been avoided
Trace the lineage of presidents, as well as their notable policies or stances in the decade
Name famous athletes, musicians, scientists, etc. but more importantly, evaluate their contributions to society at large

physical
development

socioemotional

RU
An E
R
RE

Common Core standards (or GLCEs if not available in Common Core) addressed:
7.1.1 Twenties Identify and explain the significance of the struggle between traditional and
modernizing trends in the Roaring Twenties including

cultural movements, such as the Harlem Renaissance and the lost generation

the struggle between traditional and modern America (e.g., Scopes Trial, immigration
restrictions,

(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.

Knowing terms of the Treaty of Versailles (covered last unit) will be helpful for discussion early on in
class, and they will be quizzed on people in the notes, so knowing them will make it more engaging
Pre-assessment (for learning):

Pictures of famous people are in the notes, so I will ask them to name the person before discussing
them
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
White board diagrams, words and
images from the PowerPoint, as
well as oral lecture.
Also, textbook readings at the end

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (as learning):

Students will have to read the end of section 2 and all of section 3, and produce 1-2 quiz questions
Summative (of learning):

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will work in groups to
come up with quiz questions for the
assignment at the end of class

Provide options for comprehensionactivate, apply & highlight

Discussion of celebrities will allow
students to take an area of interest
(sports, science, music) and analyze
that areas impact on society

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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

The assignment at the end helps

students learn to note take,
writing only key ideas

Projector, Whiteboard, Markers, Same textbook from Lesson 1,

The tables will be set up in a U shape around the outside with a cluster in the middle.
How will your classroom
be set up for this lesson?
III. The Plan
Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

25
min

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

20
min

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Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will ask students if they know of any famous
Students will start to get their notes out, and think
people from the twenties. If not, I will tell them
of people from the 20s that they might know.
they can look forward to learning some later on,
many of whom they will already know

I will begin by writing US France/Britain and

Germany on the board in a triangle with arrows.
Connecting each one. Then I ask students to recall
what each nation wanted from the Treaty of
Versailles. I then will try to draw the answers out
of them if they cannot, and eventually write
German reparations to France/Britain, who pay US
for their aide, who pays Germany to help with
reparations. This shows the economic entrapment,
which I then explain how without one of three legs
of the triangle it all falls apart.

The students will take notes on the diagram on the

board, while answering the questions that will help
to fill the diagram in.

I then move into the notes on people from the 20s.

Starting with politicians, and moving to athletes,
scientists, and musicians. I will ask the students
who each person is that displays in the notes and
give them hints to try and lead them to the answer.

Again, the students will fill in their notes over

famous people from the 20s, while answering the
questions about who the more notable people are
(i.e. not the politicians, but more celebrity type)

Following notes, I will give them time to read and

write a quiz question in groups, where each group
member has to have a question over a different
topic from that section to be presented tomorrow.

The students will pick their groups, and read the

assigned sections, and write a question or two over
it.

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.)
After teaching this lesson, I was a little bit underprepared with the diagram on the first try, but it went much better in second
hour. The students seemed to enjoy the frequent quizzes to stay engaged with the notes. Also, they seemed extra focused in
the area on celebrities, especially kinds that matched with their major interests.

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