Lesson Planning Form For Accessible Instruction - Calvin College Education Program
Lesson Planning Form For Accessible Instruction - Calvin College Education Program
Lesson Planning Form For Accessible Instruction - Calvin College Education Program
Grade ___2_____
I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit. After introducing how pilgrims reached America, this unit serves to teach children what Thanksgiving meant to the first pilgrims
and how they celebrated it.
cognitiveR U Ap An E C*
physical
development
socioemotional
R
An
U
An
Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading:
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.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading
dialogue aloud.
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.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Writing:
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Speaking&Listening:
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(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.)
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Knowledge: remember why and how the pilgrims reached America from England. Know that their
journey was a hard one, but things did not end there; more events were waiting for them on the new
land they have found.
Skills: be able to compare and contrast the story from two different points of view.
Pre-assessment (for learning): ask students to recall what we learned in class yesterday. Point out the different
experiences the pilgrims went through on Mayflower.
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): students answer the questions asked by teacher throughout the lesson.
Summative (of learning): students fill out KWL chart like they did before, writing down their questions under W
column and what they learned under L column. They will also be given homework to be completed and brought
back for the next lesson (the sheet with questions on Strangers on a Ship article).
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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For the first part of the lesson students will be sitting at the back of the classroom on the carpet and
listen to the teacher as I read the book. For the second part of the lesson when I start reading the
scholastic article they will be asked to go back to their desks.
Components
Motivation
(opening/
introduction/
engagement)
Engagement:
Introduction:
- Tell them today we are going to learn
about what happened after they got off the
ship.
Development
(the largest
component or
main body of
the lesson)
Development 1:
- Gather students at the back of the
classroom and start reading The Pilgrims
First Thanksgiving from pg. 8-15,
making sure that students can all see the
pictures.
- On pg.11, ask: who likes winter? Can you
imagine living in the woods without
heaters?
- Pause after finishing pg.15 ask students
what life was like after pilgrims reached
their new land. Was their life hard? Easy?
Why do you say that?
- Tell them life was hard because pilgrims
had to work hard to build their new
homes.
Development 2:
- Tell students that there is something
important that they need to know: there
were people already living on this land,
and these people were called Native
Americans. Define what native means.
Can you imagine how Native Americans
would have felt when the pilgrims came
over and started building new houses?
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Closure
(conclusion,
culmination,
wrap-up)
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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