Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Annika Staal Date 09/21/2018

Subject/ Topic/ Theme US History/Civil War/Effects of War Grade ____Junior______

I. Objectives
How does this lesson connect to the unit plan?
This will be the last day of a section on the American Civil War and will be used to help transition to Reconstruction and the Industrial Revolutionr
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Read historical documents and summarize their information R U An C
 Convey that information to others RU +
 Understand the different parts of Northern victory (economic, technology, political, social, minority groups, foreign U R E Ap C
relations)

Common Core standards (or GLCEs if not available in Common Core) addressed: actually write out the standard, not just the
number:
- F1.2 Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about
the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the
birth of republican government, including the rule of law, inalienable rights, equality, and limited government, the development of governmental roles in
American life, and competing views of the responsibilities of governments (federal, state, and local), changes in suffrage qualifications, the development of
political parties, America’s political and economic role in the world
- F2.1 Major changes in Foreign Affairs marked by such events as the War of 1812, the Mexican American War, and foreign relations during the Civil War
- 6.3.2 Efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants
- C2 2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American
Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
- AP Key Concept 5.3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left
unresolved many questions about the power of the federal government and citizenship rights.
(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 = taxonomy levels*

II. Before you start

Identify prerequisite Knowledge of events during the Civil War era, what the subsections (economic, technology, political,
knowledge and skills. social, minority groups, foreign relations)

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
How do we reach all
kids?
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Have students previously participated in class discussions/have they been doing their reading?
Formative (for learning): what you’re doing while you’re teaching to see if the students get it
Walking around talking to groups and giving hints about documents to use
Formative (as learning):
Walking around talking to groups and giving suggestions about documents to use
Summative (of learning):
Students must turn in their puzzle pieces
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & - Must summarize the main term goals, monitor progress, and
reflection points of their sub-section modify strategies
- Finding a way to visually - Teacher will be walking
represent the main points around discussing with
they summarized groups throughout the
- Jot down a few sentences lesson
of reflection on “the - Summarize points and
effect of the Civil War” visually express them
- Use later as an essay
question on a Unit Exam

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language - Students can take notes in
- Must work together as a - Explain jigsaw activity provided worksheet
group, and then convey vocally - Coloring
that information to a new - Have written instruction - Verbal presenting
group on the board - Written reflection
- Not just write words but - Give written instructions
visuals as well broken down into steps
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats - Explain jigsaw activity - Students are working in
- Group work takes vocally two different groups
pressure off the - Have written instruction - Can walk back and forth
individual on the board to teachers desk to look at
- Given creative freedom in - Give written instructions documents
coloring broken down into steps
- Not presenting your own - Worksheet provided to
ideas but that of a group organize notes
- A big question broken
down into smaller pieces
to research
- Provided worksheet for
notes
Materials-what materials
- writing utensils
(books, handouts, etc) do
- markers/crayons/pencils
you need for this lesson
- puzzle pieces
and are they ready to
- printed out primary source documents
use?
- tape,
- Guided note sheet specific to the
How will your classroom Room left as is, but students working in groups
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min - Count off students (1-6) and have them sit - Sit in a group with those of their same
Motivation with groups number
(opening/ - Hand out puzzle pieces/worksheet with - Read over instructions as I am verbally
introduction/ the instructions explaining them
engagement) - Explain the activity

20 Development
min (the largest - Set out primary source print-outs - Talk through their subsection/topic, things
component or - Hand out colored pencils/crayons/markers they’ve read
main body of - Walk around checking on groups, - Send someone to bring over some primary
the lesson) prompting them to use primary sources sources
- Summarize into 3 main points
- Color their puzzle pieces
20 - Mix up groups and make sure they all
min have 1 person from each topic
- Walk around checking that each person is - Mix up into new groups with 1 person
getting time to present from each topic
- Give them tape to put together their - Present their information and write down
puzzles everyone else’s 3 points in their own
words
- Tape together the puzzle

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5 min Closure - Ask them to reflect on the big question: - Reflect on the question: Analyze the
(conclusion, Analyze the differing effects of the Civil differing effects of the Civil War, as
culmination, War, as explored in class. explored in class.
wrap-up) - Use specific evidence

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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