Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Shin Kim

Date November 05, 2018 Subject/ Topic/ Theme Global Studies Grade___12___________

I. Objectives
How does this lesson connect to the unit plan?
The unit is going to be about the Cold War and the perspective of the small countries around the world about the Cold War.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

 Have deeper knowledge and understanding of the Cold War.

U, An X
 Tell the detailed difference between communism and capitalism. R, E
 Label the geographical regions of South East Asia. Ap, R X
 Explain the relationship between the United States and South East Asian countries. U, An X
 Able to see the Cold War in the perspective of a third person country. An X
Common Core standards (or GLCEs if not available in Common Core) addressed:
(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 The students must know what led the two countries into the Cold War and their side effects. They must
knowledge and skills. also know how the Cold War ended.

Pre-assessment (for learning): Before the students come to class, they should read the short quotes from the
leaders of the Cold War and answer the short questions that I am going to assign them.

Formative (for learning): I will require them to make a poster in a small group, just from the quote reading that
they did before the class to see how much they already know about the Cold War, and switch into the atmosphere
of learning about the Cold War. This will allow me to learn how much the students already know about the Cold
War, and what I have to emphasize and concentrate on, during my lecture about the Cold War.

Outline assessment Formative (as learning): The students will be assessing their own knowledge and the level of understanding by
activities drawing a concept map about the topic. Through the big group discussion, they will know if the answers that they
(applicable to this lesson) have answered by themselves and in their own small group, is correct. I am going to let the students compare their
answers and summary and analysis together with their peers. They will also have question guidelines to answer
while they listen to the lecture and watch the videos.

Summative (of learning): The students will be asked to write a reflection paper and a summary on what
they have learned about the Cold War on the back of the question guidelines and will hand them in for
a grade. The students will also be given out question to bring home to answer and submit it via
“classroom”, or google doc.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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 Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
- The students will compare
their answers with their peers
and check if their own ideas or
answers were correct.
- The students will be searching
for another options and
opinions to answer the
questions, as the questions will
be asked about the students’
opinion with the details of the
subject.
- The students will be asked to
write reflection papers and
discuss with the peers.
- The students are going to
compare the poster that they
have made in the beginning of
the class before they were
taught about the Cold War,
and reflect on how their
thoughts have changed and
what stayed the same.
Provide options for sustaining
effort and persistence- optimize
What barriers might this challenge, collaboration, mastery-
lesson present? oriented feedback
- The class as whole, will
What will it take – discuss about the questions
neurodevelopmentally, they have answered or the
experientially, details that is learned
emotionally, etc., for your throughout the lesson.
- The students will be required
students to do this lesson?
to make question as small
groups. (they must come up
with at least 4-5 questions
each. Ps. More challenging,
better.)
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- The small groups will be
divided by the teacher. It will
depend how they set up the
sittings among their small
groups or how they divide the
work, but the small group will
be divided by the lead teacher.
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Provide options for comprehension-
activate, apply & highlight
- There will be PPT, presented
on the screen. The PPT will be
presented in the mixture of
both descriptions and visuals.
- I will also use group
discussion and Jigsaw as
activities for the students to
learn from and teach each
other of their individual
opinions.
- I will also have the
“perspective game” for the
students to be part of during
the lesson, where they will be
in small groups and answer the
same questions through given
perspective.
- They will be doing a
simulation based on the things
that they have learned, to try
to make a different choice
from the leaders in the past
and see what difference would
that make on the World today.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- I will clarify the definition of
communism. For the students
and some historical events and
the characters of the event so
that the students will have the
clear understanding and also
see what part of their answers
are different from mine, and
what they need to change.
Provide options for perception-
making information perceptible
- After the small group
discussion, before the
beginning of the lecture, I am
going to show the class a short
video clip of the Cold War.
- I will also have PPT for the
class, with both visual and
partial descriptions for the
students. I am going to
highlight the important
information in the power point
for the students to take notes
on and study for the upcoming
exam.
- I will also write down the
chronicles of the event in a
timeline fashion so that the
students won’t get lost
throughout the lesson.
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
- I am going to write the
objective of the day on the
board in the beginning of the
class so that the students have
the clear directions of where
they are heading in the
classroom.
- The students will have the
syllabus in the beginning of
the semester with clear
directions throughout the
whole semester.
- They will have study guide
lines, as questions, to answer,
during the lecture so that they
need to focus and make it
easier for them to understand
what they have to study for the
coming exam.
Provide options for expression and
communication- increase medium
of expression
- I will have my email address
and my phone number given
out the students, for them to
communicate with me.
- They will also be required to
write a short reflection for
every class of what they
thought about the lesson that
we went through.
Provide options for physical action-
increase options for interaction
- For the Jigsaw activity, they
will have to move around in
other small groups to teach
each other about the
perspective of their original
small groups.
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?
- Textbook
- Notebooks
- Utensils
- Their reflection papers (hard copy)
- PPT (What I need to prepare of the class.)
- Posters
- Colored Markers
I will set of the class so that four to five students would be in a small group. There will be four to five small
groups in the class. The desks of the small groups will be facing each other so that the discussion will be easy for
the students. However for the lecture part, the students will be required to turn and face the board and no back
should be turned towards the front.

