Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Josiah DeBoer

Date Subject/ Topic/ Theme Islam: Connecting it to us Grade _____8___________
I. Objectives
How does tis lesson connect to te unit !lan"
This is the inal lesson to the unit on Islam/the !iddle "ast
This lesson #ill ta$e #hat #e ha%e learned and loo$ed at& and encourage the students to appl' it to themsel%es
This can also be a time or students to di%e deeper into a part o the unit that interested them
Learners will be able to#
cogniti%e(
) * +p +n " C,
ph'sical
de%elopment
socio(
emotional
Compare the !iddle "ast to their o#n culture +-
)elate their liest'le to the liest'le o a !iddle "asterner +-
Justi' their thoughts and opinions on the subject
Generate a #ritten paper e.pressing their thoughts and opinions on the subject
" "
C C C
Common Core standards $or %LCEs if not available in Common Core& addressed#
CCSS/"0+(0IT")+C1/2/8/3/+ Introduce a topic clearl'& pre%ie#ing #hat is to ollo#4 organi5e ideas& concepts& and inormation into broader categories4 include
ormatting& graphics& and multimedia #hen useul to aiding comprehension/
CCSS/"0+(0IT")+C1/2/8//3/B De%elop the topic #ith rele%ant& #ell(chosen acts& deinitions& concrete details& 6uotations& or other inormation and e.amples/
CCSS/"0+(0IT")+C1/)7/8(9:/; Determine the meaning o #ords and phrases as the' are used in a te.t& including %ocabular' describing political& social& or
economic aspects o histor'/social science/
<-ote# 2rite as man' as needed/ Indicate ta.onom' le%els and connections to applicable national or state standards/ I an objecti%e applies to particular learners
#rite the name<s= o the learner<s= to #hom it applies/=
,remember& understand& appl'& anal'5e& e%aluate& create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
The students #ill need a good understanding o Islam/
The' #ill need to understand the culture<s= o the !iddle "ast/
The' #ill need to $no# inormation about their o#n culture/
Be able to compare Islam to Christianit'/
Be able to relate their o#n li%es to the li%es o !uslims/
>no# the societ' o the +rab #orld to connect bac$ to the students? societ'/
<+ll this inormation should be co%ered in the prior lessons=/
Outline assessment
activities
<applicable to this lesson=
Pre-assessment (for learning):
The lessons leading up to this are good pre(assessors/ The relection papers #ill gi%e me an idea on
#hich students are ta$ing the unit seriousl' and ta$ing it to the ne.t le%el/
Formative (for learning):
Formative (as learning):
Summative (of learning=:
The inal relection paper that the' #ill be #riting #ill be the inal assessment o the #hole unit/
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
@ro%ide options or perception(
making information perceptible
This lesson #ill be more
o a lecture/discussion/
Inormation #ill be
#ritten and spo$en/
@ro%ide options or ph'sical action(
increase options for interaction
Students #ill share
thoughts aloud/
@otential small group
meetings leading up to
ull class discussion/
@ro%ide options or recruiting
interest( choice, relevance, value,
authenticity, minimize threats
This is purel' a
personal/opinion based
lesson/
The relection paper has
no right or #rong ans#er&
simpl' completion/
9(98(9A
@ro%ide options or language&
mathematical e.pressions& and
s'mbols( clarify & connect
language
!a'be I could allo#
students to dra# a
picture or their
relectionB
@ro%ide options or e.pression and
communication( increase meium
of e!pression
The paper #ill gi%e the
students a chance to
better e.press
themsel%es& rather than
sharing in ront o the
#hole class/
@ro%ide options or sustaining eort
and persistence( optimize
challenge, collaboration, mastery-
oriente feeback
I #ill be gi%ing
eedbac$ throughout
the discussion/
@ro%ide options or comprehension(
activate, apply & highlight
The students #ill be
ta$ing e%er'thing the'
learned and appl'ing it
to the paper/discussion/
@ro%ide options or e.ecuti%e
unctions( coorinate short & long
term goals, monitor progress, an
moify strategies
Short(term goal:
".press opinion on the
paper/
0ong(term goal:
Change the #a' 'ou
li%e to better ser%e the
0ord and 7is people/
@ro%ide options or sel(regulation(
e!pectations, personal skills an
strategies, self-assessment &
reflection
"%er' student should
some orm o
relection/
+ rubric #ill be gi%en
to the students to
ollo# and e%aluate
their #or$/
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
Chromeboo$s <In case students #ant to do urther research=
)election @aper )ubric
)election @aper handout/instructions
How will (our classroom
be set u! for tis lesson"
The classroom #ill sta' setup as is/
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
<opening/
introduction/
engagement=
Cuestions:
2h' ha%e #e been stud'ing IslamB
2hat does this ha%e to do #ith us
<Christians=B
Does this relate to usB
7o# can this change #ho #e areB
67
min
3evelo!ment
<the largest
component or
main bod' o
the lesson=
".plain )election @aper:
9(3 pages long
Students ma' do more research on topics
Dollo# the gi%en 6uestions on handout
Gi%e e.planations
B" D"T+I0"D
Students ma' use Chromeboo$s to
continue researching topics the' are
interested in/
Students #ill be gi%en time to #rite the
)election paper ater the class discussion/
89
min
9(98(9A
Closure
<conclusion&
culmination&
#rap(up=
Challenge:
I challenge all o 'ou to ma$e an eort to not judge
those #ho are dierent/ I challenge 'ou to beriend
someone o another religion/ 0earn rom them&
teach them& and lo%e them/ Become rooted in 'our
aith #ith the 0ord so that 'ou can do 7is #or$/
7 min
:our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. <2rite this ater teaching the lesson& i 'ou had a chance to teach it/ I 'ou did not teach this lesson& ocus on the
process o preparing the lesson/=
9(98(9A
Conte.t O!tions , 2e Class as a +ole
;ariables Class Overview based on observations and data
Individual differences<
"akes#$ipton <9E;(9E8=
$evine <388(A:3& A39(A3E=
Cognitive and
4eurodevelo!mental
differences
%riging&<9F9(9FF=
"akes#$ipton <9E: ( 9E3=
$evine <3;FG H Table o
-eurode%elopmental Constructs=
Learning st(le differences
$evine <3E(I:=
=tudents wit disabilities
I3EA
%riging&<9IF(9F3=
"akes#$ipton <38I(F HA:A=
%ifted =tudents
%riging&<9F3(9FF=
"akes#$ipton <38I& A:3(A3E=
=ocial Class differences
%riging&<98I(39:=
"akes#$ipton <8(3I=
$evine <33I(3;;=
Etnic > 0acial
differences
%riging&<9:A(939=
"akes#$ipton <II(FI& 8;(9:;=
%ender differences
%riging&<393(33;=
"akes#$ipton <3EE(3E8=
Language differences
%riging&<93I(9IA=
"akes#$ipton (98E(3:3=
9(98(9A