Anda di halaman 1dari 3

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Hannah Blackwood


Date

Subject/ Topic/ Theme

The First Thanksgiving

Grade _2nd/3rd _________

I. Objectives
How does this lesson connect to the unit plan?
Learners will be able to:

Describe the First Thanksgiving of 1621


Write a persuasive letter to President Obama arguing why they think Thanksgiving should continue being a national
holiday.

cognitiveR U Ap An E C*

physical
development

R
C

socioemotional

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
knowledge and skills.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Persuasive letter
Formative (as learning):
Summative (of learning):

What I Learned about the First Thanksgiving concept map


Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this


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

1-19-13

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction

Listening to teacher talk, looking at


artwork, looking at the pictures in
the book, following along and
reading the words in the book.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Looking at and talking about
artwork, online slideshow

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Talking about artwork and


questions, writing letter.
Provide options for comprehensionactivate, apply & highlight

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

Digital image of Norman Rockwells Four Freedoms to project


Paper copies of Freedom From Want by Norman Rockwell for students
Computer
Projector and screen
Thank You, Sarah: The Woman Who Saved Thanksgiving by Laurie Halse Anderson
Printouts of persuasive letter template
What I Learned about the First Thanksgiving concept map
The classroom will be set up as it normally is.

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?
III. The Plan
Time

Components

8:45
Motivation
(opening/
introduction/
engagement)

8:50

9:00

9:10

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

~9:25

1-19-13

Closure
(conclusion,

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Project Norman Rockwells Freedom From
Look at the painting.
Want on the screen and hand out copies to
students.
Ask the students questions about the painting
Raise hand and respond to questions.
like What does it look like is happening? or
What do you notice in the painting? or
What kind of people do you think they are?
or Why do you think theyre all smiling?
Open up the Thanksgiving Feast slideshow on
the Scholastic website and project it on the
screen.
Listen and look at the photos on the screen.
Click through the photos, reading the captions
aloud to the class.
Read Thank You, Sarah: The Woman Who
Saved Thanksgiving by Laurie Halse Anderson
Listen and respond to questions.
While reading, ask questions to keep students
engaged like Why do you think so many
people were ignoring the holiday of
Thanksgiving? or How can a pen be used as
a weapon? or Why do you think so many
presidents turned down Sarahs idea? or
Why do you think President Lincoln was the
president who finally said yes?
After finishing reading the story, hand out the
persuasive letter templates.
Listen quietly.
Explain what a persuasive letter is (trying to
convince someone to do something).
Explain that theyre going to write a letter to
President arguing why they think
Thanksgiving should continue being a national
holiday.
Explain how to address the letter to President
Obama and how to think of your opinion,
reason, example, and then restate your opinion
at the end and sign your name at the bottom.
Work quietly on writing letter
Tell the students to begin working on their
letters.
As students finish their letters, give them the
Work quietly on concept map
What I Learned About the First

culmination,
wrap-up)

Thanksgiving concept map

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.)

1-19-13

Anda mungkin juga menyukai