Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Date

Kennedey DeRuiter

Subject/ Topic/ Theme

Grade _______2nd_________

Exploring Specific Examples of Change over Time

I. Objectives
How does this lesson connect to the unit plan?
This will be a wrap up of the unit on history. How we can be historians and what can we use to learn information from the past. How is the past different from the
present? To further this understanding of the difference between past and present we will be exploring how communities change over time, our own community, as
well as technology specifically methods of communication.
cognitiveR U Ap An E C*

Learners will be able to:

Describe changes in the local community over time(types of businesses, architecture and landscape, jobs,
transportation, population, demographics)

Sequence a past and present photos of the community

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
RI 2.6 identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI 2.7 explain how specific images contribute to and clarify a text
SL 2.4 tell a story or recount an experience with appropriate facts and relevant, descriptive details speaking audibly in coherent sentences.
(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.

What are the ways we can be historians to learn more about history? The past was different than the
present. But now we will learn, in what specific ways is the past different from the present.
Pre-assessment (for learning): Previous lessons

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): informal assessment of students answers to question and response
Sequencing worksheet relating to book
Formative (as learning): teacher checks sequence chart, gives okay to glue or try again.
Summative (of learning): final assessment for lesson. show what you have learned series of multiple

choice questions, sequencing, and response to a photo, questions on a timeline.

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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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Read book with visual pictures
Show book under Elmo so students
can see the pictures really well

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students can sit or stand when
cutting sequencing strips.
If student has difficulty using
scissors, cut strips for them

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Let students choose between
sequencing teacup or arrowhead

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

Instructions in Spanish and

English
Review vocabulary artifact
If time, historian, history, past,
present.

Call on students using name

sticks

Students discuss with a partner

what they think the arrowhead
and teacup are used for

Provide options for comprehensionactivate, apply & highlight

Compare sequencing of the

storys events to sequencing on
their own timelines if they have
time.

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

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

Teacher assesses students work

by giving them an okay to glue
or a try again.

List set of instructions on the

board.
-cut out each section
-put them in the order that they
happened in the story
-phone a friend (if you cant
remember ask a friend for a
hint)
(DONT GLUE)
-when you are finished raise
your hand and I will give you an
OK to glue or a try again.
-Ok to glue glue the sections
down, put your name on it, turn
it in
-Try again, do you need to look
back at the book to remember?
Written after explanation

https://www.youtube.com/watch?v=33AAUQNAFQI
The House on Maple Street
Tea cup
Arrow head
Chart paper
Scissors
Glue
Tables in groups, area on rug

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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.
(show students tea cup and arrow head. Students
share with person next to them what they think the
Students talk with a partner to figure out what
object is. Discuss in large group the arrowhead and arrow head and tea cup are and how they are used.
tea cup. Review the word artifact Lets listen to see
how the tea cup and arrowhead were important
parts of the story.)(Read The House on Maple
Have students respond to the questions,
Street (reading time))
distinguishing if the book is in the past or present
First page does family live in present or past?
How do you know?
Know is this in the past or present? Now we are in
the past, before the house or that family lived there.
As we read we have recorded the differences
between life now and life long ago.) chart paper
Highlight history of arrow head and tea cup
The book shows that a community changes over
time: land itself changes
What came after the forest, the grassland and after
farmland..etc.

Forest grassland farmland town

Discuss the different changes in the book
(transportation)
receive instruction of activity:
now we are going to sequence the events and
changes in this story. You will get a paper that tells
the different stages of the teacup or the arrow
head. You can choose which one you want to do.
Cut out the strips and put them in the right order.
When you are done, do not glue them down until
you come check with me. If you are 100% you have
an okay to glue! If not, you get to try again!

Students to the activity and map the sequences

from the book (assessment sheet)

Tally who wants to do the teacup and who wants to

do the arrowhead.
Helpers pass out papers.

students will then return to their seats

using sequence strips have the students individually
map the sequences from the book.

Closure
(conclusion,
culmination,
wrap-up)

.
students return to rug.
We have learned a lot about how to study history
and how we can be good historians. What are the
ways that we can be historians and get information
from the past?
-artifacts
-books
-pictures
-photos
-words
-people
-timelines
Was life the same in the past or different?
We have seen how life was very different in the
past and how things change over time.
What are some examples of things that change over
time?
-transportation
-land
-people
-buildings
-roads
-jobs
and how do they change, how do we know they
change.

Students answer after being called on with name

sticks

summative assessment
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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