Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Adam Callow

Date

11/2/16

Subject/ Topic/ Theme

US History-1920s

Grade _____10___________

I. Objectives
How does this lesson connect to the unit plan?
This third lesson touches on many social issues/changes during the 1920s, which is probably the most significant event from that time
cognitiveR U Ap An E C*

Learners will be able to:

Distinguish between fundamentalists and modernists, including what they hoped to be taught in schools
Follow the rise of African-Americans in the 1920s, but also track the negative responses from White Americans
Know the new technologies of the time, but more importantly, analyze the way in which these technologies shaped the
landscape of the decade and into the future
Evaluate American lifestyles in the decade, and connect that with the eventual crash of the economy come the end of
the 1920s

physical
development

socioemotional

U An
RU
R U An
E Ap

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

(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 will have to have read the remaining section and a half of the chapter in the textbook, and
have created 1 or 2 quiz questions over that material
Pre-assessment (for learning):
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Students will take the quizzes that other students made, provides a guide for me to see if they did the
reading and gives them constant review
Formative (as learning):
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Information is available in the
textbook, on the presentations made
by students, and from the
discussions about each question

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
In a way, students get to decide
what direction the notes go by
making the questions

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

The quizzes will scratch the
surface, while the discussions will
dig deeper into each topic, and
provide students opportunities to
apply them in a particular context

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

This helps with note taking

skills, and looking through a
reading and picking out the key
points
I will need a projector, and the ability for students to connect their devices to the projector to display
their presentations, and maybe a whiteboard if I have to provide deeper notes to what the students
come up with in the quiz, all of which are readily available
Same Textbook as Lesson 1

Classroom set up will be a cluster in the middle, with tables in a U-shape around that cluster

III. The Plan

Time
5-10
min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
From previous class, the students get to pick the
Students get into their groups to look over their
direction of the discussion, and I will provide them questions one last time and finish up any remaining
some time to finish up their work
work

35-40
min

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

5-10
min

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Closure
(conclusion,
culmination,
wrap-up)

I will pick a group to go first, and they will project

their questions on the projector. I then will read
each question and answer aloud and look for
volunteers from the groups not projecting to
answer it. If nobody seems to be able to answer,
then I will ask the maker of the question to answer
it themselves. I will then discuss what the
standards and textbook indicate as important
information about that topic and move on. This
process continues until all questions are done from
that group, and then until all groups have gone.

Depending on the group they belong to, students

will writing down notes, answering questions, or
explaining the answer. Following each question,
students will write down the information they need
to get down, and have the opportunity to ask for
any further details they want to know about that
topic. They will control the discussion, and then
move onto the next question once everybody seems
satisfied with the discussion of the present
question.

I will remind the students of the project they have

coming up, and how they will not necessarily need
to know all of this, but that they need to see
connections with other stuff in the chapter and
from previous chapters.

Students will wrap up their notes

I also will ask for any clarifications from questions

that we did not get to during discussions.

Students will review their notes and ask any

questions they may think of

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, their a couple of things that could have gone better. One change I will definitely make is to assign
each group a more specific section. By the third group, each question had already been heard and explained, so students lost
interest. By giving each group a different section, it will lead to more focus throughout as all material will be new. It will also
help to dig deeper since students have less content to cover with the same amount of questions. A complaint made by a couple
of students was about the lack of organization of the notes from this section. The questions could come in any order, but I
think there is little that can be done to help solve that issue in this lesson.

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