Lesson Planning Form For Accessible Instruction - Calvin College Education Program

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Amanda Asfour

Date
10/29/15
Subject/ Topic/ Theme
Communities have Governments
Grade _____2nd___________
I. Objectives
How does this lesson connect to the unit plan?
Gives an introduction to what local governments consist of and why we have laws.
cognitiveR U Ap An E C*
Learners will be able to:
Understand that governments are essential to healthy communities.

Understand that governments give us laws to keep us safe, not to be mean.
Answer the question, who is involved in our local government?
Answer the question, what does our local government do?
Answer the question, what if we didnt have a government?
Describe the job of the mayor (runs the local government).
Describe what city councils do (help make laws) and how they are formed
(elected).
Describe what a town meeting is (a meeting where citizens can go and talk
about laws and vote on them).
Draw what it looks like when people follow a classroom rule, and what it
looks like if people dont follow that rule.
Explain the importance of laws and what would happen if we didnt have
them.
physical
development
socioemotional
U
U
Ap
Ap
Ap
R
R
R
Ap
Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
C3.0.1 How local governments make, enforce, and interpret laws.
C5.0.1 Ways that citizens participate in community decisions.
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences to answer a question.
CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.1B Build upon others talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(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.
What a community is, what a government is. Writing, asking and answering question in complete
sentences. Following agreed-upon rules for discussions. Drawing. Knowledge of classroom rules.
Pre-assessment (for learning):
KWL
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Ask if students have any questions at the end of each PPT page, and at the end of discussions. Adjust
from the questions.
Formative (as learning):
Group Discussion Checklist. Local Government and Community workbook, adding what they learn at
the end of each lesson.
Summative (of learning):
Students draw on one side of a poster what the classroom looks like when people follow a specific
rule, and on the other side what the classroom looks like when they do not follow that rule.
Provide Multiple Means of
Representation
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Action and Expression

Engagement
What barriers might the

lesson present?
Students may not
understand why we need to
follow rules.
The students have most
likely not used/heard many
of the vocabulary words
before. It will be important
to explain them well, give
lots of examples, and make
comparisons with their
lives.
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Students will have to have
had some sort of experience
with rules before, which
they all have.
Students will have to be
able to understand the
importance of following
rules and what the
consequences are when
people dont.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Provide options for perceptionmaking information perceptible

Power point, writing in booklets,
posters, video
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Vocab words: mayor, city

council, town meeting, election,
vote, laws.
Students may write or draw.
Provide options for comprehensionactivate, apply & highlight
Begin with images of road signs

that students have most likely
seen before. Relate the local
government to the classroom.
Just like we have rules to keep
us safe at school, we have laws
to keep us safe in our
communities.
Provide options for physical actionincrease options for interaction

Move from floor to desks. Create
posters.
Provide options for expression and

communication- increase medium
of expression
Draw, write, speak/discuss.
Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Relate it to the classroom; use
examples from their lives for road
signs. Students may choose what
rule they create a poster on.
Students may choose if they write
or draw, in the booklet and on the
poster.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Group discussion
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
Answer questions in booklet

and fill in what they learned
that day. Ask any questions that
they might still have.
Small group rubric5 min into

small group and at end.
Adding what they learned in the
booklet.
Local Government booklet, poster paper, drawing materials, Power Point, videos, example poster,
small group work rubric.
Students will first sit on the floor and then at their desks or on the floor with a clipboard for this
lesson.
How will your classroom
be set up for this lesson?
III. The Plan
Time
5 min
3 min
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Components
Motivation
(opening/
introduction/
engagement)
Development
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Have students sit on a circle in
1. Students participate in a discussion by
answering, what would our school be like if it was
the floor. Remind them what the
full of people who didnt follow the rules?
expectations for group
discussions are (from the
checklist). Ask, what would our
school be like if it was full of
people who didnt follow the
rules? Explain that communities
also need rules so that they can
work, just like a school.
(the largest
component or
main body of
the lesson)
3 min
2 min
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2. Have students go back to their

