Carly Welch

10 November 2016

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Common Core Social Studies Test #1

I. Objectives
How does this lesson connect to the unit plan?
This lesson is important to the unit because it is the summative assessment that comes after the unit. It allows me to see if students have understood content.
CognitiveR U Ap An E C*

Learners will be able to:

Interpret and predict a timeline.

Outline ideas to communicate effectively.

Ap
An

Know domain-specific vocabulary.

Illustrates pictures to answer text based questions.

R
An

Physical
development

Socioemotional

Common Core standards addressed:

K.H2.0.1distinguish among yesterday, today, and tomorrow.
K.H2.0.2create a timeline using events from their own lives.
K.H2.0.3identify the beginning, middle, and end of historical narrative or story.
K.H2.0.4describe ways people learn about the past.
K.G2.0.1identify and describe places in the immediate environment.
K.C2.0.2explain why people do not have the right to do whatever they want.
K.C5.0.1describe situations in which they demonstrated self-discipline and individual responsibility.
The taxonomy levels in this lesson are remember, analyze, and apply. Because this is the final lesson in the unit, the taxonomy levels are much higher. There are
two objectives are in the analyze category, one objective is in the remember category, and one objective in the apply category. None of the objectives apply to
particular learners, rather, the collective whole.

II. Before you start

Identify prerequisite
knowledge and skills.

Students need to know how to write. Students need to understand concepts taught throughout the
unit. Students should be able to sit still.
Pre-assessment (for learning): Not applicable

Outline assessment
activities

Formative (for learning): Not applicable.

Formative (as learning): Not applicable.
Summative (of learning): This lesson acts as the summative assessment for the unit.

What barriers might this

lesson present?

Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical

action- increase options for
interaction

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

Not applicable in this lesson.

Not applicable in this lesson.

This test is relevant because it

wraps up the unit we have been
learning about the last few weeks.
Students will have choice by
choosing the answer that best fits
the question.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

I will clarify any questions the

students have and re-read
directions twice in case students
missed instruction the first time.

Not applicable in this lesson.

Students will have masteryoriented feedback when they

complete the test and after it is
graded. Students will either have
proficient knowledge of the unit or
excellent knowledge of the unit.

Provide options for

comprehension- activate, apply &
highlight
This test will help highlight key
vocabulary and content that we
have learned throughout the
previous four lessons. Students
will need to apply knowledge to
correctly answer the test questions.

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
How will your classroom be
set up for this lesson?

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

I will be monitoring progress

throughout the test.

Not applicable in this lesson.

We will need the Common Core Social Studies Test #1 and a pencil.

I will be calling out each student into the hallway to test individually to take the unit test. Students
will be read the test verbally, and will circle the correct answer.

III. The Plan

Time

Components

2
minutes

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 either a snack or candy to
Students will eat either the candy or the snack that
enforce that today is a good day. My hopes are
I provide.
that this will allow the students to feel that the test
is going to go well.

Motivation

13
minutes

Development

I will administer the test by reading the test to the

students and guiding them throughout the test. I
will repeat instructions up to two times per
question.

Students will listen to me reading them the test

and they will choose (circle) the answer that they
feel is right.

5
minutes
Closure

I will thank the student for taking the test and I

will applaud their good efforts. I will then ask
students what they thought was difficult and what
they thought was easy. I will ask students to
indicate with a thumb up, a sideways thumb, or a
thumb down for how they think it went.

Students will listen while I thank them for doing

their best. Students will either give me a thumb
up, a sideways thumb, or a down for how they
think it went.

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.)
I will teach this lesson although it wont be similar to other lessons in the unit. I think that the most worrisome thing about
this lesson is that the students learning will be a direct effect of my teaching.
I want the students to do well and the class average to be 80% or higher, but it is scary to think that my lesson and teaching
of the lessons will be shown by the outcomes of the tests. I hope that the students have learned throughout the unit and that
these ideas and abstract concepts will stay with them. I hope that the outcome of the test is good enough for Mrs. Barber as
well.