Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Nick DeVries
11/17/16

Subject/ Topic/ Theme

Articles of Confederation

Grade _______8th_____

I. Objectives
How does this lesson connect to the unit plan?
This lesson will take a deeper look at the Articles of Confederation. Why things were in the Articles. What conflicts did Americans have to overcome in order to pass
the Articles of Confederation? Etc.
cognitiveR U Ap An E C*

Learners will be able to:

Identify the problems and compromises that the states had to overcome while writing the Articles. This will be covered
by the students in the slideshow, and the worksheet that they have to fill out.

R, U, AN

Identify why the Articles of Confederation had to be changed. The slideshow covers all the issues that occurred after
the Articles of Confederation were passed

U, AN

Analyze the events that lead up to the Constitution creation. Students will be asked reflection questions about how they
felt the Articles of Confederation could be better to prevent the issues that United States faced.

AN

physical
development

socioemotional

*
*

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.6-8.2,CCSS.ELA-LITERACY.RH.6-8.1,CCSS.ELA-LITERACY.RH.6-8.7
(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 did a worksheet last class period that introduced them to some of the things Articles of
Confederations, along with introducing how it wasnt very effective at governing the states.
Pre-assessment (for learning):

Students will use their laptops to answers a short quiz on pollanywhere.com about what they learned
yesterday.
Formative (for learning):

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?

The teacher will begin the lesson by introducing what was in the Articles of Confederation, and the
events that happened after the Articles were ratified through a PowerPoint.
Formative (as learning):

Throughout the PowerPoint, discussion questions will be asked that students will be called upon to
answers. Students also will be called upon to read from the online textbook.
Summative (of learning):
The opening quiz will act as summative learning of chapter one.
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

The PowerPoint will be available

online and on the screen in the
front. The students will also have
access to the online textbook for
the readings.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Students will be given the option to

sit in a circle while reading from
the online textbook.

Students will be able to listen to

both the teacher, and one
another reading. They will also
be able to read to themselves
the readings.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
During the class reading, students
will be given the option to read
aloud sections of the book.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Student will use the online

reading, but there are paper
copies of the book if they wish
to use that as well.

Students will take a quiz of

lesson one and will have
another one in the beginning of
class tomorrow for lesson 2.

Provide options for

comprehension- activate, apply &
highlight

The teacher will pass out a

worksheet that students will be
able to fill out as notes for
studying.

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

How will your classroom

be set up for this lesson?

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

The teacher will ask students

what they think the Constitution
will have because of the failures
of the Articles.

The worksheet will have

reflection questions on them
that the students will answer on
their own, along with be talked
about in class. The quiz for
lesson 1 will also be used to see
how well each student
comprehends the material.
The PowerPoint presentation and the worksheet that goes with it.
The teacher will also need a projector for the student to see the presentation.
Teacher will need to print out 31 copies of the worksheet for the students and for the teacher.
Students will need their devices to take the online quiz, and to get into the online textbook.

Students will be in their assigned seats of having three columns and 4 rows. During class reading
students will be given the chance to sit into a circle if they wish.

III. The Plan

Time

15min

Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students will tell students to get out their
Students log on their device and take the
devices and go to polleverywehre.com in
quiz.
order to take the quiz.
Teacher will end the poll and be able see
which answers the class got right and got
wrong. Teacher go over and explain any
Students ask any questions that they have
questions that the class got 75% correct
on, or less. If a lot of students (over 50%)
on the quiz.
got a question wrong then teacher should
go to the textbook and find the section
that the question comes from.
Teacher answer any questions students
may have on the quiz.

40
min

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Teacher passes out worksheet that

correlates with the PowerPoint.
Teacher will tell students to fill out the
worksheet as we go through the
PowerPoint as it will serve as notes for
them. Teacher will explain what is
expected of them to fill out the worksheet
by doing the first problem with the
students.
Teacher will begin PowerPoint, stopping
and asking reflection, and discussion
questions when they appear on the
slideshow. Teacher should also stop after

Students will follow along with the

slideshow, filling out their worksheets
during the presentation.

Students will have time to ask questions

they have during the slideshow.

5 min

Closure
(conclusion,
culmination,
wrap-up)

every other slide to stop and ask if the

students have any questions.
Once slideshow has completed. Teacher
will ask students to log in to their online
textbooks to chapter 7, lesson 1, section 5.
Use sticks to call on students to read
unless students raise their hands to
volunteer to read.
After each section is read (section 5, 6,
and lesson 2 sections 1,2) have teacher
ask discussion questions that can be found
in the teacher edition of the textbook. For
example, Why was Britian unwilling to
give up their fort? Or, What would you
do if you were running the government?

Tell students that there is no homework,

but their will be more discussion/quiz
questions tomorrow in the beginning of
class that come from the worksheet.

Students will get out devices and log into

the online textbook. They then can
volunteer to read, or they will be called
upon randomly.

Students will quietly listen to the teacher

before packing up their things.

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.)
Lessonnumbertwolookeddifferentthanmostofmyotherlessonsbecauseitfocusedmoreonindividualworkoffillingout
worksheetsandreadinginclass.ThereweresomeotheraspectstothelessonbutIfeltitwasimportanttohavestudentsworkon
theirownanddiveinalittledeeperabouttheArticlesofConfederationbeforemovingontotheU.S.Constitution.Basedofmylast
lessonIhadanideaofwhatIwantedtoworkon,anddoabetterjob.IfeelthatIaccomplishedtwothingsthatIwentgoingintomy
lessonIwantedtoo.ThefirstwasIwasmuchmorepatientwhileteaching.Iwouldrepeatstudentresponses,Iwentoveracoupleof
importantdetailsacoupleoftimes,andIgavemoretimeforstudentstorespondtothequestionsIhadinclass.Thesecondthingthat
wentwellduringthislessonwashoweffectivetheworksheetwas.Iwantedtheworksheettobeeasytofillinandbeusedsimpleas
aguideforthestudentstouseasastudyguide.ThebiggesttakeawayIhadaboutthislessonwastheneedtomakesomepartsmore
entertaining.Ithinktheslideshow,worksheet,andonlinereadingswerealleffectiveintheinformationitpresented,butIdontthink
Ihadenoughwaysofkeepingtheclassroomactivelyengaged.OncethereadingsbegunandIcalledonstudentstoread,some
studentsIcouldseewerestartingtoloosefocusandIdidnthaveagreatplantobringthembackintofocus.SothatisonethingI
wouldfixforthislessonbeforeteachingitagain.

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