Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Thomas Huisman

Date

October 29, 2016 _

Subject/ Topic/ Theme

Grade _____4th___________

I. Objectives
How does this lesson connect to the unit plan?
Students will be learning about other french explorers in this lesson. They are a major part of michigan's first explorers.
cognitiveR U Ap An E C*

Learners will be able to:

Understand why each explorer came to michigan

They will be able to explain what they did there
They will be able to explain who each explorer is
They will understand what effect each explorer had on Michigan
(Mconnell 1998) (Biography Editors 2014)

physical
socio-emoti
development
onal

U
R

x
x

R
U An

Common Core standards (or GLCEs if not available in Common Core) addressed: 5-U1.2.2 Use case studies of individual explorers and
stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic,
political, cultural, and religious).
3-5.RI. Research and Information Fluency 1
. identify search strategies for locating information with support from teachers or school library media specialists
(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.

Know what an explorer is

Reading
Pre-assessment (for learning):
Formative (for learning): Students will be working in groups as they work through the
book to find answers

Outline assessment
activities
(applicable to this lesson)

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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Formative (as learning): Students will go over research with other students to make
sure they answered the questions
Summative (of learning): and I will make sure the students are on the right track

and putting down the correct things.

Provide Multiple Means
of Representation
Provide options for
perception- making
information perceptible
Students will be looking for
information in the books
and then discussing it with
one another
Provide options for
language, mathematical
expressions, and symbolsclarify & connect language

Provide Multiple Means

of Action and Expression
Provide options for
physical action- increase
options for interaction
Students will be in groups
around the room working
together

Students will be looking

through texts and

students will be writing

down the answers, but

Provide options for

expression and
communication- increase
medium of expression

Provide Multiple Means

of Engagement
Provide options for
recruiting interest- choice,
relevance, value,
authenticity, minimize
threats
Students are the teachers
today
Provide options for
sustaining effort and
persistence- optimize
challenge, collaboration,
mastery-oriented feedback

possibly websites if
computers are available
to learn about who each
explorer is.

Provide options for

comprehension- activate,
apply & highlight

students will
comprehend the material
and have to highlight
and pinpoint important
info to answer questions

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?

then transferring those

into verbal answers to
share with the other
groups

groups cant let down

other groups, they need
them. the whole groups
are working and
collaborating together
and then the class as a
whole

Provide options for

executive functionscoordinate short & long
term goals, monitor
progress, and modify
strategies

Provide options for

self-regulationexpectations, personal
skills and strategies,
self-assessment &
reflection

short term goals, answer

the questions, long term,
teach other groups and
understand all the
explorers

students can help to

regulate and assess each
other as they work
together in groups

Michigan Books
Worksheet, writing utensil,
(Computers if available)

everything the same, but students will move out of their desks to be in groups,
or we will move desk into larger groups

III. The Plan

Time
5

Compone
nts
Motivatio
n
(opening/
introductio
n/
engageme
nt)

20

28

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Developm
ent
(the largest
component
or main
body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking
questions and/or prompts.
intro the lesson, and share that they will
Students get to become the teacher for the day, need to help out the
be learning about more explorers and
other groups
today they get to be the teachers

go through one explorer with the class so

they can get a feel for what it looks like
to read for information out of the book.

students will fill out the first explorer

with the teacher and then move on to
their assigned explorer with their group
afterwards.

assign groups to the other two explorers

lead share time, but let students lead as
much as possible

share the answers found and who each

explorer is.

28-30

Closure
(conclusio
n,
culminatio
n,
wrap-up)

review and wrap up

go over any missed or incorrect answers

with students

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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