Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ben Monsma

Date

4/19/16

Subject/ Topic/ Theme

Reagan- The Great Communicator

Grade __10____________

I. Objectives
How does this lesson connect to the unit plan?
Understanding Ronald Reagan as The Great Communicator is essential to understanding his broad appeal and success as a world leader.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U, An

Learners will be able to determine the main points of Reagans First Inaugural Address, and create an accurate
summary that void of prior knowledge or opinions
Learners will be able to determine the central ideas and themes of Reagans First Inaugural Address, and create an
accurate summary that makes clear relationships among key ideas and details
Learners will be able to evaluate Reagans speech both in terms of oral communication (strictly the words spoken) as
well as the visual of Reagans speech giving ability
Learners will be able to identify aspects of the speech that reveal Reagans point of view and purpose for the speech
Learners will be able to distinguish among fact, opinion, and reasoned judgment in the speech

U, An
E
U
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
RH 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions
RH 11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the
key details and ideas.
RH 11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order
to address a question or solve a problem.
RH 6-8.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH 6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
(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.

Students will have to be able to have basic skills of analysis and understanding of written and oral
dictation of a speech
Pre-assessment (for learning): Observed students analyze and summarize historical documents in previous lessons
Formative (for learning): Pausing the speech to explain certain parts of the speech

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Pausing the speech to check students understanding of the speech
Summative (of learning): Have students write a brief summary of the speech, with connections to the

broader context of the speech

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Speech is shown both on paper and

in video form

Call on students by passing a ball

to them

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Write a summary of the speech

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Students summarize the speech

orally with a partner

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Describe the importance of the
Reagan Revolution to todays
politics
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Have the students review their

summaries and the importance
of the speech

Provide options for comprehensionactivate, apply & highlight

Have students write a summary

that connects themes to the
broader context
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

Allow the students the

Clearly articulate the goals of
opportunity to ask questions
the lesson
about the speech and its context
YouTube video of Ronald Reagans First Inaugural Address, handout of a transcript of the Address

Normal classroom set up

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Greet students as they enter the classroom,
- Students will take their seats quietly and
ask that they take their seats
listen to the notes and instructions
- Provide students with some notes and
background information on Reagan and
his presidency
- Explain the importance of the Reagan
Revolution on todays political climate
and how it starts with this speech
- Following a brief explanation of what the
- Students will watch, listen and/or read
speech is an its importance to the topic
along with the speech, whatever helps
(the election of Ronald Reagan marks a
them best comprehend the Address
shift in American Political thinking from
- When asked, the students will respond to
the New Deal/Great Society liberalism of
questions about the speech posed by the
FDR and LBJ to this new modern
teacher
conservatism that still heavily impacts our
society today Reagan changed the
political conversation), I will hand out a
copy of the transcript of the speech to
each student
- Pull up the video of Reagans First
Inaugural address and let it play (pausing
at certain points to explain certain points
and check for student understanding)

Closure
(conclusion,
culmination,
wrap-up)

Questions:
What do you notice about the language
Reagan is using here? How does it make
you feel?
Much of the language used has strong
reflection in the US Constitution, why
would he do this? How does it relate to his
view on the role of government in society?
Do you see evidence of Reagans past
profession as an actor? How do you think
this helped him in earning the nickname
The Great Communicator?

Teacher will lead a brief discussion on the

importance and meaning of the speech and
instruct the students to write a summary
that outlines the main points and connects
them to a broader context

Students will participate in the class

discussion of the speech and write a
summary of the speech that includes
connections to other pieces of historical
information

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.)
I was able to have the opportunity to teach this lesson already to my students. While I do think that the students got out of it
what I was hoping that they would, I think it was kind of a boring exercise for them. Additionally, I did not do as good a job
as I should have in noting when to pause the speech and what questions to ask when. This was also done on a block day, so
upon completing the lesson, I was left with a fair amount of time on my hands.

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