Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Josiah DeBoer

Date Subject/ Topic/ Theme : Woman in the Society Grade __8_____________
I. Objectives
How does tis lesson connect to te unit !lan"
This is a simulation/game that dries home one o! the main aspects o! the "iddle #ast$s culture%
Gies the students a !eel !or &hat it$s li'e to be &oman in the "iddle #ast%
Learners will be able to#
cognitie(
) * +p +n # ,-
physical
deelopment
socio(
emotional
.denti!y the problem o! societal structure in the +rab &orld% )
.nterpret the reasoning !or the game% What it represents% +
+ssess &hat is &rong about the roles o! &omen in the +rab &orld and ho& it di!!ers !rom our culture%
)eise &hat the Bible states about society and e/uality%
# #
+01, +01,
Common Core standards $or %LCEs if not available in Common Core& addressed#
2( G3%4%5 ,ompare roles o! &omen in traditional +!rican societies in the past &ith roles o! &omen as modern micro(entrepreneurs in current economies%
7 C1.1.1 Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that
occur in monarchies, theocracies, dictatorships, and representative governments.
60ote# Write as many as needed% .ndicate ta7onomy leels and connections to applicable national or state standards% .! an objectie applies to particular learners
&rite the name6s8 o! the learner6s8 to &hom it applies%8
-remember1 understand1 apply1 analy9e1 ealuate1 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
*nderstand that this is a simulation%
+lso 'no& that the amount o! priileges &omen get is not uni!orm1 it depends on the
country/!amily%
:ae an open mind
Be perceptie o! the underlying message
;no& that religion and la& are held ery close in the "uslim &orld
Outline assessment
activities
6applicable to this lesson8
Pre-assessment (for learning):
Formative (for learning):
The students &ill be !eeling the same emotions o! e7clusion and injustice that &omen go
through eery day%
Formative (as learning):
Summative (of learning8:
)e!lections at the end o! class%
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
<roide options !or perception(
making information perceptible
.nstead o! lecturing1 the
students &ill be learning
through a game%
<roide options !or physical action(
increase options for interaction

<roide options !or recruiting

interest( choice, relevance, value,
authenticity, minimize threats
Students &ill be engaged
in the game
They should be thin'ing
about the greater topic as
&ell= &omen rights%
<roide options !or language1
mathematical e7pressions1 and
symbols( clarify & connect
language
<roide options !or e7pression and
communication( increase meium
of e!pression
,ome together at the
end !or a &hole class
discussion%
<roide options !or sustaining e!!ort
and persistence( optimize
challenge, collaboration, mastery-
oriente feeback
4(4>(4?
<roide options !or comprehension(
activate, apply & highlight
"a'e comments about
ho& this game !eels
injust%
<roide options !or e7ecutie
!unctions( coorinate short & long
term goals, monitor progress, an
moify strategies
<roide options !or sel!(regulation(
e!pectations, personal skills an
strategies, self-assessment &
reflection
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
Game
i<ad@ Ar online game@
<rojector/+pple TB
How will (our classroom
be set u! for tis lesson"
Diided into t&o teams% Boys s% Girls
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
6opening/
introduction/
engagement8
Tal' about &omen in an +rab society%
"aybe !ind a /uic' ideo clip to sho&%
.ntroduce the game and &hy &e are
playing it
o #mphasis on recogni9ing the
ine/ualities%
67
min
3evelo!ment
6the largest
component or
main body o!
the lesson8
#7plain the game%
The Cinjust teamD &ill s&itch%
o This &ay both sides get to
e7perience being treated poorly%
#nd the game%
+s' students &hat their thoughts are%
Student diided into t&o teams%
<lay the triia game%
4E points !or getting /uestion right1 only F
pts to the Cinjust teamD
Starting out:
o Girls start out as the Cinjust
teamD
o S&itch hal!&ay through%
87
min
Closure
6conclusion1
culmination1
&rap(up8
)e!lection time%
:o& do . !eel about this subject@ ,an .
help@ .s this releant in my society@
Write about the emotions they &ere
!eeling &hen they scored points1 but &ere
only partially re&arded%
67
min
4(4>(4?
9our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 6Write this a!ter teaching the lesson1 i! you had a chance to teach it% .! you did not teach this lesson1 !ocus on the
process o! preparing the lesson%8
4(4>(4?
Conte.t O!tions , 2e Class as a +ole
:ariables Class Overview based on observations and data
Individual differences;
"akes#$ipton 6423(4288
$evine 65>>(?E51 ?54(?528
Cognitive and
4eurodevelo!mental
differences
%riging&64G4(4GG8
"akes#$ipton 642E ( 4258
$evine 653GH I Table o!
0eurodeelopmental ,onstructs8
Learning st(le differences
$evine 652(FE8
<tudents wit disabilities
I3EA
%riging&64FG(4G58
"akes#$ipton 65>F(G I?E?!!8
%ifted <tudents
%riging&64G5(4GG8
"akes#$ipton 65>F1 ?E5(?528
<ocial Class differences
%riging&648F(54E8
"akes#$ipton 6>(5F8
$evine 655F(5338
Etnic = 0acial
differences
%riging&64E?(4548
"akes#$ipton 6FF(GF1 >3(4E38
%ender differences
%riging&6545(5538
"akes#$ipton 6522(5288
Language differences
%riging&645F(4F?8
"akes#$ipton (4>2(5E58
4(4>(4?