Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Shin Kim

Date November 06, 2018 Subject/ Topic/ Theme Global Studies Grade___12___________

I. Objectives
How does this lesson connect to the unit plan?
The unit is going to be about the Karl Marx’s theory of Communism and how it impacted the Soviet Union and the Cold War.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Have deeper knowledge and understanding of the Communism. R, U, An X
 Tell the detailed difference between communism and capitalism. An, E
 Label the geographical regions of communist countries today C X
 Explain the relationship between the United States and China and how it is different from the Soviet Union. An
 Able to see the why communist countries today decided to become communists. E X
Common Core standards (or GLCEs if not available in Common Core) addressed:
(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 The students must know what communism is and what theory did Karl Marx propose in the Manifest
knowledge and skills. of Communism?

Pre-assessment (for learning): Before the students come to class, they should read the following chapter about
Karl Marx and watch the video that I have posted on google classroom for them. They should also review the last
lesson.

Formative (for learning): I will be monitoring the students while they discuss about the subject and the concept
of communism, how was it different from the ones that are around the world. I am also going to be asking the
students some questions during the discussion and check their level of understanding during the lesson. “What
made him the person he is?”

Outline assessment Formative (as learning): The students will be assessing their own knowledge and the level of understanding by
activities drawing a concept map about the topic. Through the big group discussion, they will know if the answers that they
(applicable to this lesson) have answered by themselves and in their own small group, is correct. I am going to let the students compare their
answers and summary and analysis together with their peers. They will also be asked to analyze the difference
between communism of China and communism of the Soviet Union

Summative (of learning): The students will be asked to write a reflection paper on the difference
between the communism that China has and the communism that the Soviet Union had. They are also
required to write a solution to the tension between China and the United States, if they were in the
position of a president of the United States.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

1-19-13

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
1-19-13
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
- The students will compare
their answers with their peers
and check if their own ideas or
answers were correct.
- The students will be searching
for another options and
opinions to answer the
questions, as the questions will
be asked about the students’
opinion with the details of the
subject.
- The students will be asked to
write reflection papers and
discuss with the peers.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- The class as whole, will
discuss about the questions
they have answered or the
details that is learned
throughout the lesson.
- They will come up with an
analysis of why China and the
Soviet Union is different.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- The small groups will be
divided by the teacher. It will
depend how they set up the
sittings among their small
groups or how they divide the
work, but the small group will
be divided by the lead teacher.
- The students will also have
presentation time to come up
and present it to the whole
class.
- Textbook
- Notebooks
- Utensils
- Their reflection papers (hard copy)
- PPT (What I need to prepare of the class.)
- Chromebooks
Provide options for comprehension-
activate, apply & highlight
- There will be PPT, presented
on the screen. The PPT will be
presented in the mixture of
both descriptions and visuals.
- I will also use group
discussion and another poster
activity, but this time,
comparing between China and
the Soviet Union.
- I will also have the
“perspective game” for the
students to be part of during
the lesson, where they will be
the presidents of the United
States and come up with a
solution to fix the relationship
with the communist countries
today.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- I will clarify the definition of
communism. For the students
and some historical events and
the characters of the event so
that the students will have the
clear understanding and also
see what part of their answers
are different from mine, and
what they need to change.
Provide options for perception-
making information perceptible
- After the small group
discussion, before the
beginning of the lecture, I am
going to show the class a short
video clip of the Karl Marx.
- I will also have PPT for the
class, with both visual and
partial descriptions for the
students. I am going to
highlight the important
information in the power point
for the students to take notes
on and study for the upcoming
exam.
- I will also write down the
chronicles of the event in a
timeline fashion so that the
students won’t get lost
throughout the lesson.
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
- I am going to write the
objective of the day on the
board in the beginning of the
class so that the students have
the clear directions of where
they are heading in the
classroom.
- The students will have the
question guides that they will
need to fill in before the end of
class.
Provide options for expression and
communication- increase medium
of expression
- I will have my email address
and my phone number given
out the students, for them to
communicate with me.
- They will also be required to
write a short reflection for
every class of what they
thought about the lesson that
we went through.
Provide options for physical action-
increase options for interaction
- For the Jigsaw activity, they
will have to move around in
other small groups to teach
each other about the
perspective of their original
small groups.
 I will set of the class so that four to five students would be in a small group. There will be four to five small
groups in the class. The desks of the small groups will be facing each other so that the discussion will be easy for
How will your classroom the students.
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. Write down the direction on the board of what we are - Students will copy the directions and the objective that I
Motivation going to cover as a class in that specific day. wrote on the board to their own notebooks or their
(opening/ computers.
introduction/ 2. list the characters and events in the timeline format.
engagement)
3. Show the class one to two pictures of the communist
countries that are still here today.

