Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date
10/16

Nick DeVries
Subject/ Topic/ Theme

U.S. History/ Articles of Confederation

Grade 8th

I. Objectives
How does this lesson connect to the unit plan?
This unit labeled A More Perfect Union, covers the make up of the U.S. Government starting with the Articles of Confederation and
ending with the ratification of the Constitution. This first lesson will be used to describe why the Articles of Confederation were
created. And why the Articles of Confederation were unsuccessful in governing the United States.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

Identify the factors, social, and economic, that forced the Articles of Confederation to be created. This will be done by
having students examining the Articles of Confederation through the worksheet worked on in class.

R, U, AP

Identify the reasons why the Articles of Confederation was designed to be completely different than how the British
governed the colonies. This is accomplished by filling out the worksheet that describes why the Articles of
Confederation had certain aspects to it.

R, U, AN

Describe why the Articles of Confederation was unsuccessful governing the U.S. This will be accomplished by filling
out the worksheet, along with in class discussion following the worksheet.

R, U

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.6-8.2,CCSS.ELA-LITERACY.RH.6-8.3,CCSS.ELA-LITERACY.RH.6-8.1
(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 knowledge on the History leading up to the Articles of Confederation, along with have
some basic knowledge on the Articles of Confederation.
Pre-assessment (for learning): Ask students why the think the colonies had to form some type of government?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): The teacher will put students into groups of two and have each group fill out Analyzing
the Articles worksheet (attached at the end of unit plan). Then teacher will hand out place cards that correlate
with the worksheet (also attached at the end of unit plan) Students will work with their partner until they have
seen and answered all 8 place cards.
Formative (as learning): Students will be asked to share their answers with the entire class. Teacher will then
evaluate each response along with opening discussion about other answers with the class.
Summative (of learning): N/A

What barriers might this

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

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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

Each student will have his or her

own paper handout of the
worksheet. Students will fill out the
worksheet. Classmates will also
give oral response at the end of the
lesson. A PowerPoint with the
correct answers will be made
available when going over answers
in the front of the class.

Students will have the ability to

move their tables, and chairs away
from other groups so they can be
more comfortable working together.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students responses will differ as
there are many different choices on
how to answers the questions on the
worksheet, as they seem productive.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will be allowed to

answer the questions from the
worksheet in a way they seem
productive. Answers can be
bullet points, pictures, etc.
Provide options for comprehensionactivate, apply & highlight

Students will share their

answers, and be encouraged to
change/add any answers that
they did not have.

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?

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be able to write

down their answers along with
being able to express their
answers to the class.

Students will work together and

challenge one another, which
will produce collaboration. At
the end, the teacher will present
answers to clear un any
questions or fix any mistakes.

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

Teacher will walk around and

monitor students along with
students being able to ask the
teacher questions that they may
have at then end of worksheet.

Students are allowed to conquer

and divide the information that
they need to provide. When a
group is called on, not all
students will be required to
speak and give a response.
The teacher will need to print out 30 handouts of the worksheet.
Print out 3 copies of each place card that goes with the worksheet.
The teacher will also need a projector to show his or her PowerPoint.
The students will need a pen, or pencil to fill out the worksheet.

Students will begin class in their assigned seats. Each student will be sitting at a table with another
students that will be his or her partner. The tables will be in rows of 4, and in 3 columns. Students also
will need to be sitting forward as well in order to see the projector in the front of class.

III. The Plan

Time

Components

10
min

Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)
40
min

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Explain now that the Colonies have won
Students listen as teacher introduces the
their independence, they had to figure out
subject
a way to govern themselves. Use example
Students can tell the teacher any of things
of trying to decide what to do with friends
that they know about the Articles. They
is hard because friends want to do
will do this by raising hand and waiting to
different thing. It becomes even harder
be called upon by the teacher.
when different parts of a nation want
different things.
Ask students what they know about the
Articles of Confederation to get a
understanding how much they already
know.

Teacher (before handing out the

worksheet) explains the worksheet. Tell
them that they will work with their
partner, and will have 5 minutes to work
on each problem.
Ask if the students have any questions
about how to fill out the worksheet. If they

Students will listen to teacher instruction,

asking any questions that they may have.

10
min

Closure
(conclusion,
culmination,
wrap-up)

do, have the teacher do the first one as an

example in front of the class.
Then explain the second part of the
worksheet that they will work by
themselves on. This part is a reflection
about the Articles of Confederation. It
asks and has students reflect on what
problems the United States may have from
the Articles of Confederation.
Ask if the students have any questions. If
there is a question, answer by doing the
first question on the second part of the
worksheet.
Pass out the worksheet and the pictures
that go with the worksheet.
Walk around the class, seeing if students
have questions and checking to make sure
they are doing the project correctly.
Every 5 min, teacher will tell students to
pass the number that they were working
on to the table behind them. Then they
have another 5 min to answer the next
number of the worksheet.

Students will work on worksheet with

their partner. If they have any questions
they will be able to ask the teacher.

Students pass back the place card they

were working on to the table behind them.
The group in the back brings their place
card to the front table.

Begin, and go over the PowerPoint with

the correct answers for the worksheet.
Ask if the students have any questions.
Tell the students tomorrow we will be
diving into the Articles more.
Dismiss the students.

Fill out worksheet with any information

that they dont have.
Ask any questions they may have.

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.)
This was my first lesson of my unit plan, and I got to actually teach it to my students. Overall, I thought it went fairly well. I think a
couple of things went well, and a couple of things that I need to work on. One thing that I think went well was the class engagement.
The students were really engaged during the partner worksheet, which was really good to see especially since they just switched seats
recently. Students were talking to with each other, helping one another work on the worksheet. One student even was practically
teaching one student who needs more help than most which was really cool to see. Another aspect that I thought went well was the
direction of the worksheet and how I explained them. I was questioned how much of the student would be able to follow along with
the directions. I was pleasantly surprised when the students grabbed the concepts rather quickly. This allowed me to get farther than I
originally thought the class would get, since my lesson was delayed with the class finishing a movie from a previous lesson. Two
things that I need to work on are timing, and question asking. How fast I was moving through the lesson was something that was
brought up by both my teacher, Mr. Miller, and Professor Leo who was there to observe me. I wouldnt repeat questions, or myself
which would have been useful for my students as we were learning some new materials. How I asked questions also needs some
work. I would ask questions that either were to simple and easy and didnt require much thought by the students, or I would just
accept one answer not giving other students a chance to respond. These two things I could improve on, but the lesson as a whole, and
the goals I wanted them to achieve were both successful.

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