Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Annika Staal Date 09/17/2018

Subject/ Topic/ Theme Day in the Life of a Soldier Grade ____Sophomores ______

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because it is important to understand the differences between the northern and southern armies and the communities and cultures
behind them.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 List key factors of the North vs the South, and determine one side from the other using primary sources (key R, U, A, An, E
factors: technology, economics, social background, geography, motivations)

 Write their own letter or diary entry as a Union or Confederate soldier, showing knowledge of regional differences R, U, Ap, C +
 Understand how the war changed as it went on (who was winning, battle data, etc.) R, U, 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 “The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the
decision to emancipate the slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War”.
- APUSH Key Concept 5.3.IA “ Both the Union and the Confederacy mobilized their economies and societies to wafe the war even while facing
considerable home front opposition”
- APUSH Key Concept 5.3.ID “Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded die to
improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure”
-
(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 Understanding of American Sectionalism, differences in North and South economies, what a formal
knowledge and skills. letter looks like

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
How do we reach all
kids?
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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Go over questions from the reading, and prior knowledge of what they imagine when they think of the
North and the South
Formative (for learning): what you’re doing while you’re teaching to see if the students get it
Going over prior knowledge and word association
Formative (as learning):
Answering students’ questions as they analyze documents
Summative (of learning):
Turning in sentences to show primary source analysis, and creative writing to show understanding and
application of said analysis
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & - Have written instructions but term goals, monitor progress, and
reflection also go over them verbally modify strategies
- A good portion of the class - Allow students to work in - They have to walk around
will be a creative writing groups the room to different stations
assignment that will be an to examine the letters (each
opportunity to individually one a short-term goal)
reflect and show knowledge -
they learned
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language - Writing academically and
- Students have multiple - Very little structure creatively
options to read primary necessary for their writing - If time at the end give an
sources assignments opportunity for students to
- Allowed to collaborate share if they want to
- Given chance for creativity
 Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Creative writing assignment
- Won’t have to share with a
group
Provide options for perception-
making information perceptible
- Allowing group work
- Walking around assisting
students in their
understanding
Provide options for physical action-
increase options for interaction
- Students must walk around
and interact with the sources
and with the other students

Materials-what materials - Primary source printouts

(books, handouts, etc) do - Worksheet for document analysis (specific guided notesheet)
you need for this lesson - Lined paper/worksheet for creative writing
and are they ready to
use?

Left the chairs and desks as normal (for the creative writing) but primary sources posted up around the
walls of the classroom
How will your classroom
be 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.
10 - Introduce the topic and goals for the - Look over instructions
min Motivation lesson - Ask any questions
(opening/ - Hand out papers - Watch movie clip
introduction/ - Give directions
engagement) - Take any questions
- Show clip from Gone With the Wind

20 - Assist students in their examinations of - Walk around reading primary sources and
min documents determining whether they were North or
- Keep them on task South based off of context clues: this is to
help them develop their ability to look for
evidence beyond just the text
Development - Write short explanation why
(the largest
component or - Help students get comfortable with the
20 main body of idea of coming up with their own ideas
min the lesson) (mine specifically don’t like coming to - Write their own letter or dairy entry (north
their own conclusions) and using primary or south)
source analysis to give them enough
content to write

5 min Closure - Ask for volunteers to read their creative - Share creative assignment (if time)
(conclusion, writing (if time) - Turn in papers
culmination, - Collect both papers - Creative writing can be turned in the next
wrap-up) morning if they aren’t finished

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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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