Unit Plan Lesson 5 1

Lesson Planning Form for Accessible Instruction — Calvin College Education Program Teacher: David DeKryger

Date: 4/5/19

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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 cognitiveR U Ap An E C*

Learners will be able to: ● ● ● ●

Understand that people have different significant roles in their communities Produce ideas for how they can contribute to their communities as good citizens Understand what good citizens do to contribute to their communities Create written/drawn out situations where they can be good citizens.

U An U C

physical development

socioemotional

x 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):

Question them on what a citizen is through discussion, to see what they know about citizenship 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?

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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 Engagement Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Students regulate themselves thinking about how to be good citizens in their own communities

Provide Multiple Means of Representation Provide options for comprehensionactivate, apply & highlight

Students will discuss with partners and with everyone else. Will listen to my teaching. Will write out a response to the lesson

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Students will discuss in pairs and discuss with the whole group. Will be challenged to think for themselves a little bit.

Clarifying what a good citizen does

Provide Multiple Means of Action and Expression Provide options for executive functions- coordinate short & longterm goals, monitor progress, and modify strategies Trying to provide a lesson that will teach the students how to be better people and how they can contribute to help their communities. Provide options for expression and communication- increase medium of expression

Discussing with their partners and then sharing out loud to the whole class. Write in journals

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Students will discuss and think about themselves and how they can be good citizens 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 perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

I will write a little on the board, I will show off pages of the book I’m reading.

Moving from desks to the floor and then turn bodies to face the direction where I will be sitting and reading to them. Go to desks and write.

Whiteboard with marker Social studies textbook Writing journals and pencil

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.

III. The Plan Time

Components Motivation (opening/ introduction/ engagement)

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

5 minutes ● ● ●

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

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15 minutes

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Call students to the floor with their partners Ask them, “What is a citizen?” “Talk with your partners for a little bit.” Call on students to share by hand raising Give them feedback in saying that my definition of a citizen is “an official member of a community.” I’ll write it on the board “Are you citizens? Am I a citizen?” Give me a thumbs up if you think so. Confirm that we are citizens “Today we are going to talk about what it means to be a good citizen and what they 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. “What are some laws we obey?” Call on students to answer Obeying these laws helps us be good citizens “What are some ways we can take care of our communities? Think about it for a bit” “Raise your hands and tell me some ways” List other ways that students may not hit “How can we help people in our 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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Students come to the floor with their partners Talk with partners about my question Students who are called on answer my question Listen to my definition

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Say yes to both questions by giving me thumbs up

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Listen to me

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Some students who are called on answer my question Listen to me

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Think about my question for a few seconds Raise hands and answer

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Students raise hands and answer

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Closure (conclusion, culmination, wrap-up) 15 minutes

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

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Students raise hands and answer about how to get along with others

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Answer my question if they can by raising hands.

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Listen to my reading

Ask the students, “How was President Lincoln a good citizen?” Have them discuss with partners about this question. Call on students to share by hand raising. “How can you be like him?” Send students to their desks to get journals out and write their answers to this question Write question, “What are you going to do to be a good citizen like President Lincoln?” Explain a take home assignment of creating a map of their own community. Send them back to their desks and give them the rubric and explain the assignment more and ask if they have questions. Lesson ends

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Students discuss with partners about my questions and then later answer when called on after raising hands.

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Go to desks and answer the question in writing in their journals

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Listen to me about assignment

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Receive assignments, listen to me, and ask questions if they have any through hand raising

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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