Lesson Plan 6

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Adam Callow

Date
11/8/16
Subject/ Topic/ Theme
US History- 1920s
Grade ____10____________
I. Objectives
How does this lesson connect to the unit plan?
This 6th and final lesson is the culmination of the unit, where students will present their final assessment/projects.
cognitiveR U Ap An E C*
Learners will be able to:
Analyze the changes in lifestyles to different groups of people throughout the 1920s
Evaluate the quality of life at the beginning of the 1920s and the end of 1920s, and understand what made them so
different
physical
development
socioemotional
An
EUR
Common Core standards (or GLCEs if not available in Common Core) addressed: 7.1.1 Twenties Identify and
explain the significance of the struggle between traditional and modernizing trends in the Roaring
Twenties including
cultural movements, such as the Harlem Renaissance and the lost generation
the struggle between traditional and modern America (e.g., Scopes Trial, immigration
restrictions,
(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.
Students should have basic knowledge of the material from this unit, and a deeper knowledge on the
specific content they used in their specific projects
Pre-assessment (for learning):
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Formative (as learning):

Summative (of learning):
Final project where students make 3 journals, 3 visuals, and a presentation about a specific,
hypothetical person in the 1920s
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
11-8-16
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
The students are required to have
journals, visuals, and presentation,
which are three ways to present
their information
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students can draw, sing, act, etc.
They are free to have visuals and
presentation however they desire
Provide options for expression and

communication- increase medium
of expression
The hope is that students will

not all present in the same way
since the project is open-ended,
which will give many mediums
of expression
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students get to choose how they
want their project to go, so they can
give it relevance and value based on
what they pick
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Working in groups helps with

collaboration, and they can peer
edit each others work within
their groups to give feedback
Provide options for comprehensionactivate, apply & highlight

Students can to apply their
knowledge from this unit through
any many different means,
especially ones that they think work
well and they enjoy
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Working in groups gives

students expectations from their
co-workers, as well as teaches
them how to work with others
I will need a projector and a way for students to connect their devices to the projector to present their
material.
Classroom will be set up in a U shape with a cluster in the middle

How will your classroom
be set up for this lesson?
III. The Plan
Time
5 min
Components
Motivation
(opening/
introduction/
engagement)
40
min
Development
(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.
I will give the students 5 minutes to get in their
Students will group up and finish organizing their
groups and work out any last issues they may be
presentation.
having prior to presenting. Remind them to make
sure everything is organized and everyone knows
who is saying what while presenting.
I will have the rubric out and grade the presentation
as they go through, watching for organization,
depth of analysis of social change, and connections
between the visuals and journals.
Students will bring their rubric to me when their

group is up with their names on it.
At the end of each group, I will remind them to

submit their work onto Google Classroom so I can
go back and look at them to grade the rest of the
project. If any errors were made in the presentation
(i.e. misusing a term) I will help them clarify that
so I know their understanding is clear. I will then
tell them they did a good job, making sure I point
out areas that I really liked if they are present, and
have the class clap for them while they return to
their seats.
Students will go through their presentation, making

sure to summarize/read their journals, show the
connections from the visuals to each journal, and
most importantly, emphasize the way that their
persons life changed over these 10 years.
The remaining students will watch their
presentations attentively, with the threat of losing
points on their grade if they are disruptive.
The next group would come up and the same

process is repeated until all groups have gone.
2 min
11-8-16
Closure
I will again tell them how good their presentations

were, and how I was glad to see the different ways
Students will begin packing up their things, while

listening to what I have to say. They will hopefully
(conclusion,
culmination,
wrap-up)
they emphasized similar points. I will then ask

them what they think the next unit will be, and tell
them to be ready for it to start tomorrow, and that I
will try to have the projects graded in the next day
or maybe 2.
guess that the next unit will be the Great

Depression, and ideally they will be looking
forward to starting it tomorrow.
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.)
Pace was the biggest issue in this lesson. The presentations ended up spilling into the next day, which we then had to go over
election stuff for most of the class, so they even spilled onto a third day as well. Other than that, the projects were good
overall. The major thing I noticed was maybe my error in explaining the project, as peoples visuals seemed to not meet the
criteria I was looking for, which I will not hold against them as strictly as the rubric would suggest since it was my error.
11-8-16

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Adam Callow

Subject/ Topic/ Theme

Learners will be able to:

II. Before you start

Formative (as learning):

Provide Multiple Means of

Provide Multiple Means of Action

Provide options for expression and

The hope is that students will

Provide Multiple Means of

Working in groups helps with

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

Working in groups gives

Classroom will be set up in a U shape with a cluster in the middle

Describe teacher activities

Students will bring their rubric to me when their

At the end of each group, I will remind them to

Students will go through their presentation, making

The next group would come up and the same

I will again tell them how good their presentations

Students will begin packing up their things, while

they emphasized similar points. I will then ask

guess that the next unit will be the Great

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