Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: David DeKryger

Date: 4/5/19 _ Subject/ Topic/ Theme: Social Studies/Citizenship Grade: 2nd

I. Objectives
How does this lesson connect to the unit plan?
This will be the fifth lesson of the unit plan, introducing the concept of being good citizens and at the end assigning the final assessment of the unit
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
● Understand that people have different significant roles in their communities U
● Produce ideas for how they can contribute to their communities as good citizens An x
● Understand what good citizens do to contribute to their communities U
● Create written/drawn out situations where they can be good citizens. C x x

Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.
(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. Knowledge of what good things that people can do for others

Pre-assessment (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?
Question them on what a citizen is through discussion, to see what they know about citizenship
Formative (for learning):
Talk about being a good citizen and questioning and discussing with them about it and see how the
students contribute in discussion.
Formative (as learning):
Students discuss with partners, think individually, and talk about things that they could do in their
communities
Summative (of learning):
Have students talk about Lincoln and how he was a good citizen and then have them write about how
they could be similar to him in his actions as a citizen.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection Students will discuss with modify strategies
partners and with everyone else.
Students regulate themselves Will listen to my teaching. Will Trying to provide a lesson that will
thinking about how to be good teach the students how to be better
citizens in their own communities
write out a response to the people and how they can contribute
lesson to help their communities.
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
Discussing with their partners
Students will discuss in pairs Clarifying what a good citizen and then sharing out loud to the
and discuss with the whole does whole class. Write in journals
group. Will be challenged to
think for themselves a little bit.

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 Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
I will write a little on the board, Moving from desks to the floor
Students will discuss and think I will show off pages of the and then turn bodies to face the
about themselves and how they book I’m reading. direction where I will be sitting
can be good citizens and reading to them. Go to
desks and write.
Materials-what materials Whiteboard with marker
(books, handouts, etc) do Social studies textbook
you need for this lesson Writing journals and pencil
and are they ready to
use?

I will have the students sit in front of the back whiteboard and then later have them turn to their right
towards where I will be sitting and reading to them.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation ● Call students to the floor with their ● Students come to the floor with their
(opening/ partners partners
introduction/ ● Ask them, “What is a citizen?” “Talk with ● Talk with partners about my question
engagement) your partners for a little bit.”
● Call on students to share by hand raising ● Students who are called on answer my
● Give them feedback in saying that my question
definition of a citizen is “an official ● Listen to my definition
member of a community.” I’ll write it on
5 minutes the board
● “Are you citizens? Am I a citizen?” Give ● Say yes to both questions by giving me
me a thumbs up if you think so. Confirm thumbs up
that we are citizens
● “Today we are going to talk about what it
means to be a good citizen and what they ● Listen to me
do for communities.”
● Talk about how citizens obey the laws and
how they help their communities in all
sorts of ways, like taking care of places
and helping people.
Development ● “What are some laws we obey?” Call on ● Some students who are called on answer
(the largest students to answer my question
component or ● Obeying these laws helps us be good ● Listen to me
main body of citizens
the lesson) ● “What are some ways we can take care of ● Think about my question for a few
our communities? Think about it for a bit” seconds
15 minutes ● “Raise your hands and tell me some ways” ● Raise hands and answer
● List other ways that students may not hit
● “How can we help people in our ● Students raise hands and answer
communities?” “What have been some
ways that you have helped others?”
Discuss together, students raising hands
and me suggesting other ways that were
not talked about.

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 ● Same learning strategy for how to get ● Students raise hands and answer about
along with others in a community. how to get along with others
● I sit in my chair in front of students.
● I introduce that I will be reading about a ● Answer my question if they can by raising
man called Abraham Lincoln. “Do you hands.
know who Abraham Lincoln is?” Call on
students who raise their hands
● Read pages off Social Studies Alive! My ● Listen to my reading
Community that gives a short biography
about Lincoln and the good things he did
for his country and how he was a “good
citizen.”

● Ask the students, “How was President ● Students discuss with partners about my
Lincoln a good citizen?” questions and then later answer when
● Have them discuss with partners about this called on after raising hands.
question.
● Call on students to share by hand raising.
● “How can you be like him?”
Closure
● Send students to their desks to get journals ● Go to desks and answer the question in
(conclusion,
out and write their answers to this question writing in their journals
culmination,
● Write question, “What are you going to do
wrap-up)
to be a good citizen like President
Lincoln?”
15 minutes
● Explain a take home assignment of ● Listen to me about assignment
creating a map of their own community.
● Send them back to their desks and give ● Receive assignments, listen to me, and ask
them the rubric and explain the questions if they have any through hand
assignment more and ask if they have raising
questions.
● Lesson ends

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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