LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher:ErinGibbs

Date:Friday,December4,2015Subject/Topic/Theme:SocialStudies/BillofRights/Writing

Grade:4th/5th

I.Objectives
Howdoesthislessonconnecttotheunitplan?
ThisisthefinallessoninthesequenceforthisBillofRightsunit.Itwillfocusonapplicationsinwritingtogetstudentstothink
moredeeplyaboutthepurposeoftheamendmentstheyjustresearchedandpresentedon.
cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

PredictwhatwouldhappeniftheBillofRightswasneverratified
Composetwoshortanswerstoquestionsregardingthefouramendmentslearnedaboutthroughwriting,drawingor
typing

Justifyanswersgiventotheprompts

U
C

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

CCSS.ELALITERACY.W.4.1:
Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
CCSS.ELALITERACY.W.5.1:
Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
CCSS.ELALITERACY.W.4.3:
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,andclearevent
sequences
CCSS.ELALITERACY.W.5.3:
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,andclearevent
sequences.
CCSS.ELALITERACY.W.4.5:
Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.
CCSS.ELALITERACY.W.5.5:
Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,
rewriting,ortryinganewapproach

21stCenturySkills

Communication:
Theabilitytoproperlyread,write,present,andcomprehendideasbetweenavarietyofmediumsandaudiences.

*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Studentsshould:
Beabletowriteincompletesentences
HaveknowledgeoftheBillofRightsasawholeandspecificexamples
Haveallnotesfrompreviousclassperiodsonthisunit

Preassessment(forlearning):

Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Formative(aslearning):

Summative(oflearning
):

Studentswillwritetwoshortanswerquestionsaswellasonepredictionaboutwhatwouldhappenif
theBillofRightswereneverratified.Theywillalsoreflectontheunit.

Whatbarriersmightthis
lessonpresent?
Thislessonmaybedifficultfor
studentswhoarelearning
English.Itmayalsobedifficult
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ProvideMultipleMeansof
Representation

ProvideMultipleMeansof
ActionandExpression

ProvideMultipleMeansof
Engagement


forthefourthgraderswhodont
knowasmuchgrammarastheir
fifthgradecounterparts.They
mayfeelthattheyarentdoing
aswellbecausetheydontknow
thesameinformationabout
sentencestructureandgrammar
asawhole.

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?
Studentswillneedtobeableto
reflectdeeplyandbeableto
analyzeinformationwellto
answerthequestionsIpresent
themwith.Theywillalsoneed
tosustaintheirmentalenergy
formuchlongerthantheother
activitiesIhavehadthemdoin
thisunit.Writingtakesalotout
ofyouifitisntnatural,so
sustaininginterestandstaying
ontaskarehuge.Thestudents
willneedtohaveagoodhandle
onthinkingaboutwhatthey
writebeforewritingitsothey
knowthatsexactlywhatitis
theyretryingtosay.
Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Howwillyourclassroombe
setupforthislesson?

III.ThePlan

Time
Components
:00

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Motivation
(opening/
introduction/
engagement)

Provideoptionsforperception
makinginformationperceptible
Informationwillbemainlyverbal
inthislesson,butifneedbe,Ican
writesomeofitontheboardfor
clarificationastheremaybemore
directionsthanthestudentscan
handleallatonce.Theyalsowill
havewrittendirectionsontheir
handouts.
Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Forstudentswhobecomeeasily
frustratedwithlotsofwriting,
theywillbeallowedtodraw
pictureswithminimalwordsto
illustratetheiranswerstothe
questionsratherthanwriteitall
out.
Provideoptionsforcomprehension
activate,apply&highlight

Studentswillbeallowedto
haveanyandallnotesthatthey
tookoutwhentheywrite

Provideoptionsforphysicalaction
increaseoptionsforinteraction
Studentswillhaveaccesstofidgets
andotherassistivetechnologies
duringtheirwritingtimetoallow
themtobetheirmostproductive.

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Studentsmaydrawratherthan
write.Othersmaytypeifthey
feelthattypingwillbeeasier
forthem.

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Studentsmaymovetoanyplacein
theroomorhallwaythathasaflat
surfaceforthemtowriteon.They
willhavemanyoptionsforhowto
answerthesepromptsincluding:
writing,typing,drawingorany
combination.
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Studentswillbeprovidedwith
Therewillbeonequestionat
scrappaperthebrainstormideas theendthatasksforashort
on.
reflectiononwhatthestudents
learnedabouttheBillofRights,
research,orworkingwitha
group.Theycanwritethisor
drawitwithcaptions(minimal
words).

