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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Annika Staal Date 09/17/2018


Subject/ Topic/ Theme Gettysburg Address Grade ____Sophomores ______

I. Objectives
How does this lesson connect to the unit plan?
This will connect to the lesson as it is a turning point in the war, and representative of America’s ideals.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

 Review the historical context of the battle and how the fighting had progressed previously
R, U
 Overview of Lincoln’s life and presidency R, U
 Reflection on whether or not the Civil War led to fulfillment of American ideals U, Ap, An, E

Common Core standards (or GLCEs if not available in Common Core) addressed: actually write out the standard, not just the
number
- APUSH Key Concept 5.3.I: Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery
as the fulfillment of America’s founding democratic ideals.
- F1.1: Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or
away from its core ideals
- 8.3.2: Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the
Seneca Falls Resolution, and the Gettysburg Address.
(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 = taxonomy levels*

II. Before you start


Identify prerequisite They must have read pgs 277-278 of Chapter 14 in their APUSH textbook in order to have the contextual
knowledge and information. Knowledge of the democratic values we’ve discussed all semester.
skills.

Pre-assessment (for learning):


Answer questions for students as I’m going over context
Outline assessment Formative (for learning): what you’re doing while you’re teaching to see if the students get it
activities Walking around
(applicable to this Formative (as learning):
lesson) Read over students’ paragraphs
Summative (of learning):
Later chapter test
How do we reach all Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
kids? Engagement Representation and Expression
What barriers Provide options for self-regulation- Provide options for Provide options for executive
might this lesson expectations, personal skills and comprehension- activate, apply & functions- coordinate short & long-
strategies, self-assessment & highlight term goals, monitor progress, and
present?
reflection - Silent reading of modify strategies
- Debate at the end will give Address along with - Short term goal: understanding
What will it take – students to opportunity to of the context
emotional
neurodevelopmental self-assess and they’ll have - Long term: connect the address
dramatization of it to the American principles
ly, experientially, to push themselves to be
- Space to record we’ve already talked about and
emotionally, etc., for prepared look at the bigger picture of the
reflections
your students to do country
this lesson? Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- optimize challenge, mathematical expressions, and communication- increase medium of
collaboration, mastery-oriented symbols- clarify & connect expression
feedback language - Written understanding
- Multiple mediums for - Overview at the - Conversation amongst
learning (listening, beginning by teacher table group
writing, speech) to catch any questions - Mode of verbal
- Opportunity to present - Silent reading of expression through class
ideas to peers Address along with debate
emotional
dramatization of it

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Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats - They’ll all have a copy - Debate will be a new way
- Relevant because the of the Address for them to interact with
larger idea is about the - I’ll go over any their classmates
foundations of this context
country itself
- Video prepared from Lincoln
Materials-what
- Print-outs of the Gettysburg Address
materials (books,
- Pens/highlighters
handouts, etc) do
- Teacher, students
you need for this
- Laptops or other individual pieces of technology
lesson and are they
- Lined paper for paragraphs
ready to use?
- https://www.google.com/maps/@39.8075543,-77.2353113,2a,75y,48.56h,119.58t/data=!3m6!1e1!
3m4!1sSnBEKGO5gllAVjB2oj65qQ!2e0!7i13312!8i6656
How will your Left the chairs and desks as normal, later divided into two groups for the debate
classroom be set up
for this lesson?
III. The Plan
Describe teacher activities AND student activities
Tim Components for each component of the lesson. Include important higher order thinking questions and/or prompts.

15 - Open with a couple minute lecture on - Watch video


min Motivation Lincoln’s background and beliefs - Take notes on context if needed
(opening/ - Context of what was doing on
introduction/ politically/battle-wise at this point of the
engagement) war
- Share the 2 minute video from Lincoln
(2012)

10 - Play recording of the Address aloud while - Students walk along Hancock Ave. while
min students virtually explore the battlefield listening to the reading of the Address
memorial - Highlight American principles
- Ask students to highlight American
principles
Developmen
10 t - Assign writing piece: using the Gettysburg
min (the largest address, write a paragraph arguing whether - Write a paragraph arguing whether or not the
component or not the Civil War is a fulfillment of Civil War is a fulfillment of American ideals
or main body American ideals (did the South have a right (did the South have a right to secede?
of the lesson) to secede? Slavery written in the Slavery written in the Constitution?) using
Constitution?) the Gettysburg Address

20 - Split classroom into two groups, have them - Debate among the group which is right and
min argue why, try to come to a consensus

5 Closure - Ask students to turn in papers - Turn in papers


min (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.)

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