seats. Pass out local government
packets. On a power point, show
a few pictures of road signs. Ask,
what are these signs telling us?
Why do you think we have these?
Explain that these road signs help
to keep us safe by reminding us
of laws that we have in our
community.
2. Students look at pictures of road signs, explain

what they think they mean and why they think we
have them. Listen to teacher summarize.
3. Students give their ideas on the questions.
2 min
2 min
2 min
4 min
10
min
3. Ask, where do you think these

signs might come from? Who
decides where we can put them?
Who decides on the laws?
4. Students follow along with the power point, and

fill in their booklet.
4. Have students go back to their

seats. On Power Point, show a
picture of a mayor. Explain that a
mayor is the person who runs a
local government. Students will
follow along on a fill in the blank
worksheet/booklet.
5. Students follow along with power point and fill

in booklet.
5. On PPT, show a city council.

Explain that city councils are
groups of people who make laws
for a city. These people have to
be ELECTED to be on the council.
Students follow along on work
sheet.
6. Ask, what is an ELECTION?
Explain, an election is when
people vote whether or not they
think a specific person would be
good for a specific job. For
example, we have an election for
Mayor, City Council, and
President. Include on worksheet.
7. On PPT, show a picture of a town
meeting. Explain that a town
meeting is when any person from
the community can come share
their ideas for their community.
People can also talk about the
laws that are being made, and
vote whether or not they think
these should be laws.
8. Ask the students, (turn and talk)
what are some of the laws (or
rules) that we have in our
classroom? Have students share.
Make a list on the board. Ask,
why do we have laws and rules?
Explain that we have laws and
rules in school and in our
communities to keep us safe.
9. Pass out poster paper. Have the
students create a poster about
one of the laws in our classroom
in small groups. Including what
would happen if people didnt
follow the law.
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10. Five minutes into group work

time, stop and ask the students
to fill out their small group rubrics
in order to self assess their work.
6. Students answer what they think an election is.

Listen to teacher summary, follow along with
power point, and fill in booklet.
7. Students follow along with power point and fill

in booklet.
8. Students tell what the rules are in the class.
9. Students create posters about one rule that we

have in our classroom in small groups. On one side
of the poster the students should draw what the
class looks like when we follow that rule. On the
other side the students should draw what the class
looks like when we do follow that rule.
10. Students fill out their small group rubrics.
11. Students fill out their small group rubrics again.
5 min
Closure
(conclusion,
culmination,
wrap-up)
12. In student booklets, ask students to write down

what they learned that day. Write their sentences
down in your book on the ELMO to model spelling
and sentence structure.
12. Students write in their booklets what they

learned that day.
13. Collect booklets

Total:
13. Hand in booklets.
~ 45
min
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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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amanda Asfour

Subject/ Topic/ Theme

Communities have Governments

Learners will be able to:

Understand that governments are essential to healthy communities.

II. Before you start

Provide Multiple Means of

Provide Multiple Means of

What barriers might the

Provide options for perceptionmaking information perceptible

Provide options for language,

Vocab words: mayor, city

Begin with images of road signs

Provide options for physical actionincrease options for interaction

Provide options for expression and

Draw, write, speak/discuss.

Provide options for recruiting

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

Answer questions in booklet

Small group rubric5 min into

Describe teacher activities

2. Have students go back to their

2. Students look at pictures of road signs, explain

3. Students give their ideas on the questions.

3. Ask, where do you think these

4. Students follow along with the power point, and

4. Have students go back to their

5. Students follow along with power point and fill

5. On PPT, show a city council.

10. Five minutes into group work

6. Students answer what they think an election is.

7. Students follow along with power point and fill

8. Students tell what the rules are in the class.

9. Students create posters about one rule that we

11. Students fill out their small group rubrics again.

12. In student booklets, ask students to write down

12. Students write in their booklets what they

13. Collect booklets

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