Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Andrea Gerrits

Date 11/6 60 min Subject/ Topic/ Theme Enlightenment Grade ______9_________

I. Objectives
How does this lesson connect to the unit plan?
The Enlightenment is a time of changing thoughts and ideas. This lesson is about what these thoughts and idea were about
and who was making these changes and spreading these new ideas. The new ideas led to reforms in government, church,
and society. At this time, people were questioning Absolute governments and lead to the French Revolution.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotiona
l

• Identity at least 2 philosophers from the time of the enlightenment Remember

• Explain main contributions of at least 2 philosophers Understand

• Analyze Primary Documents of Philosophers Analyze

Evaluate X
• Judge philosophers and select one you agree with

Common Core standards (or GLCEs if not available in Common Core) addressed:
P1.1 Use close and critical reading strategies to read and analyze complex texts pertaining to social science; attend to nuance, make
connections to prior knowledge, draw inferences, and determine main idea and supporting details.

K1.7 Understand social problems, social structures, institutions, class, groups, and interaction.


5.3.5 Europe Though the 18th Century- Analyze the major political, religious, cultural and economic transformations in Europe
P1.1- Analyze and Apply
K1.1- Understand
5.3.5- Analyze

II. Before you start

Students need to know about the Scientific Revolution, which kicked off the enlightenment. They
Identify prerequisite need to understand the concepts that were talked about during the enlightenment: church,
knowledge and skills. government, society, and why they needed to change. They will also need to understand what
philosophy is in order to understand that it changed and made society shift traditions.
Pre-assessment (for learning):
Ask students opening questions about what makes a good government. If they can not come up with
any, they can listen to other students in class. Ask tables what they came up with and reflect on each
groups options
Formative (for learning):
Think, Pair, Share about Questions asked during the enlightenment. Teacher will walk around to see
Outline assessment what students are writing and talking about. Ask students if they have any questions regarding the
activities documents and walk around and answer questions
(applicable to this lesson)
Formative (as learning):
Read documents and respond to questions; teacher can check in with each student’s progress based on
annotations and graphic organizer. Go over graphic organizer in class as a whole

Summative (of learning):

Collect packets to see if student understood concepts. If the students responses were off base, mark
them down and write comments about possible improvements.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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 Provide options for self-regulation- Provide options for comprehension- activate, Provide options for executive functions-
expectations, personal skills and strategies, apply & highlight coordinate short & long-term goals,
self-assessment & reflection Student will read document, monitor progress, and modify strategies
Students are able to work at their highlights, and summarize Teacher will have time to check
own pace, finishing early they can philosophers ideas. They can apply in with each student during
do homework questions; taking the knowledge from lecture to focus
more time, they can work on it after document study
in on government and religion
class. They can work in groups and
What barriers might this have social interactions and
discussion
lesson present?
Provide options for sustaining effort and Provide options for language, Provide options for expression and
persistence- optimize challenge, mathematical expressions, and symbols- communication- increase medium of
collaboration, mastery-oriented feedback clarify & connect language expression
What will it take – Students can think complexly and Students have the opportunity to The topic of enlightenment will be
neurodevelopmentally, simply about the documents. They listen to the lecture, read about the shown in written form on powerpoint,
experientially, are up for interpretation, students talked about in groups, read about in
topic, talk about the philosophers,
emotionally, etc., for your who understand the documents can documents, and discussed as a whole
ask questions, and respond to
students to do this lesson? further analyze them but students prompts and fill in graphic
who struggle can ask for help and organizer
spend more time.
Provide options for recruiting interest- Provide options for perception- Provide options for physical action-
choice, relevance, value, authenticity, making information perceptible increase options for interaction
minimize threats Group conversation and class
Information will be verbalized
Students are asked to connect
problems and topics talked about in
by teacher, but also explored in dissolution allow chances for
the Enlightenment to modern day groups, independently, and in students to express ideas and
problems and topics document study. interact

- Document/ question packet

Materials-what materials
- Power point
(books, handouts, etc) do
- Writing utensil
you need for this lesson
- Highlighters
and are they ready to use?
- Guided note sheet

-8 tables of 3-4 students

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.
1 -Welcome students- put away phones and laptops

- Think, Pair, Share“What makes a successful -Think: independent come up with ideas about
1- Motivation what makes a good government on the note sheet
think (opening/ government. Please write your ideas on your note
introduction/ sheet.” -Pair/ table group conversations
2-pair engagement)
3- - Walk around and collect homework/ take
Share attendance -Share with class: Students Say what they
responded on the chart and take notes on what other
students are saying

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5 Review and Connect
 -Students see connections of past units and how
-Scientific Revolution questioned science and the they lead into this next topic
church; led people to start questioning how the
world worked; this led into more topics

English Civil War: Religion and politics, harsh rule
of Oliver Cromwell

-Absolutism: is this the best way to rule? Are there
better ways to govern people?

5 -Students take notes on guided note sheet and listen

Mini-Lecture

-Philosophers were trying to shed light on
government, society, and religion -Students ask questions for any clarity

-The result of Renaissance, Reaction to Absolute

Monarchs, Revolutions in Science

-What were they enlightened about? Religion,

Government, society

Development
10 -What did they talk about? Considered with natural
(the largest rights and how people should live together in
component or society; reason can explain all aspects of life
main body of
the lesson) -Students read over questions and consider the
-Switch to slide about what they talked about relevance and impact they had during the time and
now. Do we have the correct answers to all of these
-Ask students if they have any thoughts about these
questions?
questions or questions about the questions

25

-“We are going to shift gears now and look and

some primary documents. In the packets, there are
3 primary source texts, a chart for some notes about
each of the authors and room for textual evidence
to support your claims about their central beliefs of
government. There are also questions and a -students will read 3 texts, discuss in table groups,
response. You have around 20 minutes to complete fill out the chart and respond to question
this activity but focus the readings, central themes,
and evidence before you move onto the next
sections of response and questions. Feel free to do
this in table groups or independently”

8 • Ask students about the central themes and

text evidence for claims
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 text evidence for claims
Closure
(conclusion, • Ask students to discuss in groups about 4
culmination,
wrap-up) questions on slide

• Bring into a class discussion

• Homework for next class is to finish the

packet

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.)
Students really struggle with John Locke, but they understood in the end. Fortunately, I am able to be more flexible with my time in
this lesson. The only homework they had was to finish the packet. It gave space for students who work fast to do the homework. It
also allowed students who struggle to do the work at home.

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