Kollen 1

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Andrew Kollen
Date
11/6/14
10th_____________

Subject/ Topic/ Theme

World History

Grade ___9th and

I. Objectives
How does this lesson connect to the unit plan?
This is one of the main concepts for students to understand during this unit. This lesson will tie in how the geography,
religion, and empires all influenced one another on the Silk Road
Learners will be able to:

Create a visual representation that includes three concepts of the Silk Road (geography,
religion, empires, disease, trading ideas)
Connect that the silk roads were more than just roads and traded more than just silk
Connect the spread of Buddhism to main points of the silk roads

cognitiveR U Ap An E
C*

physical
development

socioemotiona
l

Ap, C

An
Ap, R

Common Core standards (or GLCEs if not available in Common Core) addressed:
4.1. Standard: Cross-temporal or Global Expectations
Analyze important hemispheric interactions and temporal developments during an era of increasing regional power, religious expansion,
and the collapse of some empires.
4.1.3. Grade Level Expectation: Trade Networks and Contacts - Analyze the development, interdependence, specialization, and
importance of interregional trading systems both within and between societies including
4.1.3a. Expectation:
Land-based routes across the Sahara, Eurasia and Europe
4.1.3b. Expectation:
Water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas
(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 need to know how to make an infographic for their mini project at the end of the class.
Students must also know about Buddhism to give specific examples in their infographic.
Pre-assessment (for learning): Opening Questions

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning): The infographic at the end of the lesson

What barriers might this

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Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

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

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Students will be working in their
groups to create their infographic.

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression
Students will be creating an
infographic. They are given
guidelines, but illustrations and
deciding what is important to
include in this infographic is up to
them.

Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

Provide options for comprehensionactivate, apply & highlight

Students can apply their knowledge
on their infographic. They can take
a look at the past lessons and decide
what they want to do with their
graphic illustration and information.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

The John Green videos and

discussion after will help students
get feedback from the teacher.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Students will be working in their
groups to create an infographic.
This is a great self assessment that
they can measure how much they
know about the various topics
discussed in the past lessons.

Opening Questions
Silk Road Google Form
Silk Road (Responses)
Silk Road Answers
[On google Drive, Link below]

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use? Laptops
Youtube video
Printer Paper
Markers
Document Camera

Students will be in groups of 4 in their normal table groups.

How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

3 min
Motivation
(opening/
introduction/
engagement)

10
min
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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.
Opening questions that teacher will have on the
projector names Opening Questions
What is a trade route?
Why do we import and export products?
What are trade routes today?

Students will work in their table groups to answer

these questions. They should be prepared to answer
these questions because they may be called on to
explain their answer.

Teacher gets the John Green video loaded:

Students answer the questions attached to the

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Google Fourm

2 min

5 min

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

https://www.youtube.com/watch?v=vfe-eNq-Qyg

https://docs.google.com/forms/d/16OP_8OhfUriMTKJ4_8C_6oLugn_wf1YQn2tAxo
WABk/viewform?usp=send_form

Teacher tells students to go through and discuss the

answers with their table partners.

The students go through their answers with one

another. They should be prepared to share answers
with the whole group.

The teachers goes through the google form with the

class. The teacher will ask groups what the answers
are to each question. The teacher can also add any
information that would further this discussion. The
teacher can look at the Students submitted work on
a Google Spreadsheet.

Students need to make sure that their google forum

responses are correct.

23
min
Teacher explains that students will have the next 20 The students will create this infographic with their
minutes to create an infographic. Students have
table groups. There will be 5 aspects to these
made infographics before, but they have done this
infographics with 5 illustrations.
on a computer. They will be given a sheet of paper
and markers to create their infographic.
Teacher explains that this is a very mini project, but
a rubric will still be used. They need to collaborate
with one another, share ideas, and explain why they
chose what they did in their infographic.
Students have to create an infographic explaining
the three ideas of the Silk Road from the John
Green Video These are the economic power,
trading ideas, and the transfer of diseases. Or they
will talk about the geography, religion and empires
along the silk road which are the lessons that we
have done previously. Students have to pick 3/6 of
these ideas with specific examples. They will also
have to explain two different regions of Eurasia and
the products that came from that region. These
regions include China (East Asia), Africa,
Mediterranean Area, or South Asia. There will be
five parts in total with 5 illustration/charts/graphics.
Teacher shows an example of the infographic
concept that the students should make. This is
called Infographic Example on Google Drive.
Teacher also explains that students can look up
resources online. They have to write the website
name on the bottom of the paper to give credit.

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7 min
Closure
(conclusion,
culmination,
wrap-up)

The teacher collects each infographic and puts them Students stay at their seats and listen to the groups
under the document camera, one at a time. Group 1 explaining their infographics.
will be first. They have one representative from
their group that explains what their infographic
means and why they included certain concepts on
their infographic.

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 really liked the idea of doing a mini infographic for this lesson. Students did an extensive infographic online as one of their
initial projects in Mr. Sirois class. I hope that by having that previous experience they will be able to create a mini
infographic with some of the main concepts that they learned during this unit. Im not sure if showing them my example
would be the best idea or not. Students might just want to copy my inofographic layout, but I think this would be a great
way for students to be creative and create a graphic with their own ideas. I hope that by having both a video and a mini
project, that students will be engaged and enjoy the lesson for the day. I think that the John Green video gave perfect
examples of the impacts that the Silk Road had. students can use this knowledge that they just learned or use other examples
from the previous lessons. Students can also pick two regions that they want and explain the goods that they would have
produced during the Silk Road. I think that this project gave enough choice and groups could collaborate and decide what
they wanted to make an infographic on. In the future, I think this would be a great idea to become a bigger project. Maybe
they will have to do an individual or group infographic on an internet tool. I hope that both the John Green video and the
Infographic will help students share the knowledge that they learned and help create a visual representation of what they
know.

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