4. Let the students write of their thoughts and opinion - The students are going to write down their thoughts and
about the picture they saw. feelings about the picture they saw.

Development 1. ask the students to discuss what they have read and - Answer the questions that are on the board as a
(the largest learned through the reading assignments with the small small group
component or groups
i. Why does the first founder of communism
main body of
recommend communism?
the lesson) ii. What government does it form?
iii. What do you think the results will be if the
country is run by a communist system?
iv. What countries are still communist?
v. Who found Communism?
- Share the individual thoughts to the whole class.
2. Big class discussion. (after giving the students
individual time to talk about the reading they did as an
assignment, they are going to turn their chairs to face the
board. The students will be asked to share their thoughts
as a large class. I am going to write down the good ideas

1-19-13
 on the board so that students who are shy or students
with language barriers like myself will be able to take
notes on what their peers have said.)
- Watch the video.
3. Show the class the video clip of Karl Marx’s theory

4. PPT presentation. (I am going to create a PPT before - Listen to the presentation and take notes on the
the class with important information about the reading highlighted parts of the description and the notes
and the lesson. Here, the most important information that taken on the board through the discussions
from the descriptions in the power point will be during the lecture.
highlighted or colored in a different color, so that it will
be easy for the students to catch the most important facts
in the discussion. The PPT however, will mostly be
pictures. I am going to lecture about the events in a
debate and discussion form with the students as a class.
As the discussion is being done, I will be asking
questions to the students to see if they are understanding
what I want to teach. Also, as the students answer the
questions or give out good opinions and thoughts, I am
going to write them down on the board, next to the
opened PPT for the students to take notes as they follow
along the lecture.)

5. Jigsaw activity part 2 (In a small group that is already - Participate in the Jigsaw and as a small group,
formed, after the presentation on the Khmer rouge, I am discuss the life of the perspective provided for each
going to give out specific perspectives to each small small group
groups such as, the perspective of Pol Pot, peasants,
foreigners, and the United States, and let the students
discuss what their life would be like if they were to live
as the character during the Khmer rouge and write down
several struggles or advantages that they will have to live
as the person.)

6. Jigsaw activity part 2 (I am going to number out the - Join the numbered groups and explain the expected
students in each small group and ask them to move to the life of the person they were assigned.
desk that is nominated with the same number they have.
After they are all moved to the desks with the peers with
the same number, they are going to tell each other of
what they each thought about the event in the specific
perspective they were given.)

1. In large group, let the students have the final - Discuss what they have learned through the lecture
Closure discussion about what they have learned through the and the group discussions as a class and take final
(conclusion, lesson and the lecture. notes
culmination,
2. Give out homework assignment. (Make the students - Write a reflection on their thoughts about the lecture
wrap-up)
write a short reflection about the lesson and class and the lesson, and also answer the same questions,
discussion, based on the questions they have answered in given in the beginning of the class.
the beginning of the class. They are going to write about,
what thoughts stayed the same or what thoughts have
changed before and after the lecture.)

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.)
I have given out the reflection paper last class and told the class that the reflection paper would not be graded. Only ¾ of the class submitted the
reflection paper. Not giving out grades for the assignment will not motivate the students enough to actually complete the homework assignment.
Very disappointed. I have announced after my second class that I will give completion grade to the submitted reflection papers.

1-19-13