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.
1. Tell the students to draw or write anything of what - Students will be divided into groups of three and create
Motivation they know about the Cold War and Communism on a poster of what they think about the Cold War.
(opening/ the poster that is provided with the colored pens and
introduction/ pencils as small groups of three.
engagement) 2. The students are going to, in the small groups that - Students will go around and present their ideas to the
they made posters with, present their thoughts about rest of the class.
the Cold War and what they know about
communism to the rest of the Class.
Development 1. ask the students to discuss what they have read and - Answer the questions that are on the board as a
(the largest learned through the reading assignments with the small small group
component or groups
i. What is communism?
main body of
ii. What government does it form?
the lesson) iii. What do you think the results will be if the
country is run by a communist system?
iv. What countries are still communist?
v. Would you recommend communism?

2. Big class discussion. (after giving the students - Share the individual thoughts to the whole class.
individual time to talk about the reading they did as an
assignment, they are going to turn their chairs to face the
board. The students will be asked to share their thoughts
as a large class. I am going to write down the good ideas
on the board so that students who are shy or students

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 with language barriers like myself will be able to take
notes on what their peers have said.)

3. Show the class the video clip of the nuclear bomb test - Watch the video.
during the Cold War

4. PPT presentation. (I am going to create a PPT before - Listen to the presentation and take notes on the
the class with important information about the reading highlighted parts of the description and the notes
and the lesson. Here, the most important information that taken on the board through the discussions
from the descriptions in the power point will be during the lecture.
highlighted or colored in a different color, so that it will
be easy for the students to catch the most important facts
in the discussion. The PPT however, will mostly be
pictures. I am going to lecture about the events in a
debate and discussion form with the students as a class.
As the discussion is being done, I will be asking
questions to the students to see if they are understanding
what I want to teach. Also, as the students answer the
questions or give out good opinions and thoughts, I am
going to write them down on the board, next to the
opened PPT for the students to take notes as they follow
along the lecture.)

5. Watch another video, but this time, it will be a video - Watch the video
about the increasing numbers of the nuclear bomb
throughout the world, during the Cold War, over time
period.

6. Jigsaw activity (I am going to number out the students - Join the numbered groups and explain the expected
in each small group and ask them to move to the desk life of the person they were assigned.
that is nominated with the same number they have. After
they are all moved to the desks with the peers with the
same number, they are going to tell each other of what
they each thought about the event in the specific
perspective they were given.)

1. In large group, let the students have the final - Discuss what they have learned through the lecture
Closure discussion about what they have learned through the and the group discussions as a class and take final
(conclusion, lesson and the lecture. notes
culmination,
2. Give out homework assignment. (Make the students - Write a reflection on their thoughts about the lecture
wrap-up)
write a short reflection about the lesson and class and the lesson, and also answer the same questions,
discussion, based on the questions they have answered in given in the beginning of the class.
the beginning of the class. They are going to write about,
what thoughts stayed the same or what thoughts have
changed before and after the lecture.)

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.)
While I was preparing for the class, I focused on what I could do to make the subject more shocking and interesting to the students. I focused on the
activities and how to help the students to participate in the lesson. As a person who speaks English as my third language, I also wanted to find a way
to help the students who might find, taking notes and understanding the concept challenging. For the students like this, I decided to assist their note
taking by highlighting the important facts in the PPT and to write it on the board.

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