Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sam Schrader

Date April 16, 2016
Grade 10th ________________

Subject/ Topic/ Theme The American War in Vietnam: Movements, Music and Media

I. Objectives
How does this lesson connect to the unit plan?
This lesson will shed light on the domestic movements that were occurring during the Vietnam era, such as the anti-war movement, hippies, civil rights and the
counterculture as a whole. In addition, this lesson will also show how the media helped shape public perception of the war.
cognitiveR U Ap An E C*

Learners will be able to:

Identify various movements that were occurring during the Vietnam era.
Analyze and evaluate the impact of the Civil Rights movement.

R, U
R, An, E

Identify key figures of various movements.

Analyze and evaluate the ways in which media played a role in public perception of the war.
Analyze and evaluate the power of popular culture on the anti-war movement.

R, U
An, E
An, E

physical
development

socioemotional

An, E,
R

An, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. 6.2.1 Growth of US Global Power.
2. 8.2.1 Demographic Changes
3. 8.2.2 Policy Concerning Domestic Issues
4. 8.2.3 Comparing Domestic Issues
5. 8.2.4 Domestic Conflicts and Tensions
6. 8.3.1 Civil Rights Movement
7. 8.3.5 Tensions and Reactions to Poverty and Civil Rights
8. K1.10 Understand significant concepts, generalizations, principles, and theories of civics as a
discipline
(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.

Attendance to all the preceding lessons would be ideal, but for this particular lesson it is not absolutely
required.
Pre-assessment (for learning): The metacognitive warm up exercise will allow students to self-assess as well as
find gaps in their knowledge.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Self-assessment occurs through small group discussion and reflection
Formative (as learning): I assess based on their participation in group discussion.
Summative (of learning): I will assess the cumulative transference of knowledge through a final essay

that will be properly assigned on this class meeting.

Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Students will learn through lecture,

group discussion, video and music.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will communicate

through discussion, small group
work and by writing questions
beforehand. Students can also
choose how they want to take
notes.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for comprehensionactivate, apply & highlight
The Powerpoint will be available
online as well as on paper should
the student ask for a hard copy.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for expression and

communication- increase medium
of expression

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Multiple questions allow for
individual group members to
contribute to a question that suits
their interest.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be challenged by

having to comprehend the
power of different movements
had on the American public and
public policy. In addition
students will also be challenged
by having to analyze how the
media helped shape public
perception of the war.

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

Short term: understanding and

identifying the different
movements of the Vietnam era.

Students will be able to

ascertain their progress when
the teacher finishes grading
their summative assessment,
which is an essay to be handed
in the following week.

Long term: understanding how

these movements impacted
modern society.
The teacher will need a computer, a projector, a whiteboard and markers. The teacher will also need a
remote clicker to advance the slides remotely. The teacher will also need adequate speakers for the
musical portion of the lesson. No additional materials required.

The room will be set up the same way it has been the previous days: six pods with the students sitting
at the same pod they have been the previous days.
How will your classroom
be set up for this lesson?

III. The Plan

Time
5 min

35 min
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Component
s
Motivation
(opening/
introduction
/
engagement
)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will have the Powerpoint
Students will answer the questions and
open and turned to slide 2, which contains
share their answers with the class,
the directions for the warm up exercise.
voluntary or in the case of no
participation, involuntarily.
The teacher will allow some minutes for
the students to complete this task.
When the students are finished, the
teacher will write down (or type on a
Word document) all the different things
the students want to know.

Developme
nt
(the largest
component
or main
body of the
lesson)

5 min

Closure
(conclusion,
culmination
, wrap-up)

The teacher will advance the Powerpoint

to slide 3 and teach the days lesson. A
copy of the Powerpoint is attached.
The teacher will also click on the
embedded links when they present
themselves on the slide.
The teacher should not play the embedded
song links for their full duration. Play
each song for a maximum of 1 minute.
The teacher will explain the group activity
on slide 12 and distribute a Chromebook
to each pod.
Allow the students about 10 minutes to
complete the activity.
After 10 minutes, pull up each pods
Google Doc list on the projector. Read
aloud their choices. Highlight the
important dates, figures and events in each
list, pointing out the ones each group has
in common. The teacher will also write
down either on the board or a Google Doc
the most important dates, figures and
events.

Students will take notes and ask questions

should anything arise.

During the activity, students will be

working with their group in compiling the
list. They will complete the activity by
typing their list on their Chromebook into
a Google Doc in a shared folder.

Introduce the final essay prompt. Remind

them the essay will be due Wednesday of
next week. With this class being on a
Friday, the students will have ample time
to complete the essay.

Students will copy down the essay prompt

in their agendas.

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.)
This lesson was both fun and difficult to plan. Ideally, I would teach an entire week on just 1960s culture, but I cannot. Finding a way
to compress all of the Vietnam-era movements, music and changes in media was rather arduous, but I felt it was important to spend
time on this topic rather than focus entirely on the events of the war. In the future, I would like to devote an entire lesson to each
movement and delve into great detail rather than just give a brief overview.

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