Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Hannah Blackwood

Date

Subject/ Topic/ Theme

Plymouth & The First Months

Grade _2nd/3rd _________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in a unit on the Pilgrims. In the last lesson the students learned about the Pilgrims voyage aboard the Mayflower and in this lesson they will
learn about why the Pilgrims settled at Plymouth and what their first months there were like.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
R
U

Explain why the Pilgrims chose to settle where they did.

Describe the hardships the Pilgrims faced in the first few months.
Explain how Squanto helped the Pilgrims.

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.
Pre-assessment (for learning):

Asking students what they know about where the Pilgrims settled and why and listening to their
responses.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Asking students why different features (hill, river, cleared fields, etc.) would or would not make it a
good place to build a settlement and listening to their responses.
Formative (as learning):
Summative (of learning):

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

Listening to the teacher talk and

read a story, looking at the pictures
in the book, going outside and
seeing the geographical
characteristics, etc.

Walking around outside.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Going outside and engaging with

the schools surroundings and
geographical characteristics which
the students probably dont think
about much.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Talking about ideas, acting during

simulation
Provide options for comprehensionactivate, apply & highlight

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Moving around while doing the

Rafa Rafa simulation.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

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

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

Squanto and the Miracle of Thanksgiving by Eric Metaxas

Rafa Rafa simulation materials

The first part of the lesson will be outside. The second part will be in the classroom and the setup will
stay the same as it normally is.

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components

8:45
Motivation
(opening/
introduction/
engagement)

8:50

8:55

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.
Ask students what they know about where the
Raise hands and respond to questions asked.
Pilgrims settled and why.
Explain that we are going to go outside for the
Listen.
first part of the lesson.
Tell the students to go put on their coats and
Go put on coats and line up quietly.
quietly line up by the door to go outside.
Lead the students outside.
Quietly follow the teacher outside.
Take the students and stand at the top of the
Stand still and pay attention.
hill above the playground.
Ask the students why they think it would or
Respond to questions asked. Follow teacher
would not be a good idea to build a settlement
from place to place quietly.
on top of a hill.
Walk down the hill and ask the students why it
would or would not be a good idea to build a
settlement at the bottom of a hill.
Explain that the settlement of Plymouth
extended from the shore (bottom of a hill) to
the top of a hill. Explain that the Pilgrims put
their cannons on top of the hill and built a fort
where they could see the surrounding
countryside and the ocean.
Walk with the students down by the river. Ask
them why it would or would not be a good
idea to build a settlement near a river.
Explain that the Plymouth colony was near 2
rivers and that they offered resources like fresh
water and fish to eat.
Walk with the students to the open field up the
hill from the playground.
Ask the students why it would or would not be
a good idea to build a settlement near fields
that are cleared.
Explain that the fields near Plymouth were
already cleared for planting because there was
a group of Patuxet Indians but they had all
died of a sickness a few years before so no one
lived in the area anymore.
Ask the students what obstacles they think the
Pilgrims faced in those first few months,
especially during the winter.
Explain that many Pilgrims got sick because
the weather was very bad, there wasnt very

much good food, and people were stressed

from the voyage.
Quietly follow the teacher back into the
9:10
Take the students back inside to the classroom.
classroom.
Do the Rafa Rafa simulation
Participate in the Rafa Rafa simulation
Debrief from the simulation. Talk about
Participate in discussions.
cultures coming in contact with each other,
especially the Pilgrims and the Wampanoag.
9:30
Read the book Squanto and the Miracle of
Listen quietly and pay attention.
Thanksgiving by Eric Metaxas
While reading, ask the students questions to
Respond to questions asked, participate in
keep them engaged like Why do you think the
discussion.
Closure
men captured Squanto? or What do you
(conclusion,
think the monk meant by saying that if you
culmination,
trust Him, He will use those difficulties in
wrap-up)
ways you could never imagine? or What do
you think Squanto will think of a big city like
London? or Why do you think it took so
long for a ship to be found for Squanto to go
home on? or What do you think caused
Squanto agree to go help the Pilgrims?
Talk about how Squanto was a big help to the
Pilgrims and he truly was a gift from God.
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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