Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ben Monsma

Date

4/10/16

Subject/ Topic/ Theme

Reagan Unit - Debate

Grade __10______________

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, the students will present what they found on their assigned president, argue why he should be considered the best of all time, and then as a class compile
a list 1-11. This helps the students to look at how the policies of today will be remembered and looked at tomorrow (for better or for worse) and how Reagan was
revered in his day, has now begun to slip a little in the view of scholars.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U, Ap,
An, C

Learner will be able to develop, create and clearly articulate their argument for their assigned president being ranked
as the best president of all time

R, Ap, An

Learner will be able to thoughtfully respond to the oppositions arguments with factual data
Learner will be able to draw on and utilize information from a variety of sources in order to strengthen their argument
Learner will be able to apply all of the knowledge they have learned in this unit to successfully debate the topic

R, U, Ap
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
RH 11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain.
RH 11-12.8: Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information.
RI 5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
(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.

Students will have to have a good understanding of the Reagan Era so that they can effectively debate
the topic
Pre-assessment (for learning): Observed students display their knowledge of the Reagan Era through out the unit
Formative (for learning): Observing/making note of key points brought up during the debate

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Asking students to expand upon certain points made during the debate
Summative (of learning): Providing students with written notes on the debate and declaring a winner

with an explanation as to why

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students may use visual aids in

their presentation as they debate

Every student must participate in

the debate, standing in front of the
class

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Stats may be used to strengthen

argument

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Students can present their

debate strictly orally, or with the
help of visual aids (power point
sildes)

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Make clear that the judges have no
prior agenda of who is right or
wrong
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide students with

constructive feedback after the
debate has concluded

Provide options for comprehensionactivate, apply & highlight

Lead final discussion after the

debate has ended

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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

Outline goals and strategies

before hand, explain why the
debate is important

Have students reflect on the

experience and evaluate how it
went and what they thought they
could have done differently
Students may use pen/pencil and paper for notes and/or Chrome books to create visual aids

One podium at the front of the room from which students will present their cases from the debate,
desks will be split half and half so that the proposition team members and opposition team members
are together, desks will be facing the front of the room
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Greet students as they enter, ask that they
- Students will sit quietly and listen to the
take their seats
directions
- Explain the days lesson and its purpose

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The teacher will sit and listen to the

argument for each president, adding tidbits
at the end if students missed anything
important to bolster their argument
After the students have come up with their
lists, write the list according to scholars on
the board and lead discussion on the
differences and why that may have
occurred
Drive home the point that the way a
president, and their policy decisions are
viewed while they are in office may
change drastically as time goes on
(Lincoln is hated by half or more of the
population while he is alive, but now is

Students will present their argument for

why the president they were assigned
should be considered the greatest of all
time, in chronological order (beginning
with Washington, ending with Clinton)
Students will then confer with their table
groups to come up with a list 1-11 of
where they think each president should be
ranked

considered the best president weve ever

had; similarly, Jackson was beloved
during his time in office and his relocation
of the Native Americans was not frowned
upon, but now he is seen as a kind of
villain in US history)

Closure
(conclusion,
culmination,
wrap-up)

End with thoughts on how the events of

today will be remembered tomorrow (20,
50, 100 years down the road)

- Students write brief reflection paper on this topic

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.)
In teaching this lesson I think the biggest problem I had was the pacing. I did not have as much time at the end as I would
have liked to, to engage in a meaningful discussion. However, I do think that the students enjoyed the activity.

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