Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher - Ms. Lee
Date-
Subject/ Topic/ Theme- Making Comparisons Between Then and Now Grade ___2_____
I. Objectives
How does this lesson connect to the unit plan?
This is lesson 4 and it serves to teach children how to have discussion with their peers and then to persuade others to change their initial thinking. It serves as a
springboard to help students write out their final persuasive piece at the end of the unit.
Learners will be able to:
Learn to adhere to the guidelines for discussion and discuss their opinion with peers
Clearly put forward their idea to challenge each others opinion
Support their argument with reason/evidence and work to improve on their speech skills.
Come to a shared agreement about whom they thought celebrated thanksgiving better
Fill out the OREO chart with their position
cognitiveR U Ap An E C*
Ap
An
An
E
C
physical
development
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading
[Link].2.9
Compare and contrast the most important points presented by two texts on the same topic.
Writing
[Link]-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that
support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding
statement or section.
[Link]-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
[Link]-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
[Link]-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening
[Link].2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.
[Link].2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at
a time about the topics and texts under discussion).
[Link].2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
[Link].2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
[Link].2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
[Link].2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or
deepen understanding of a topic or issue.
[Link].2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent
sentences.
[Link].2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(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
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II. Before you start
Identify prerequisite
knowledge and skills.
Knowledge: students should remember what they learned in previous lessons (why the pilgrims
celebrated thanksgiving and what they did during thanksgiving and how it was different from ours).
Skills: students are expected to have persuasive skills from previous lessons on persuasion.
Pre-assessment (for learning): students will be asked what they remember from the previous lesson
about how pilgrims celebrated thanksgiving differently to ours.
Formative (for learning): students will have discussion with their elbow partners.
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): students ask questions to clarify their doubt.
Summative (of learning): at the end of the lesson students will be filling out their OREO chart, which
will serve as summative assessment which shows how much students know about pilgrims and our
thanksgiving.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-Visual representation: have
discussion guidelines written down
so students can look at it anytime
during their discussion.
-Show on doc camera what
completed OREO sheet looks like.
-Auditory perception: clearly
describe what a discussion is and
give instructions of what I want
them to do.
Provide Multiple Means of
Action and Expression
Provide options for physical actionincrease options for interaction
-Move students back and forth
between their desks and on rug.
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-To minimize threats, make sure all
students are on the same line
regarding what we are about to do.
Tell students that they should feel
free to ask questions at any time
during the lesson.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-Explain and make clear what
discussion is.
-Describe how students should fill
out OREO sheet.
Provide options for expression and
communication- increase medium
of expression
-Students will verbally
communicate with their elbow
partners and also write down their
opinions on OREO sheet.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
-Discussion activity will both
challenge and require collaboration
from students. By telling their
partner about their opinion they
may challenge their partner, and
come to a conclusion after having
collaborated together on the
conclusion.
Provide options for
comprehension- activate, apply &
highlight
-Go through each steps of
discussion to highlight the
guidelines.
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
-As students fill out their OREO
sheet they will be able to reflect on
the things they learned from this
lesson and it will serve as selfassessment.
The book Oh, What a Thanksgiving! for reference
Oh, What a Thanksgiving! worksheet
Big paper with discussion guidelines written on it
OREO chart
How will your classroom
be set up for this lesson?
Students will be seating on the rug during discussion time and then for the second part of the class go
back to their desks to work on writing.
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.
Opening:
- Begin the lesson by asking students what
they remember from the previous lesson.
What did we learn about in our last
lesson? How was pilgrims thanksgiving
different to ours?
Who do you think celebrated
thanksgiving better?
Introduction:
- Give brief overview of the lesson to
students.
Today we are going to begin our lesson
by having a discussion with our elbow
partners. And then we will each fill out an
OREO chart which will help you in
writing your final paragraph about who
celebrated thanksgiving better.
Development
(the largest
component or
main body of
the lesson)
Engagement:
- Students recall what the learned in the
previous lessons. Be willing to share their
opinions with the class.
Students listen to the instructions
carefully.
Students listen to the instructions carefully
and ask questions if they are unsure about
something.
Students actively engage in the discussion
with their elbow partners. They each
should talk and listen, respect others, and
try to reach a shared agreement.
Development 1:
- Have each student bring their Oh, What a
Thanksgiving! worksheet to the rug.
- Point to the big paper with discussion
guidelines written on it (this should be
attached to the whiteboard).
Discussion guideline:
1. Respect each others ideas
2. Invite someone to contribute by
asking questions
3. Give proof of listening (nodding,
gesturing)
4. Clarify, challenge, summarize, and
build on each others opinion
5. Be prepared to change your mind
6. Come to a shared agreement
-
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Go through each guideline and explain
them to students, making sure they
understand what is expected of them.
Most important thing is that each pair
comes to a shared agreement at the end of
the discussion.
Based on what they wrote on the
worksheet each pair carries on a
discussion. If they have different opinions
they should try to reach a shared
agreement; if they already have same
opinion then they should still share with
each other why they thought what they
wrote.
Teacher can walk around to listen to their
discussions and facilitate their discussion.
Development 2:
- After students have reached a shared
agreement on who celebrated
thanksgiving better, tell them to go back to
their desks.
- Have paper passers distribute OREO chart
to each person.
- Explain what they have to do on the
OREO chart.
At the end of the discussion you have
reached a shared agreement with your
pair. Now you are going to write down
your argument on this chart.
Write Who celebrated Thanksgiving
better? as topic.
Now you need to write down your
opinion in the first box that says opinion.
Below, you need to support your opinion
by giving reasons that you wrote on your
Oh, What a Thanksgiving! worksheet.
Work with your pair and write about the
shared agreement you reached at the end
of the discussion.
Once you have the three reasons written
down, at the bottom you have to confirm
your opinion again. Here, you can write:
this is why I think pilgrims/we celebrate
thanksgiving better.
- Ask if students have any questions
regarding OREO chart.
- Tell children to work on the chart and go
around the class to help students.
Closure
(conclusion,
culmination,
wrap-up)
Students listen to the instructions carefully
and ask questions if they are unsure about
something.
Working with pairs, students fill out the
OREO chart to the best of their ability.
Collect both Oh, What a Thanksgiving!
worksheet and their OREO chart for
grading.
End the lesson by telling students that in
our next and final lesson, they will rewrite
their persuasive piece in paragraph form,
and each pair will come to the front and
share their opinion with the whole class.
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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