Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Jenn Rose

Date Subject/ Topic/ Theme Geography/Continents/ North America/Alaska,Greenland,Canada

Grade __1st-3rd ______________

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 North America on passport map R x
 Explain that the Inuits are from the northern regions of North America U
 Recount the story “Raven Brings the Light” R
 Explain that folktales have a hero and a value U
 Use google maps to find North America and Greenland/Alaska/Canada 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
(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 North America 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

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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 options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
All 7 different continents will
be introduced, students might
enjoy learning about one over
another
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 options for perception-
making information perceptible
student can hear as well as see
the words, illustrations for
students who struggle with
comprehension
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
Provide options for physical action-
increase options for interaction
Students will be encouraged to
go on google maps at home and
explore, find folktales online,
and tell their parents about what
they learned

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Big Multicultural Tales “Raven Brings the Light”
Technology: Google Maps
Passport handout
Africa activity

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 Africa
(opening/ -I will ask them to point to Asia, Europe, and -Students will point
introduction/ Africa on a map
engagement)

10 -I will ask the students to point to North America -Students will point
mins on a map.
-I will tell students that we are going to read a
folktale originally told by the Inuit people. The
Inuit people are native people that live in the very -Students will respond
northern regions of North America such as Alaska,
northern Canada, and Greenland. You might know
these people to be called Eskimos. Have you ]
heard of an Eskimo?
-I will show students how to find North America
and Greenland, Alaska, and Canada on google
Development maps
(the largest -I will read the facts on the back of the book
component or -Remind students to be looking for a hero and a
main body of value
the lesson) -I will read the story slowly, showing the students
the illustrations -Students will respond
-Who is the hero? What is the value?
(The young boy named Raven, young people can
do great things) -Students will respond
-I will ask the students what we can learn about
Inuits from the story. (climate, animals, jobs,
clothing, appearance of people)

2 Closure -- I will hand students their passports that includes -Students will color North America and put stars on
mins (conclusion, a world map inside and I will have them color the Greenland, Alaska, and northern Canada.
culmination, continent as well as put a star on the location of the
wrap-up) country that we learned about.
-I will give them a copy of the book to put together
during their work time. -Students will put the book together during their
work time

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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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