Carly Welch

29 October 2016

Lesson Planning Form for Accessible Instruction Calvin College Education Program

I Have a Past
I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because it is built on the previous lesson by expanding students knowledge on time. This lesson enables students to recognize
that the past is important to who they are today. Knowing about time connects to Who am I? because time is an important aspect of who we are.
CognitiveR U Ap An E C*

Learners will be able to:

Physical
development

Socioemotional

Create a timeline using events from their own lives (e.g. birth, crawling, walking, losing first tooth, first day of school,
etc.)
Describe ways people learn about the past (e.g. photos, artifacts, diaries, stories, videos, etc.)

Know that everyone has a past.

Know that the past means a part of time, or events, that have already happened.
Know that timelines are used to show the past.

R
R
R

Common Core standards addressed:

RL.K.3With prompting and support, identify characters, settings, and major events in a story.
RL.K.4Ask and answer questions about unknown words in a text.
RL.K.10Actively engage in group reading activities with purpose and understanding.
W.K.8With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question.
K.H2.0.4describe ways people learn about the past (e.g. photos, artifacts, diaries, stories, videos).
The taxonomy levels in this lesson are remember, understand and create. Although the majority of these objectives are lower on Blooms taxonomy, in this lesson,
we are starting to get to more complex taxonomy levels. Because this lesson is starting to wrap up the unit, it is important that the students have more complex tasks.
There is one objective in the understand category, there is one objective is in the understand category, and there are three objectives in the remember category.
None of the objectives apply to particular learners, rather, the collective whole.

II. Before you start

Identify prerequisite
knowledge and skills.

Students need to be able to think about their lives. Students need to be able to color, cut and paste,
and glue on a piece of paper.
Pre-assessment (for learning): For pre-assessment, I will give examples of things in the past versus things in
the future and ask students which are which. For example, I might ask: When Corrion was born, was that in
the past, or not? If the students answer yes, I will ask, Is that because it already happened, or because it hasnt
happened yet? I will continue to ask the students questions until I either realize that they dont understand the
concept, or when I realize that they do understand the concept of the past.
Formative (for learning): Students will be assessed for learning while being asked where I should place
yesterday and tomorrow. They will also be assessed for learning when I share both photographs of my past,
and an artifact from my past.
Formative (as learning): Students will be assessed as learning when they have to do their timeline with a
parent at home. This activity will enable students to learn as learning because it allows them to think critically
and produce a product with their parent.

Outline assessment
activities

Students will also be assessed for learning when they are sharing timelines between one another. We will be
able to see direct results from the assignment and will be able to do collaborative learning through one
anothers timelines.
Summative (of learning): The student timelines can also be used as a summative assessment for this lesson. In
addition, the completion of the I am a Person activity can ask as the final product of what they have learned
throughout the unit.

Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

I am making information
perceptible for students by
lecturing, doing in class
discussion, asking questions,
showing real-world photographs
and artifacts, and allowing students
to work with their parents. This
lesson includes the most
perception and should work for the
students.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

What barriers might this

lesson present?

Not applicable in this lesson.

Provide options for

comprehension- activate, apply &
highlight

Provide options for physical

action- increase options for
interaction

Provide options for recruiting

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

Students will interact through class

discussion and collaboration as
well as the walk-a-bout after the
timelines are completed. They will
be able to see each others work
and learn from what others have
done.

Students are given choice in this

lesson when they are given free
reign of the illustrations and
choices they want to include on
their timeline. Students are also
free to decide what aspect of time
they want to include on their I am
a Person activity.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

I am increasing the medium of

expression by showing real world
photographs and artifacts and
allowing the students to interact
with personal items.

Provide options for executive

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

Students will gain masteryoriented feedback when they

complete their
I am a Person activity. This
activity shows students that we
completed the unit and that they
understand what we have learned.
We will hang them around the
classroom and show them to
parents for parent/teacher
conferences.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

No applicable in this lesson.

Not applicable in this lesson.

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?

Students will be able to self-asses

and reflect with both their
timelines and their I am a Person
activity. It will enable them to see
their personal progress and see
what they understand in the unit.

We will need a class calendar, a year-calendar, my personal photographs and artifacts to show the
students, chart paper, timeline assignment, I am a Person activity, and crayons, colored pencils,
markers, etc. All materials are ready for use.
My classroom will be set up in the standard classroom layout that Mrs. Barber has. Students will be
asked to the carpet squares when I am lecturing and doing large-group activities with them, and
they will be seated in their individual chairs when working on their handouts or assignments.

III. The Plan

Time

Components

2
minutes

Motivation

5
minutes

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will return to the calendar and point out today. I Students will decide where I place yesterday and
will then ask students where I should place
tomorrow.
yesterday and tomorrow.
I will give examples of things in the past versus
things in the future and ask students which are
which.

Students will decide if what I ask is either in the

past, or in the future.

5
minutes

Afterwards, I will show students months prior to

the current month. I will explain that all of the
days in the previous months are in the past. I will
explain that these months are in the past because
they already occurred.

Students will listen while I explain the concept of

the past.

3
minutes

If needed, I will point to months even further in

the past and show students that these months
already occurred.
To help students better understand the concept of
the past, I will show students a picture of myself
as a baby. I will explain that the photograph(s)
show me in the past. I will then share a story or
memory from my past to help the students
understand the concept of the past.

Students will listen while I further explain the

concept of the past.

Next, I will share an artifact or item from my past

such as a book or a toy. I will ask the students if
they think the book or toy is old or new. How do
they know? I will guide students to understanding
that the item is old and point out evidence to show
it is old.

Students will answer whether or not they think my

artifact or object is new or old. Students will help
provide evidence of why they think it is or isnt.

Next, on chart paper, I will write How Do We

Learn About The Past? I will ask the students
How did you learn about my past? I will guide
the students to identify things such as
photographs, artifacts, and stories, which can help
us, learn about the past.

Students will provide answers for How Do We

Learn About The Past?

After this, I will explain to students that a timeline

is one way to know the past in order or sequence
that it happened. I will then connect back to prior
lessons by explaining that timelines also have a
beginning, middle, and an end. I will send home a
sheet of homework that will allow students and
parents to work together to create a four-piece
timeline that illustrates the students life.

With parental help, students will complete the

timeline worksheet. Students can either write,
draw pictures, or include pictures to complete
their timeline.

When completed, I will ask students to share their

timelines with the rest of the students. I will
display the timelines around the class.
To conclude the lesson, we will finish our I am a
Person activity. I will ask students to add a
picture of something that they have done in the
past.

Students will explain their timeline and if time

permits, we will have a walk-a-bout.

5
minutes

5
minutes

10
minutes

10
minutes

Students will look at the photograph(s) of me in

the past. Students will then listen to a story about
my childhood to better understand the concept of
the past.

Development

15
minutes
10
minutes

Closure

Students will add a picture of something that they

have done in the past.

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.)
Although I am not teaching this lesson either, like lesson three, a lot of planning went into this lesson. I think that it was
important for the students to see personal examples of the past. I think it will be much easier for the students to understand
the concept of the past by seeing real world examples.
I look forward to this lesson the most because it will be fun to work on a timeline with the students. I am excited to see how
they turn up and I am excited to see if they can grasp such an abstract concept. Although the students had a hard time
grasping the concept of roles, I think they will understand the concept of the past because of some of the additional plans
Mrs. Barber will implement.
The things that I am most concerned with for this lesson is that students understand that months and days that occurred in
the past are in the past. I think that this is a hard concept, but by co-teaching with Mrs. Barber and using some of her
exercises that the students will understand this lesson.