Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Shin Kim

Date November 12, 2018 Subject/ Topic/ Theme Global Studies Grade ___12___________

I. Objectives
How does this lesson connect to the unit plan?
The unit will be about the introduction of Communism in North Korea, and the cause of the Korean War. Some people say that Korean War caused the Cold War, and
other say that Cold War has caused the Korean War. In this lesson, we will discuss as class and pick our individual stand.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Have deeper knowledge and understanding of the Korean War. U, An X
 Tell the detailed difference between South Korea and North Korea E, An
 Label the geographical regions of East Asia. Ap, R X
 Explain the relationship between the United States and North Korea An, E X
 Describe the cause of the division R, U, 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 why Korea divided into North and South. They must know the political
knowledge and skills. difference between North and South.

Pre-assessment (for learning): Before the students come to class, they should read the article about the Korean
War and the Japanese imperialism in the Korean Peninsula. Students must review the end of the WWII and how
the end of WWII greatly influenced the division of Korea.

Formative (for learning): The students will do an activity on the poster. Two people will hole one pen and try to
draw two different shape at the same time. I will ask them to write their feeling after they tried drawing the picture
on the poster. I am going to connect this activity with the struggle between the Soviet Union and the United States
Outline assessment in the Korean Peninsula and how it affected the country.
activities
(applicable to this lesson) Formative (as learning): The students will be asking them questions and will give out questions for them to
answer during the lesson.

Summative (of learning): The students will be asked to take an exam next class for their final assessment
over this unit. They will be asked to answer five of the six questions on the quiz and answer them in a
short answer format. They will be required to use historical facts as evidence to back up their opinions
on the test.

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

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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 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 different reasons why
Korea has divided into two
countries.
- The students will be asked to
write reflection papers and
discuss with the peers.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- The class as whole, will
discuss about the questions
they have answered or the
details that is learned
throughout the lesson.
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.
- -
- Textbook
- Notebooks
- Utensils
- Their reflection papers (hard copy)
- PPT (What I need to prepare of the class.)
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 for the students to
talk about how they will feel
to be separated from their
family at the same age as they
are now.
- 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 above, how
would the feel if it were them
that fled from North Korea,
never to see you family
members again.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- I will clarify the difference
between North and South
Korea, why they came to be
separate countries, who
divided the country and with
what intention did they do
that.
- I will also clarify the after
effect of the Korean War and
the impact it has on the elderly
people, even until now.
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 Korean War
and the reunion of family
members for the first time in
Korean history.
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
review guides for the up-
coming quiz next class for the
students to study with.
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.
- Chromebook.
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.
 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
How will your classroom the students.
be set up for this lesson?

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. Write down the direction on the board of what we are - Students will copy the directions and the objective that I
Motivation going to cover as a class in that specific day. wrote on the board to their own notebooks or their
(opening/ computers.
introduction/ 2. list the characters and events in the timeline format.
engagement)
3. Show the class one to two pictures of the war sites in
Korea, during the Korean War.

4. Let the students write of their thoughts and opinion

about the picture they saw. - The students are going to write down their thoughts and
feelings about the picture they saw.
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. Who was the leader of the North?
main body of
ii. Who was the leader of the South and what
the lesson) government style did he prefer?
iii. Why is communism in North Korean failing
when other communist countries are actually doing
pretty good?
iv. Who divided Korea?
v. What could be done to rebuild the broken - Share the individual thoughts to the whole class.
relationship?

2. Big class discussion. (after giving the students

individual time to talk about the reading they did as an
assignment, they are going to turn their chairs to face the

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

3. Show the class the video clip of the Korean War - Listen to the presentation and take notes on the
highlighted parts of the description and the notes
4. PPT presentation. (I am going to create a PPT before that taken on the board through the discussions
the class with important information about the reading during the lecture.
and the lesson. Here, the most important information
from the descriptions in the power point will be
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. Show the class the video of the family reunion. - Watch the painful after effect of the Korean War

6. Start reviewing for the quiz.

- Studying for the quiz

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,
wrap-up) 2. Quiz next class. - No reflection paper because there is a text in this
unit.

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.)
I was really surprised at how much they don’t know about the Korean History. I ran out of time and did not get a chance to give the students to ask
questions about the up coming quiz next class. I need to keep in track of time.

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