2: Lesson Planning Form for Accessible Instruction Calvin College Education

Program
Teacher
Sarah Hartwell (Mrs. Culver)
Topic/ Theme: Persuasive Writing (Pilgrims)

Date
_
Subject/
Grade ____Second______

I. Objectives
How does this lesson connect to the unit plan?
This lesson focuses on the Pilgrims, teaching some aspects of their life. How they came
to America and how the men went about their daily lives. The students also write their
first persuasive piece, the postcard.
Learners will be able to:

Describe an aspect of the Pilgrims

lives through the writing of a
postcard.

Compare aspects of the Pilgrims life

that is the same or isnt the same to
todays life through group discussion
or elbow partner talks.

Answer questions posed throughout

the book reading of The Pilgrims of
Plimoth through group discussions.

cognitive- physical
R U Ap An E development
C*
U

socioemotional

An

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.L.2.4.A
Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot. CCSS.ELALITERACY.SL.2.1.B Build on others' talk in conversations by linking their comments
to the remarks of others. (Comparing the aspects of the Pilgrims lives.)
(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.

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?

What persuasive writing is and looks like. A little

knowledge of who the Pilgrims were.
Pre-assessment (for learning):
The KWL used previously.
Formative (for learning):
Writing a postcard.
Formative (as learning):
Checklist of things to include in the postcard. (Teacher has
it at the front of the class)
Summative (of learning):
Provide Multiple
Means of
Representation

Provide Multiple
Means of Action
and Expression

Provide options for

perception- making
information
perceptible
Reading the
Pilgrims book
aloud while
showing the
pictures and text.
Tangible post card.

Provide options
for physical
action- increase
options for
interaction

Provide options for

language,
mathematical
expressions, and
symbols- clarify &
connect language
Pictures of the
Pilgrims,
Mayflower, A map
of where the
Pilgrims landed

Provide options
for expression and
communicationincrease medium
of expression

Provide
Multiple
Means of
Engagement
Provide options
for recruiting
interestchoice,
relevance,
value,
authenticity,
minimize
threats
Students get to
know more
about Pilgrims.
Students get to
write a
postcard.
Provide options
for sustaining
effort and
persistenceoptimize
challenge,
collaboration,
masteryoriented
feedback

Provide options for

comprehensionactivate, apply &
highlight
Writing the
postcard to
highlight what
facts the students
learned.
Comparing some
of the aspects of
the Pilgrims life to
our own.

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
functionscoordinate short
& long term goals,
monitor progress,
and modify
strategies
Students ability to
finish their
postcards.

Provide options
for selfregulationexpectations,
personal skills
and strategies,
self-assessment
& reflection
Students make
sure they are
listening and
self-regulating
while listening
and answering
questions
posed.
The Pilgrims of Plimoth book written by Marcia Sewall.
Postcard sheets for each student. Pencils. Postcard as an
example. The teacher example of the postcard they are
going to make. Pictures of the Mayflower, Pilgrims and a
map of the area where the Pilgrims landed, picture of the
Mayflower compact.
The classroom will be in the normal set up. We will be
using both the carpeted area and the students desk area.

III. The Plan

Time

1.5 min

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of

Describe teacher activities

AND
student activities
for each component of the lesson. Include important
higher order thinking questions and/or prompts.
We learned about what it
Students should be siting
means to be persuasive and
down quietly ready to
saw how a character named
learn for the lesson.
Alex was able to persuade his
Mother to get an Iguana. We
also learned some persuasive
words that we can use in our
own writing.
Without shouting out the
answer who can tell me what
holiday is coming up? (Pick a
student whose hand is up and
Students should respond

Reading:
15
minutes
10
minute
writing.
25
minutes
overall

the lesson)

2
minutes

Closure
(conclusion,
culmination,
wrap-up)

is quiet) Yes, thats right

as needed.
Thanksgiving is coming up!
(Hold up the KWL sheets that
the students made earlier.)
Remember when I asked you to
fill this out? We are going to be
learning about the Pilgrims and
how they first got to America
today in the book we are going
to read.
Students should listen
This book is called The Pilgrims quietly to the book,
of Plymouth. There are five
occasionally answering
sections in this book, they are: questions posed.
The Pilgrims, Menfolk,
Womenfolk, Children and
Youngfolk, and the last section is
Ok everyone, we have about
Students should put
two minutes before we need to away their work and get
wrap up our letters. If you
ready for the next
didnt finish yet thats ok, we
activity.
can finish them during Daily 5
time or another time. I want to
hear from some of you what
you wrote. Can I have two
people tell me theirs? Those
are great postcards! Now,
everyone go and turn in your

postcards into the turn in box.

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 think that this lesson went alright. There will always be ways to improve on in any
lesson. It was hard to keep the students attention while reading the book, it might have
been because the book had words in it that the students didnt know which caused them
to lose focus. The students needed a little direction on where to write their sentences
when they were working on their postcards. I projected my example postcard that I had
written with the Elmo so the students could see where I had written. I looked at the
students postcards once they handed them in, and realized that some of them didnt
quite understand what they were supposed to be doing. Also, I had a lot of no namers. I
should have specified to make sure that the students put their names on their postcard
so that I could return it later and that they were writing to convince someone to come to
America or stay in England.