Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Silvia SuchecMrs. Noordewiers Class

Date

Subject/ Topic/ Theme Non-Fiction Books

Grade _______4_______

I. Objectives
How does this lesson connect to the unit plan?
Taking a main characteristic of historical nonfiction texts--the timeline--and allowing students to create and research more about historical events.
cognitiveR U Ap An E C*

Learners will be able to:

Design a poster for a historical Michigan event.

Summarize the information they are given about the event

Examine appropriate facts to include.

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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.

The purpose of a timeline. Know how to find facts and images online.

Pre-assessment (for learning):

Formative (for learning): Discussion on what we know about using time lines and how they are helpful.

Outline assessment
activities
(applicable to this lesson)

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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Formative (as learning):

Summative (of learning): Wrapping it all up by asking how time lines contribute to the nonfiction genre.

Also, students will show me they can find and pick out important information from a text. Students
will think of a fun fact to include in their event poster--whether that be a significant birthday, a fact
related to the event, or even something else that happened during that year. This shows me they can
correlate information to one another and find a common connection.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will get the rubric ahead
of time so that they can see and
know what is expected of them.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students may either make their

poster on a word doc, draw it up
completely by hand, or even do
both computer and write.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to design their
poster however they would like.
Switch cards and pick a topic that
may best interest them
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Make it clear to the students

that these posters will be hung
up in the room--want them to

look nice and presentable.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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

Once instructions are given,

have the students explain what
they are going to be doing back
to me so that 1. students can
hear it again and 2. they can
think about the instructions
more.
Mrs. Noordewier gave me a laminated timeline that had significant dates and events on it. I cut it up so
that each date/event became a card to give to the students.
Need to check out laptops.
Need paper, makers, colored pencils etc.

They will sit in their usual assigned seats--no moving needed

How will your classroom
be set up for this lesson?

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I used computers for the lesson before this so I can
almost guarantee they will be asking if computers
will be brought out for this lesson. And my answer
is yes. They will get pretty excited when I explain
to them that they will be creating something. They
love to be creative.
SAY: So everyone, weve talked about what non
fiction texts are, that they come in different forms,
that they can be about plenty of different topics.
Now, I want us to take a look at a feature that is
often found in a non fiction text. Time lines.
Someone tell me what you know about time lines.
What are time lines about?
SAY: Time lines are useful because many events
happen throughout the time of a persons life, a
broader event, or even the establishment of a state
or country to make it significant.

Development
(the largest
component or
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I will pass out the rubric first and have them take a
look at it. I will tell them these are criteria that I am

Students will tell me what they know, and other

students will build off of that--starting a miniconversation/discussion

evaluating and what my expectations are. I will

have students read out the first box in each
category. Call on a student to read the box and
explain further on what it means.
Next, I will go around with a stack of cards that
they will choose from by random. When they get
their one card, they will see that it has a date and
event pertaining to Michigan history on it. I will
have a few extra so students may want to do an
extra one if they get the chance or would like to.

main body of
the lesson)

Students will make a poster that will include the

date in large, readable font, the event (either
directly as written on the card, or summarized if not
everything is important information. They should
also have at least one image that pertains to the
event. I would also like them to go online and
research two facts. One can be unrelated to the
event (something that happened in that year in the
country or world) and one or both can be related to
the event (something that further explains or is
about a significant person that was part the process
of the event)
Students have the option of completing this poster
on a word document on the computer or by written
by hand. They can even choose to do a combination
of both: type up the date and event and draw the
picture themselves or vice versa.
I don't have many expectations in regards to how
the information is displayed. They can use their
creativity to present the information in the way that
they please.
After questions are asked I will get the computers
out for them to work individually, at their seats.
After they get started I will be roaming around the
room, asking questions about their topic, helping
find their facts and seeing if they are on task.
Their posters will be made into a time line and be
put up in the room.

Closure
(conclusion,
culmination,
wrap-up)

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After making these time lines events I will remind

them that they will be put up in the room. They can
be proud of their creativity and see their work. I
will also remind them that time lines are important
to us because it shows us significant events
throughout a period of time In this case, Michigan.
So many things happened in Michigan that made it
the state it is today.

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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