Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Hannah Blackwood

Date

Subject/ Topic/ Theme

Introduction to the Pilgrims

Grade _2nd/3rd _________

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson in the unit on the Pilgrims. This lesson serves as an introduction to the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Define pilgrim
State where the Pilgrims (Separatists) were from originally
Explain why the Separatists left England and went to Holland and then America
Compare and contrast the Pilgrims of 1620 and the family in the book How Many Days to America? A Thanksgiving
Story by Eve Bunting and pilgrims (e.g. immigrants) today in general
List the cardinal directions and use them to describe the relative location of places indicated on a map

physical
development

socioemotional

R
R
U
An
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Common Core standards (or GLCEs if not available in Common Core) addressed:
Use maps to describe the spatial organization of the local community by applying concepts including relative location and
using distance, direction, and scale. (2 G1.0.2)

Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate
environment. (3 G1.0.1)
(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.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Pre-assessment (for learning):

What is a pilgrim? concept map on Popplet
Formative (for learning):
Listen to the students responses to questions
Formative (as learning):
Summative (of learning):
-Return to the What is a pilgrim? concept map on Popplet and the students own concept maps and have the
students make any changes so that their papers represent what they now think about what a pilgrim is after this
lesson.
-Describe how they can help foreigners today (immigrants)
Provide Multiple Means of
Provide Multiple Means of
Provide Multiple Means of
Representation
Action and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to perceive
Standing up and putting a small
information visually and aurally.
paper with their name on it on the
Students attention will be attracted
E.g. story books, Google Earth
map on the country where they
through various means such as
online maps, online concept maps,
have ancestors from.
being able to draw pictures, look at
etc.
maps online, etc.
Provide options for language,
Provide options for expression and
Provide options for sustaining
mathematical expressions, and
communication- increase medium
effort and persistence- optimize
symbols- clarify & connect
of expression
challenge, collaboration, masterylanguage
oriented feedback
The students will have
Information will be presented using
opportunities to write, draw, and
Students collaborate to fill in
multiple media. E.g. story books,
speak their responses. E.g. writing
concept maps and double bubble
Google Earth online maps, online
or drawing in the bubbles of the
maps as a class.
concept maps, etc.
concept map about what they think
a pilgrim is.
Write new vocabulary words from
books on the whiteboard.

Provide options for comprehensionactivate, apply & highlight

Build on what students already
know about pilgrims, maps, etc.

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
Students get to go back to the
concept map they filled out at the
beginning of the lesson and make
any changes based on what they
learned in the lesson.

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?

If You Sailed on the Mayflower in 1620 by Ann McGovern

How Many Days to America? A Thanksgiving Story by Eve Bunting
Computer
Projector and screen
Document camera
What is a pilgrim concept map handout
Picture of a compass rose on paper
The students desks will remain as they are, but the students will turn in their chairs to look at the
projector screen when needed.

III. The Plan

Time

Components

8:45
Motivation
(opening/
introduction/
engagement)

8:55

8:57

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Hand out the What is a pilgrim? concept
map handout
Think about their response to this question
Ask students: What is a pilgrim?
Listen while the teacher explains
Explain how the concept map works
Write or draw responses to the question what
Tell the students to write or draw examples of
is a pilgrim in the empty bubbles
what they think a pilgrim is in the empty
bubbles around the central question on the
Raise their hands and share their ideas
concept map
Call on students and have them share their
Raise their hand and share their responses to
ideas
this question when called on
Project the Popplet concept map on the screen
Listen to their classmates responses
and type in some of the students responses
Introduce the book If You Sailed on the
Listen quietly
Mayflower in 1620
Read page 10 of If You Sailed on the
Mayflower in 1620
Read the question on page 11: Where does
the Pilgrim story begin? and say that the
Pilgrim story began in a country called
England
Explain that we are now going to look at a map
on the computer.
Show the picture of the compass rose using the Raise their hands and give answers of what

9:10

9:15

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document camera and ask the students if they

know what it is.
Ask the students if they know what the
cardinal directions are. Fill these in on the
paper.
Explain that they will need to know these
cardinal directions to answer some questions
that Ill ask.
Project Google Earth on the screen. Start
zoomed in on where Potters House and then
gradually zoom out and pan over to where
England is.
While zooming out, ask the students like:
What do you think this blue part to the west of
us is? (Lake Michigan); What are all these
lakes together called? (The Great Lakes); What
is this big blue part? (Atlantic Ocean); In what
direction is the Atlantic Ocean located? (East);
etc.
Continue reading on page 11 through the
sentence They went to Holland in 1608.
Direct the students attention back to the
Google Earth map and show them where
Holland is. Explain that the Netherlands is
another name for Holland.
Continue reading on page 11 and read through
the end of page 13
While reading, write vocabulary words on the
white board (e.g. Separatists, __________) and
ask guiding questions (e.g. Who are the
Separatists or Why did the Separatists leave
England? or Where did the Separatists go
before going to America?)
Explain that this book tells us about the
Pilgrims that came to America in 1620, but
that over the course of history there have been
many other people who have come to our
country for various reasons, often seeking
freedom.
Ask the students to raise their hand if they
have any family members or friends who have
come to the U.S. from other countries.
Call on a few students and ask them to share
about their family members or friends who
have come to the U.S. from other countries.
Have the students put a little paper with their
name on it on the map on the country where
they have family members from.
Explain that people who have come to the
United States more recently are usually called
immigrants
Introduce the book How Many Days to
America? A Thanksgiving Story by Eve
Bunting.
Read How Many Days to America? A
Thanksgiving Story by Eve Bunting.
Explain that were going to fill in a double
bubble map comparing the Pilgrims of 1620

they think it is

Raise their hands and give answers of what

they think the cardinal directions are

Look at the screen, listen, raise hands and

respond to questions

Listen

Look at screen and listen

Respond to questions asked

Raise their hand if they have family members

or friends who have come to the U.S. from
other countries
Share stories about people they know who
have come to the U.S. from other countries

Stand up and put name on the map on the

country they have ancestors from.

Listen to the story quietly

Raise their hands and say similarities and

differences between the Pilgrims of 1620 and

and the family in the book on Popplet.

the family in the book.
Lead the students in filling in the double
bubble Popplet map. Ask them first for
similarities, then for aspects that apply only to
the Pilgrims of 1620, then for aspects that
apply only the family in the book.
9:30
Return to the What is a pilgrim? concept
Add to/change their concept maps about what
map on Popplet and the students own concept
a pilgrim is based on what theyve learned.
maps and have the students make any changes
so that their papers represent what they now
think about what a pilgrim is after this lesson.
Read Leviticus 19:33-34 aloud: When a
foreigner resides among you in your land, do
not mistreat them. The foreigner residing
among you must be treated as your nativeborn. Love them as yourself, for you were
foreigners in Egypt. I am the LORD your
God.
Closure
Read Matthew 25:35 aloud: For I was hungry Listen
(conclusion,
and you gave me something to eat, I was
culmination,
thirsty and you gave me something to drink, I
wrap-up)
was a stranger and you invited me in.
Read Philippians 3:20 aloud: But our
citizenship is in heaven. And we eagerly await
a Savior from there, the Lord Jesus Christ
Talk about how the Bible tells us that we
should love our neighbors, including
foreigners (like pilgrims or immigrants). We
are all brothers and sisters in Christ and
children of God, therefore we are all equal in
Gods eyes and we should treat each other as
such.
Respond with ideas of how we can love our
Ask students how we can love our neighbors
neighbors and help foreigners
and help the foreigners around us
Pray for immigrants and foreigners today
and ask God to help us love and help them and
each other.
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.)

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