Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Thomas Huisman

Date
October 29, 2016 _

Subject/ Topic/ Theme

Michigan becoming a state

Grade _____4th_____

I. Objectives
How does this lesson connect to the unit plan?
Its one of the final pieces of the effects of the explorers coming to michigan and marks and end to exploring michigan.
cognitiveR U Ap An E C*

Learners will be able to:

remember and apply what michigan needed to become a state

understand and apply how many people moved to michigan
understand and apply what happened with the toledo strip
apply what they have learned to explain why michigan is the way it is today/when it became a state
create their own letter to the government using all the information from the unit to convince them that Michigan can
become a state.
(Mconnell 1998)

R Ap
U Ap
U Ap
Ap
C

physical
socio-emoti
development
onal

x
x

x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
5 U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European
exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
3-H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of michigan adapted to, used, and modified their
environment.
W.GN.03.01 - Write a cohesive narrative piece such as fable, folktale, or realistic fiction using personification, setting, actions and thougts that reveal important
character traits (English Language Arts)
(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.

knowledge of explorers and early settlers of Michigan

Pre-assessment (for learning):

Formative (for learning): Students will watch a short film on early history of michigan and it becoming a state.

they will fill out a small sheet after they watch the film and we will immediately review the answers
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?

1-19-13

Formative (as learning):

students will write a letter pretending to be from michigan before it became a state, asking the
government to make it a state
Summative (of learning): students will take a paper test on all of the materials covered in the unit.
focusing on the main points and the explorers of michigan and the overall effects of all the past events
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
discussion and video

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
not much physical movement in this
lesson.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
film should interest students

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,
mastery-oriented feedback

students will watch a video,

discuss with each other and the
teacher, and write a letter

students must gather

information to write a good
letter or their letter will get
declined.

Provide options for comprehensionactivate, apply & highlight

students will watch a video and

write a letter causing them to
use higher order thinking

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

short term goals: pull info from

the video and lecture
long term: understand how
michigan became a state and
write a letter using that info.

students will be able to check

where their group members are
at to see how they are doing.

video and projector

video note paper
pen pencil
lined paper

in the same way as now, in six groups across the room.

How will your classroom be
set up for this lesson?

III. The Plan

Time

Components

Motivation
(opening/
introduction/
engagement)

15

25

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Explain to the students that they are going to write
an important letter today. Talk to the kids about
letters they have maybe written before or letter they
have ever gotten in the mail.

-work through the book with the students for the

first 10 minutes. Then connect your laptop to the
screen and show the students what it looks like to
research a topic online and sort through good or bad
websites. Take down notes from some good
websites.
-talk through the notes
(this may take the length of one lesson and you may
need to have one more lesson to finish up the letters
and share them with each other.)
-have students write their letter using information
from throughout the whole unit to persuade the
government to make Michigan a State.
-have students share their letters with each other

1-19-13

-students take notes while going through the book

and while the teacher is researching online on the
front screen.
-review notes with the teacher
- students get out their past notes/ Michigan 2.0
packets to help them write their letters.
-students write letter
-students share letters with each other and grade
their own using the rubric provided by the teacher.

30

Closure
(conclusion,
culmination,
wrap-up)

have students go over their letters with other

students and then tell them to turn them in

students review letters with peers and then turn

them in.

35
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.)

1-19-13