Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Rebecca Roth Subject/ Topic/ Theme Confucianism in China Grade _____6____

I. Objectives How does t is lesson connect to t e unit !lan"

Confucianism is a large school of thought that impacted Chinas history !n addition" #e see traces of Confucianism in China today

Learners will be able to#

&nderstand Confucian philosophy Recogni*e this (astern philosophy as a genuine system of $alues for li$ing See similarities and differences bet#een Confucianism and 'merican $alues 'naly*e Confucian te+ts to see the main points of Confucianism in the te+t

cogniti$e% R & 'p 'n ( C)

physical de$elopment

socio% emotional

& ( 'p 'n

Common Core standards $or %LCEs if not available in Common Core& addressed#
' ( )*.+., -escribe major ac ievements from Indian. C inese. /editerranean. African. and 0out west and Central Asian civili1ations in t e areas of art. arc itecture and culture2 science. tec nolog3 and mat ematics2 !olitical life and ideas2 ! iloso! 3 and et ical beliefs2 and militar3 strateg3 ' ( )*.+.4 Describe the significance of legal codes" belief systems" #ritten languages and communications in the de$elopment of large regional empires ' ( H+.5.6 !dentify the role of the indi$idual in history and the significance of one persons ideas ' ( H+.7.+ Describe and use cultural institutions to study an era and a region ,political" economic" religion/belief" science/technology" #ritten language" education" family,.ote# /rite as many as needed !ndicate ta+onomy le$els and connections to applicable national or state standards !f an objecti$e applies to particular learners #rite the name,s- of the learner,s- to #hom it applies )remember" understand" apply" analy*e" e$aluate" create

II. 8efore 3ou start Identif3 !rere9uisite :nowledge and s:ills.

The students need to ha$e a basic understanding of #hat is philosophy Students #ill need to be able to follo# comic strips
Pre-assessment (for learning):

Students journal0 1/hy are you here23 1/hy do you thin4 you #ere created23 or 1/hat do you thin4 is the purpose in life23 The teacher #al4s around the room to loo4 at ans#ers Then she calls on students to gi$e their ans#ers
Formative (for learning):

Outline assessment activities ,applicable to this lesson-

/hile reading the comic strips the teacher #ill as4 the students to e$aluate Confucian sayings Students ans#ers #ill sho# if they are internali*ing the sayings
Formative (as learning):

/or4ing #ith a partner" the students #ill pic4 out the most important idea of the te+t 'ns#ers on #hat they chose #ill sho# if they are grasping the main points Summative (of learning-0 The students e$aluating their personal philosophies compared to Confucius teachings !f they can point out similarities and differences bet#een their philosophies" then the students #ill ha$e understanding of different parts of Confucian thought
Provide /ulti!le /eans of <e!resentation 5ro$ide options for perception% making information perceptible The material #ill be on the screen and on paper in front of them !n addition the original te+ts #ill be in comic strip form 5ro$ide options for language" mathematical e+pressions" and symbols% clarify & connect language The comic strips #ill e+plain the philosophy using #ords and pictures Provide /ulti!le /eans of Action and E;!ression 5ro$ide options for physical action% increase options for interaction The partner sharing brea4s up the class discussion and teacher instruction format !t allo#s all students to tal4 for a #hile 5ro$ide options for e+pression and communication% increase me ium of e!pression Provide /ulti!le /eans of Engagement 5ro$ide options for recruiting interest% choice, relevance, value, authenticity, minimize threats The students can read statements on the philosophy in the brief or through the Confucian te+ts 5ro$ide options for sustaining effort and persistence% optimize challenge, collaboration, masteryoriente fee back /or4 #ith a partner to choose most important idea from the brief

) at barriers mig t t is lesson !resent" ) at will it ta:e ( neurodevelo!mentall3. e;!erientiall3. emotionall3. etc.. for 3our students to do t is lesson"

Students gi$e ans#ers orally or #ritten There is large and small group sharing

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5ro$ide options for comprehension% activate, apply & highlight

