Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Esther Kershaw

Date 11/20/17 Subject/ Topic/ Theme U.S. History/Ch.5/Continental Congress Grade ____11/12_____

I. Objectives
How does this lesson connect to the unit plan?
The study of the Continental Congress is the beginning

Learners will be able to: cognitive- physical socio-

R U Ap An E C* development emotional
Discuss the different points of view regarding the events of April 19, 1775. *U, An *
Explain the significance of the Battles of Lexington and Concord *R, U
Understand different perspectives of the Battles of Lexington and Concord. *U
Read comprehensively about the Constitutional Congress. *U, An
Analyze a historical event through a photo. *An, E
Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
(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 will have to have knowledge of the past events we learned in the Unit in order to guess what is
knowledge and happening in the photo.
skills.
Students will have to have completed a majority of the packet before I grade.
Pre-assessment (for learning):

Students guess what is happening in the photo of the Continental Congress.

Formative (for learning):

Students will do think-pair-share- for continental congress

Outline assessment
activities Formative (as learning):
(applicable to this
lesson) Students will answer the questions in the packet
Students will create the poster for battle of Lexington and Concord

Summative (of learning):

Students will turn in the final Unit Packet for a grade- based on completion and effort.

Provide Multiple Means of Engagement Provide Multiple Means of Provide Multiple

Representation Means of Action and
Expression

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 Provide options for self-regulation- expectations, Provide options for comprehension-
personal skills and strategies, self-assessment & activate, apply & highlight
reflection
Students will learn how to
recognize different perspectives
through reading the different
articles.
Provide options for
executive functions-
coordinate short & long-
term goals, monitor
progress, and modify
strategies
Students will learn how
to view history in many
different lenses.

Students will practice

more reading
comprehension skills.
Provide options for sustaining effort and Provide options for language, Provide options for
What barriers persistence- optimize challenge, collaboration, mathematical expressions, and expression and
might this lesson mastery-oriented feedback symbols- clarify & connect language communication-
present? increase medium of
Students work in groups on their posters I will show a picture and explain expression
the information orally.
Students can write the
What will it take
neurodevelopmental Their chrome books provide a answers to the reading
technological way or learning. questions.
ly, experientially,
emotionally, etc., for
Students will share-pair and learn Students can draw
your students to do
from each other while talking. pictures or symbols on
this lesson?
the posters.
The textbook provides a written
form of information. Students can verbally
present the
information.
Provide options for recruiting interest- choice, Provide options for perception- Provide options for
relevance, value, authenticity, minimize threats making information perceptible physical action- increase
options for interaction
Students can choose to work on their own or
in groups. Students are able to use their Students can draw on
Chrome books. the posters.
The first-hand accounts give more of a
personal and relatable version of the battles I will use a picture to teach the
of Lexington and Concord. First Continental Congress.

Materials-what Textbook
materials (books, Unit Packet
handouts, etc) do Large poster board
you need for this Markers
lesson and are they Chromebooks- https://www.nps.gov/mima/learn/education/upload/Minute%20Man%20Lesson
ready to use? %20Plan.pdf

How will your

Tables are grouped into separate squares.
classroom be set up
for this lesson?

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III. The Plan
Describe teacher activities AND student activities
Compone
Tim for each component of the lesson. Include important higher order thinking questions and/or prompts.
nts
Motivatio
5 n Warm Up: Quiz Warm Up: Students take quiz before the Bible Verse and
min. (opening/ Prayer
introductio
n/
engagemen
t)

Developm PART I: CONTINTENTAL CONGRESS PART I: CONTINTENTAL CONGRESS

ent
(the largest - Show photo and ask the students what they - Look at the picture, raise their hand, and tell me
component see/what is happening. their findings.
or main o Who are these men in the photo? - Find a partner and answer the reading questions
body of the o What are they doing? from the packet on page 13.
15m lesson) o Do they seem - Each group will verbally answer one question
in. happy/sad/concerned? for the class.
- Explain the basic concept of the
Continental Congress and how it relates to
the photo.
- The students will get the option to work
with a partner or alone on the Continental
Congress Reading questions in their packet
- Go over each question as a group and make
each pair answer one question.

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 PART II: LEXINGTON AND CONCORD LEXINGTON AND CONCORD

- Briefly explain what happened at Battle of - Students will do think-pair-share about what
Lexington and Concord. happened at the battle of Lexington and
20 Concord
min.

- Separate class into groups of 6 (groups of
three)
- Give each group a perspective sheet
- Tell the groups that they will read through
the article translations as a group. Then,
each group will draw on the poster board a
picture of whose perspective they read.
- I will walk around to each group and
answer questions that they might have
about the meaning of some words in their
articles.
- I will give each group 2-3 min to present
their poster.
Students will get into 6 groups and read through:
https://www.nps.gov/mima/learn/education/upload/Minu
te%20Man%20Lesson%20Plan.pdf
- Each group will get one perspective article.
They will have five minutes to read and discuss
it.
- Each group will get a poster and draw who
their person is.
- Then, each group will come up and present
their perspective to the rest of the class. They
will introduce who their person is and why their
point of view was most accurate or not
accurate.

Closure
(conclusio
n, Tell the students to take out their packets and to Students will take out packets and quickly have time to
5 culminatio make sure everything is filled in and their name is fill in sections that are not completed before handing
min. n, wrap- written on the top. them in.
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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