Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher David Wynbeek

Date April 2017 Subject/ Topic/ Theme World History/Revolutions/ Introduction Grade _Freshman_

I. Objectives
How does this lesson connect to the unit plan?
This lesson will be used to gauge the knowledge level of students on the subject of revolutions. It will also serve as an introduction to some of the themes, ideas, and
information that will be talked about throughout the unit.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Reflect on and think about what already know about the revolutionary age. R
Pick up and understand themes and ideas that will be important throughout the unit An, U
Begin to think about revolutions and why they happen U, An, E
Think about why the previous unit (Reformation) was significant in the Revolutionary Age R, U, An,
E
Evaluate/argue if the Reformation was a revolution or not. E, An, Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
HSCE 6.3.1.
(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)
Students will know about the American Revolution, will likely know about at least one of the French
Revolutions (although it might be very little), students will probably not know about Austrian, Italian,
or German Revolutions.
Pre-assessment (for learning):
Students will answer the question: What is a revolution?
Socrative quiz about Reformation unit and revolution unit.
Formative (for learning):
Discussion Carousel activity and discussion about the effects of the Reformation
Formative (as learning):
Question and discussion about whether or not the Reformation was a revolution or not.
Summative (of learning):

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
There will be a variety of activities,
so students will be able to interact
and learn in multiple ways.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will take a multiple
choice survey on their laptops
to display their prior knowledge
on the topic.
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
Students will be taking a Socrative
quiz (an online survey), working in
groups, walking around the room,
and writing their responses on
whiteboards.
Provide options for expression and
communication- increase medium
of expression
Students will communicate
through a technological medium
and through working with a
partner.
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be using technology,
answering questions in class,
working in groups, reflecting on
what they already know, and will
open their eyes to what will be
learned.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Class will be done in a variety
of ways, so students will not
have as much time to get bored
of a particular teaching style.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
Students will do a carousel term goals, monitor progress, and strategies, self-assessment &
activity where they will have a modify strategies reflection
partner and walk around Socrative quiz will help to Students will learn the
answering questions at stations gauge their own knowledge on beginnings of this unit and will
around the room. the topic. (This also helps the see some of the expectations for
me monitor their progress what will be learned.
throughout the unit)
Socrative multiple choice survey will be ready before the lesson
Students will need their laptops, notes/whiteboard, writing utensil (whiteboard markers will be
provided)

How will your classroom Normal setup rows of tables

be set up for this lesson? Students will also walk around the classroom to different stations for an activity.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Introduce the new unit.

Motivation
(opening/ Warm up question: What is a revolution? Ask Students will think and write what they know about
3 min introduction/ students to answer this question by writing on what a revolution is.
engagement) whiteboards or paper for two minutes.

Development
(the largest After writing their answer, they will share what
10-15 component or they wrote with their table partner. The partner
min main body of with the best answer (answers may be combined) Students will discuss their answer with a partner,
the lesson) will tell the class what they wrote. I will write write additional information they talk about, and
down the important ideas from each group on the present their answers to the class.
board (I will not erase these; will be used later.

Carousel Brainstorming:
I will set up 5 whiteboards around the classroom.
Each one will ask a different question about how
the Reformation affected a person/thing (Catholic
Church, Protestant Church, government/politics, Students will walk around to each whiteboard with
lives of wealthy, lives of poor). I will tell students their table partner and write an answer to each
10 to walk around to each board and write a few bullet question.
min points as their answer, allowing a minute for each
whiteboard station. They must write something They will also listen and answer my questions
new before moving on. After all students have about their answers as we go over each one as a
written on each of the 5 whiteboards, they will sit class.
back in their seats and I will go over them, making
sure to reinforce the important things they wrote

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 and asking questions about why certain things were
written (essentially asking each question over
again).

Next, I will ask students to write about whether the

Reformation was a revolution or not. I will ask
them to write for 2-3 minutes. After they are done,
I will again ask them to pair up and discuss their
10-15 answers. The partner who has not yet spoken in
min front of the class will share their answer. For each
answer that contains an idea related to the
themes/ideas written on the board from the warm-
up activity, I will put a check mark so that students
can see a relation between the Reformation and
their definition of a revolution.
Students will write their answer to the question
The Reformation was/was not a revolution
because on whiteboards or paper. They will
then discuss their answers with their partner, and
the partner who has not spoken yet will present
their answers to the class. Students should also pay
attention to their classmates answers and to see
which answers reappear most often.

Socrative Quiz:
I will give students instructions on how to get to the
interactive quiz. This quiz will not be for a grade. Students will get out their laptops and go to
It is made up of questions about the Reformation socrative.com. After entering the password
7-10 and about things that will be discussed in this unit WYNBEEK they will begin to take the quiz.
min about revolutions. It will be used to gauge
students content knowledge level.

Closure
(conclusion,
culmination,
Quiz must be completed before students leave.
wrap-up)

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.)

I taught this lesson twice, once as a co-teacher and once as the full teacher. I found out that teaching the entire lesson on my own
made it much easier to do because I felt more in control of the classroom. However, in the class I taught on my own, there was only
ten students because many were out sick. This made it easier because there was less to handle while teaching, but it also made it
more difficult because there were fewer students that were willing to talk. One student ended up answering most of the questions I
asked during class. Engaging all students seemed to be a bit of a challenge outside of doing the group discussion and activities. To
be fair, this class would prefer to listen than to talk, and I am somewhat of an unfamiliar face to them as a teacher, but I hope to get
more out of them as the unit progresses. I also noticed that I needed to make all directions very clear and easy to understand,
especially in a lesson where there are a variety of activities. Some students were unclear about what to do. Luckily, my students care
enough that they asked someone sitting near them, but this will not always be the case.

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Socrative Questions:

1. What was the most important invention up until this point?

a. Printing press
b. Telescope
c. Clock
d. Not sure
2. Did you know there is more than one industrial revolution?
a. Yes
b. No
3. When did the First Industrial Revolution occur?
a. 18th century
b. 19th century
c. 20th century
d. Not sure
4. How many of these revolutions are you familiar with?
American Revolution
First French Revolution
Second French Revolution
German Revolution
Austrian Revolution
Italian Revolution
a. 1
b. 2
c. 3
d. 4
e. 5
f. 6
5. What is the Enlightenment?
a. Answers will vary
6. What is humanism?
a. Answers will vary
7. In your opinion, why do countries experience revolutions?
a. Answers will vary

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