Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Thomas Huisman
October 23, 2016

Subject/ Topic/ Theme

Jacques Marquette

Grade ____4th____________

I. Objectives
How does this lesson connect to the unit plan?
Marquette is one of the main European explorers that came to Michigan.

cognitiveR U Ap An E C*

Learners will be able to:

Describe who Jacques Marquette was. (Job and intent of journey to the new
world)
Describe what at least on thing he did in Michigan (founded missions, founded
a town)

Describe what river he discovered in American

Create own questions about Jacques Journey

(Mconnell 1998) (Biography Editors 2016)

physical
socio-emoti
development
onal

An

An

An
C

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and
colonization of the Americas (e.g., economic, political, cultural, and religious).
5-U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European
exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
(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 know little to none about the first explorers in Michigan and what they
discovered. They are interested in the indians, but don't know much about them
either.
Pre-assessment (for learning):

KWL chart
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Students will be looking over the questions to see what they do or do not already
know
Formative (as learning):

Asking questions and writing down the answers

Summative (of learning):

Going over the interview questions after the lesson is over. After the interview is
over, I will come back in as Mr. Huisman and have students write a response in their
writing journals.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

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

This will be a lot of

auditory learning, but it
will come in a different
way than a lecture, there
will also be notes written
on the whiteboard.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
The students will be seated in there
desk, but they will be able to stand
up and hold up their "tape
recorders" to ask questions.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The interview technique should be
exciting for the kids and draw them
in as well as keep them engaged.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will learn how to

pose questions to gain the
information they desire.
Provide options for
comprehension- activate, apply &
highlight

Students will have to

create questions on there
own and summarize on
their own.

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 expression and

communication- increase medium
of expression
Students will be obtaining
information orally and then
transferring it in writing

Provide options for sustaining

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

The students will have to

summarize what
"Jacques" says, as well as
ask good questions.

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

Ask questions. Answer

questions. And create
good quetions.
Overall : understand who
Jacques is.

Students will be able to

see how much
information they have put
down as they go along.

Work sheets. Pen or pencil

Explorer hat, blanket/cape
Walking stick

Students will mostly likely stay in their seats, but I may allow them to stand up when they ask a
question.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

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

20

Describe teacher activities

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

Mr. Bird will introduce the guest speaker

and talk about how a press conference
works.
Teacher will pretend to be Jacques or
interview Jacques and it should be a little
funny and keep the kids interested.

Tell the students that they are going to be

news reporters and that they have to get the
good scoop on this explorer guy.

Jacques Will be answering questions from the

students. He will be answering questions from their
sheets and open questions at the end. He will use a
french accent to make it more interesting and fun.
The students will ask the questions and after
Jacques response. After Jacques natural and story
like response of questions, Mr. Bird writes down the
main point of the answer on the board so the
students know what to write down and they can
start to learn how to summarize well.

The students will be acting like eager reporters and

asking him questions from their sheet and then writing
them down.
Then they will also come up with their own questions
at the end.

21
30

Closure
(conclusion,
culmination,
wrap-up)

After the interview is over. I will go over

the main questions and principles with the
students to see how much they gained from
the activity. (paying attention to what they
have to read off their paper or what they
can just reiterate back to me from memory
of the interview.)

Students will be giving the answers they

found and writing down anything important
they may have missed.
Students will also fill out a writing response in
their writing journals either describing who
Jacques is or creating a small newspaper
article about him.

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.)