Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Amanda Asfour
11/19/15

Subject/ Topic/ Theme

Town Hall Meeting

Grade _____2nd___________

I. Objectives
How does this lesson connect to the unit plan?
A town hall meeting is a part how the local government works.
cognitiveR U Ap An E C*

Learners will be able to:

Describe what a town meeting is (a meeting where citizens can go and talk
about laws and vote on them).
Explain what an election is.

Compile a list of problems in their community of Cesar Chavez.

Appropriately participate in a voting/town meeting simulation.
Use Google forms to vote in a voting simulation.

physical
development

socioemotional

U
U
R

U
C
X

C
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
C3.0.1 How local governments make, enforce, and interpret laws.
C3.0.2 How local governments affect communities.
C5.0.1 Ways that citizens participate in community decisions.
C5.0.3 Design and participate in community improvement projects.
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a
question.
CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.1B Build on others talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
CCSS.MATH.CONTENT.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to
four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
(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.

Discussion, knowledge of what a law is, knowledge of what a vote is, knowledge of what a town
meeting is.
Pre-assessment (for learning):

KDL
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Listen to student answers during discussion and adjust accordingly.

Formative (as learning):

Answer to workbook questions, what did you learn today? What questions do you still have?
Summative (of learning):
Workbook questions, KWL
Provide Multiple Means of
Representation

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Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
Students might not take this
activity seriously, which
would make it a waste of
time.
Students may struggle to
come up with a problem
that needs to be solved in
the community and how
they can help to fix it.
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Students need to be able to
imagine/pretend that they
are in a town meeting.

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

Speaking, workbook writing,

worksheet, write on board.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

No new vocabulary
Provide options for comprehensionactivate, apply & highlight

Activate previous knowledge

from previous lessons. Apply
knowledge through the
simulation. Highlight through
writing what we learned.

Provide options for physical actionincrease options for interaction

Small group discussion, large group
discussion, voting simulation
stand up and go vote

Provide options for expression and

communication- increase medium
of expression

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Choice within the voting scenario,
choice and autonomy in thinking of
problems, relevance in their own
community and in a simulation
activity of a real life activity.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Write, draw, discuss, enact

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

This lesson brings together

many of the things that we have
already talked about in the unit,
and grows students toward the
unit objectives and an
understanding of the objectives.

Answers in the booklets: what

did I learn? What questions do I
still have?

White boards and markers for each group, poster papers , voter ID card, voting worksheet/coloring
pages, workbook, group discussion checklist, voting booths, graph paper, 3 or 4 ipads with the voting
google form

Voting booths around the classroom made up of cardboard separators with a hard surface to write on
and a ballot box inside. Students will work around the room in small groups and sit in their desks for
seatwork.
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

2 min

Motivation
(opening/
introduction/
engagement)

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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.
1. Tell students that they are now
1. Students are informed of the town meeting and
of the expectations for the day.
going to be a part of a town
meeting. Welcome the citizens of
Cesar Chavez-Ville to the town
hall meeting and remind them

the expectations for group

discussion. Citizens must only
speak when called upon. Citizens
will be respectful of other
citizens. The mayor is the
ultimate authority in moments of
conflict. Ask the students if they
can remember what a town hall
meeting is from our power point
yesterday? Explain that in a town
hall meeting, citizens of a
community come to talk about
problems in the community and
about laws, and vote on laws.
5 min

7 min

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

2. Place the students in groups.

Pass out 1 whiteboard and 1
marker to each group. Have the
students brainstorm in their
groups what they think is a
problem in their community of
Cesar Chavez. Scaffold by giving
lots of examples, such as
unhappy teachers or trash.
Students should write down one
idea on a white board.
3. Have students come back to their
seats, sitting with their groups.

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2. In groups of four, students will come up with a

problem in their community that needs to be solved
and will write it on a white board.

3. Students report the problems in their community

that needs to be solved.

30 sec

Ask one person from each group

to share the problem that they
came up with. Make a list of
these problems.
4. Tell students that we will come
back this list another day and use
it to create a community project.

30 sec

10
min

30 sec

5. Tell Students that we are going to

have a chance to practice voting.
Today we are going to vote on
something kind of silly, but in real
town meetings citizens vote on
laws and more serious things. We
are going to vote on what snack
the students would like to eat
tomorrow. They get to vote
between a cookie and a pretzel
rod.
6. Remind students of expectations
during voting. It is illegal to share
your vote with others. It should
be quiet during voting. We will
take turns voting in alphabetical
order. We will vote using the
ipads, so we need to respect the
ipads. Only click for your vote on
the ipad, then return to your seat.
You may not exit the google form.
When you are waiting for your
turn, or when you are done, you
can create your Voters ID card.
When you are done with that you
can do a worksheet or read a
book quietly. Pass out voter id
cards.
7. Students will vote by choosing
their preferred snack on the
Google form on the ipads. Create
voting booths around the room
by using the cardboard dividers.
While students are taking turns
voting (in alphabetical order)
other students can fill out a voter
ID card, read a book, or color a
picture.
8. Present the results of the vote
and record them in a bar graph.
Pass out graph paper. Each
student will create his or her own
bar graph as the teacher
demonstrates on the board.

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4. Listen

5. Listen

6. Listen

7. Students vote in voting booths by choosing their

preferred snack on the Google form on the ipads.
While students are taking turns voting, those who
are waiting will fill out Voter ID card, read books,
and/or color pictures.

8. Drum-roll!!!! Students create bar graphs to

represent the results of the vote.

5 min
3 min

9.
Closure
(conclusion,
culmination,
wrap-up)

Pass out workbooks and fill in the blanks

on Lesson 3. Write down what we have
learned today. Write down any questions
that you still have.

8. Fill in workbook page for Lesson 3. Write down

what they have learned today. Write down any
questions that they still have.

10. Collect workbooks.

10. Hand in workbooks.
Total:
~35
min
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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