24Writingpromptsheets
24brainstormingscrappapers
Markers
Afewavailablecomputers
Referencematerials(dictionary,thesaurus)

Forthislesson,thestudentswillbesittingintheirassignedseats.Thetablesarearrangedinfour
groupsofsix.However,onceIgivedirections,studentsmayworkinotherareasiftheyfeelthey
couldwritebetterthere.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.
Handoutpromptsandbrainstormingsheets,have
Paperpassershandoutpapers
studentslaythemfacedownontheirdesks

Say:Goodmorning!Lasttime,wewereableto

seeourclassmatesteachusabouttheamendment
theyworkedhardtoresearch.Thistime,Iwant

tohearfromyouallindividuallyaboutwhatyou

:07

:15

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Development
(thelargest
componentor
mainbodyof
thelesson)

know.HowdoyouthinkIcanhearfrom
everyoneequally?

Right!Bywritingaboutwhatweknow!Soheres
howthatwillwork:

Explaintheassignmentsheetinfrontofthem.
Youwillbeansweringthefollowing
questionsduringourtimetogethertoday.
First,youwillmakeapredictionabout
whattheUnitedStateswouldbelike
withouttheBillofRights.
Then,youwillanswerthetwoshortanswer
questions.Theyonlyneedtobe35
completesentenceseach.Ifyouare
uncomfortablewiththismuchwriting,we
canworkoutanotherwaytogetthe
assignmentdone.Pleasewaituntilall
instructionsarefinishedtocomespeak
withmeprivately.
Whenyouarefinished,youaregoingto
reflectonyourlearningthroughoutour
researchproject.Youcanwriteabout
anythingyoulearned,butsomeexamples
aregivenifyouarehavingtrouble.This
reflectioncanbeaslongasyoulike,butit
mustbeatleast2sentences.
**Iwillwritethethreestepsontheboard(predict,
write,reflect)tohelpgiveabriefoverviewthe
studentscanlooktothroughouttheperiod**

Youshouldbrainstormbeforeyouwrite,justlike
yourTreasurebookthatswhyyouhaveregular
linedpaper.

Ifthereareanyquestionsthatpertaintothewhole
class,pleaseaskthemnow!Ifyouhaveindividual
questions,waituntilwegetgoingandthenyoumay
raiseyourhandandIllcometoyou.

Ifsomeoneasksaboutthehallway,allowsome
studentstogoworkatthetablesinthehallwayand
otherstogoworkatthebacktableorthetableby
thedoor.Aslongasthereisahard,flatsurfaceto
write,theymaygothere.

Releasestudentstowork,andworkwithindividuals
whodontfeelcomfortablewritingsomuch.
StudentslikeAlex,Barry,Percy,Andrew,Danand
Elliewilllikelyhavethemostdifficulty.Iftheydo
notapproachme,Iwillkeepacloseeyeonthem.
Anystudentwhogivesvalidreason(otherthanI
dontwanttowrite)willbegrantedabilitytodraw
apicturewithcaptions.

Studentsraisehandsandgiveresponseslikeby
writing.

Studentswithquestionswillaskthem.Iexpect
questionslike,Dowehavetofinishthistoday?
andCanweworkinthehallway?

Studentswillcometomewithamillionquestions
wonderingwhatthealternativeoptionis,especially
thosewhoarestrugglingwriters.


:35

:45

Studentswillworksilentlyontheirassignmentfor
thenext20minutes,oruntileveryonefinishesif
beforethe20minutemark.Iwillbecirculating,
especiallyinthehallwaytomakesureeveryoneis
ontask.
Studentsarebroughtbacktogetherintheirseats
Bringtheclasstogether,andaskafewvolunteersto
readtheirpredictionsand/orshowtheirdrawings.

Iwillcollecttheirpiecesandwewillcloseby
playingalittletriviabywayofwhackamole

Studentswilldispersearoundtheroomandbegin
working.

Threeorfourstudentswillcometothefrontofthe
roomandsharewhattheywroteordrew.

Studentslovetoplaywhackamolewhich
includesonepersonfromeachtablerepresentingat
1:00
atimeandansweringaquestionasfastaspossible
byhittingatablewitharolledupnewspaper.They
willcheerforthisandimmediatelymovetheir
tablesandselvesintoposition
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)

Closure
(conclusion,
culmination,
wrapup)

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