Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher David Wynbeek

Date April/May 2017 Subject/ Topic/ Theme World History/Revolutions/The Enlightenment Grade 9th

I. Objectives
How does this lesson connect to the unit plan?
The Enlightenment shaped science and philosophy of this age. The change in thought that came from the Enlightenment, such as ideas of liberalism, freedom of the
people, and democracy influenced how many national revolutions happened.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand ideological shifts that happened due to Enlightenment philosophy. U
Apply their own views to claims relevant to this unit. Ap, E
Analyze the way ideas and sentiments changed during the Enlightenment. U, An


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 have learned about the philosophy of this era in previous lessons, and they will know a
bit about how public sentiments changed to support ideas of personal freedom and others in this
lesson.
Pre-assessment (for learning):
I will go over some of the ideas from philosophers such as John Locke, Voltaire, and Montesquieu
and talk about them for a bit, asking questions about what their main ideas were along the way.
Formative (for learning):
Agree/disagree activity.
Formative (as learning):
During the activity, students will ponder the statements I make and decide for themselves whether
they agree or not. They will begin to realize the values and beliefs that are changing and might be
able to understand why this activity is being done.
Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Representation
Provide options for perception-
making information perceptible
Students will be able to perceive
the philosophical shifts that
happened during this time through
making actual decisions that are
congruent with sentiments and
ideas of the revolutionary age.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for
comprehension- activate, apply &
highlight
Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be moving from one
side of the room to the other based
on if they agree with the statement
being read.
Provide options for expression and
communication- increase medium
of expression
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Effort will be sustained through
physically moving around the
room, socializing, and talking
about each question.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection

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Materials-what materials List of questions will have them at hand in class
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

How will your classroom be I will move the desks to the back so that students can move freely around the classroom.
set up for this lesson?

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.

Motivation I will introduce the lesson through connecting

(opening/ what was learned about the Enlightenment in the
5 introduction/ Transition Lesson. I will also ask the students
minutes engagement) questions about John Locke, Voltaire, and
Montesquieu and have them explain to me some
of their main ideas as a review.
Students will prepare themselves for class, then
answer the questions I ask and discuss the main
ideas of Locke, Voltaire, and Montesquieu.

After the discussion questions, I will tell the class

to stand on one side of the room and half the class
to stand on the other side of the room. After
15-20 students are separated, I will read them a series of
min 15 statements (listed below) and tell them to stand
on the left if they agree and on the right if they
disagree. This will be done for each question. For
some of the questions, I will ask why they chose
that side.
Students will decide if they agree with the
statement I read and will go stand on the
corresponding side of the room.
Students will also answer the questions I ask them
during the activity and explain their reasoning for
why they agreed or disagreed.

5 min Debrief: After the series of statements, I will tell

Development
the students to sit down in their seats. I will then
(the largest
ask students what this activity was trying to Students will answer questions and defend their
component or
convey and why it would be important in this unit. answers.
main body of
Questions may include what values these
the lesson)
questions reflect in society, what ideas these
statements reflect, and why they agreed or
disagreed.

10 min After this discussion, I will hand out the list of

or until questions to the class and ask them to write about Students will follow the directions on the handout.
the end four of the statements that they find most They will write about four of the statements,
of class. intriguing. They will be asked to explain why stating whether they agree or disagree and why,
they agree or disagree and how this relates to our and how it relates to other things learned in the
unit of revolutions. I will explain this assignment, unit.
but there are also directions on the handout.
Students will be given the rest of class to work on
it, otherwise it will be homework.
Closure I will walk around and monitor/assist as needed. Students will work on the handout.
(conclusion,
culmination,
wrap-up)

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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 was able to teach this lesson twice, once to 4th Hour and once to 1st Hour. These two classes are very different, so I got to experience
how to tailor my teaching style to specific groups. 1st Hour is full of oral learners, meaning that they are very open to discussion and
love to talk. This made the agree/disagree activity very interesting and full of discussion. With nearly every single question I asked,
there were multiple students who wanted to give their input, so we ended up spending several minutes on each statement. This made
the activity take longer than expected, but this turned out to be a good thing because we had very valuable discussions. Initially, I
was worried about students getting distracted because they are such a social group, but this did not become a problem. I think that
this activity related to their learning style very well, so students stayed engaged in the activity and listened to peers as they gave
answers. We did not even have to do the debrief session because students understood it so well.
I felt very comfortable teaching this lesson because students made it fun to learn and fun to teach. I felt like the students were almost
leading the class discussion and I was just directing them or nudging them in the right direction. Some debate between students even
ensued, so that was a great bonus. I didnt even consult my lesson plan while I taught because the flow of the class made it so easy
to teach.
In 4th Hour, I was surprised to find that things went largely the same as 1st Hour. Mrs. Sisco warned me that 4th Hour could go very
differently because students are less likely to enjoy this type of learning. I found this to be true at the beginning of class when some
students were not enthusiastic about the main activity, but by the end of class, nearly every student had expressed their opinions and
contributed in valuable discussion. I felt very good about the way this lesson worked, especially because of how 4 th Hour interacted,
and I would like to lead a lesson similar to this in the future.

Source for the Agree/Disagree activity:

Hock, Kristin. "Enlightenment Lesson Plan." Kristin Hock's Teaching Portfolio. Weebly, n.d. Web. 01 May 2017.

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ActivityQuestions

1. Humansarenaturallyselfish.
2. Governmentisnecessarytokeeporder.
3. Withoutgovernment,theworldwouldbechaotic.
4. Givingupsomeofyourrightsinexchangeforlawandordersoundslikeagoodidea.
5. Thepurposeofgovernmentistoprotectthecitizensrights.
6. Ifthepeopledonotagreewiththegovernment,thenthepeoplehavetherighttorebelanddemand

change.
7. Itisimportantthepowerisseparatedandnotgiventooneperson.
8. Humansarenaturallygood.
9. Allpeopleshouldbefreeandequal,withoutsocialclassesandsocialhierarchies.
10. Educationisnecessarytobecomevirtuous,useful,andproductivecitizens.
11. Everypersondeservesaneducation.
12. Somejobsshouldbefilledonlybyaspecificgender.
13. Traditionalmarriagerolesareimportanttomaintainorder.
14. Throughexperience,peoplenaturallygainwisdomandinsight.
15. Peopleknowhowbesttogoverntheirownaffairs,notthegovernment.

Choose 3 questions to write about. State whether you agree or disagree with the statement and explain why.
Make 1 connection to another theme, idea, or person from this unit for each statement and explain why they are
related. Write your answers on the back of this sheet.
(Hint: Your notes from this unit will be helpful.)

1.

2.

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3.

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