5ro$ide options for e+ecuti$e functions% coor inate short & long term goals, monitor progress, an mo ify strategies /e #ill be reading translations of original Confucian te+ts /e #ill be analy*ing the original te+ts

5ro$ide options for self%regulation% e!pectations, personal skills an strategies, self-assessment & reflection The journal and comparison allo#s for self%assessment and reflection

Comparing Confucian philosophy to our o#n philosophy and applying it to our li$es

/aterials=w at materials $boo:s. andouts. etc& do 3ou need for t is lesson and are t e3 read3 to use"

9rief :; 'nalects comic strips Doc%cam The students noteboo4s for journaling

The usual setup How will 3our classroom be set u! for t is lesson" III. > e Plan >ime ,=' mins Com!onents /otivation ,opening/ introduction/ engagement-escribe teacher activities A?student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in:ing 9uestions and@or !rom!ts. The teacher instructs students to journal on these The students journal ans#ers to the <uestions t#o <uestions 1/hy are you here23 1/hy do you thin4 you #ere created23 and 1/hat do you thin4 is the purpose in life23 The teacher tells the students to #rite at least three good sentences Students gi$e their ans#ers out loud to the class The teacher #al4s around the room to loo4 at ans#ers Then she calls on students to gi$e their ans#ers The teacher transitions into tal4ing about the most famous Chinese philosopher" Confucius ,= 'mins -evelo!ment ,the largest component or main body of the lesson+, mins The teacher instructs the students to read the t#o paragraphs on Confucius in 9rief :; Then the teacher instructs students to" #ith the partner ne+t to them" pic4 out the most important idea from the section on Confucius Then the teacher calls on students to gi$e their team ans#er and reasoning behind it Teacher sho#s e+amples of Confucian sayings from the "nalects in the comic boo4 strip form 'fter each saying teacher as4s if the students thin4 it is good ad$ice Students read silently Students #or4 #ith a partner to find the most important idea from the section /hen called upon the students tell the class #hat they chose and #hy

Students respond on if they thin4 the sayings are good ad$ice

+A mins

Closure ,conclusion" culmination" #rap%up-

The teacher as4s students to loo4 bac4 at their journals from the beginning of class .o# the students need to journal on if their personal philosophies are more similar or more different from Confucius teaching on life The teacher ma4es it clear to the students that they must use e$idence from the te+t or the material discussed in class Then the teacher as4s the students to share their ans#ers #ith the class

Students e$aluate their philosophies compared to Confucius teachings and journal in response to the teachers prompt

The students share their reflections

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Bour reflection about t e lesson. including evidence$s& of student learning and engagement. as well as ideas for im!rovement for ne;t time. ,/rite this after teaching the lesson" if you had a chance to teach it !f you did not teach this lesson" focus on the process of preparing the lesson This is probably my fa$orite lesson in the unit ! lo$e the content and ! am e+cited for the students to get to read Confucius Since ! ha$ent taught this lesson yet ! am not sure ho# the students #ill react to the <uestions ! as4 in the beginning ! am not sure if they ha$e processed those <uestions before or if they #ill ta4e them seriously 9eyond that" ! do not 4no# ho# much they #ill struggle #ith Confucius #hen #e read the comic strips ! tried to pic4 some of the comics that #ere easy to understand and are straightfor#ard #ith their lesson ! hope that the students ta4e Confucius seriously and do not ma4e jo4es about either the beliefs or the pictures in the comics !f they do" it #ill be much harder for them to e$aluate their o#n ans#ers to the <uestions as4ed at the beginning and ho# they relate to Confucius teaching This lesson and the ne+t lesion #ill be stretching for the students since most of their reading comes from their te+tboo4s !t #ill be harder to read the Confucius te+ts and find the main lesson instead of the main sentence =o#e$er" these are important s4ills for the students to begin practicing and ! thin4 they #ill enjoy reading the comics They are an easy first step into historical te+ts

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