Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Caleb John Frens

April 22, 2016

Subject/ Topic/ Theme

Siddhartha: Presentation Day

Grade _11_

I. Objectives
How does this lesson connect to the unit plan? This is the fifth and final lesson of my unit play. Students will present their media
projects today in front of the class in order to show mastery over the key concepts involved with Siddhartha. The media projects will
connect the concept of Hinduism, Buddhism, and Siddhartha, to contemporary examples. The project is designed to show the
continued relevance of Siddhartha in todays world, as well as prepare students to encounter the rest of Siddhartha with
understanding.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

An E C

Interpret Hindu proverbs and connect them to Siddhartha.

Analyze present day forms of media for Hindu and Buddhist ideals in relation to Siddhartha.
Describe contemporary examples of Hinduism and Buddhism in media and relate them back to Siddhartha.
Articulate their media project findings to the class in a clear and concise way

An Ap
R
C Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: Literacy.Rl.11-12.2, RL.11.12-1
(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 need to have a basic understanding of the tenants of Hindu and Buddhist beliefs.
Students will have an understanding of the plot of Siddhartha through the first four chapters. Students
must have an openness to present to the classroom.
Pre-assessment (for learning): Begin class by reading a Hindu proverb. Then, ask someone to interpret the poem
and if anyone has any prior knowledge concerning Hinduism or Siddhartha.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): The teacher will check to see if everyone has sent in their media link. If not, then the
teacher will give extra time for students to finish up any last second details.
Formative (as learning): While students present their media projects, the students that are not presenting will
listen and take notes. The teach will also ask questions during the presentations if the students are not articulating
their points well.
Summative (of learning): Students will present their media projects and be graded.

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

Student presentations will be

shown visually through the
projector and given audibly to the
classroom.

Whoever present the poem of the

week will present it standing in
front of the classroom.
Students will present their project
in front of the classroom with the
option to sit or stand or move
around.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Each media group will have ample
time to present their projects to the
class. There will be a no talking
policy while other groups are
presenting to maintain respect.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
N/A

Provide options for expression and

communication- increase medium
of expression
Students can present their projects
with the aid of a PowerPoint or
Prezi if they wish.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
For the poem of the week, a student
with the aid of his or her
classmates will be asked to
interpret the poem.
The media project rubric is base
partially off of full group
participation. Thus encouraging
everyone to volunteer.

Provide options for comprehensionactivate, apply & highlight

Throughout the poetry reading and
media project, the teacher will ask
clarifying questions to help create
connections and make sure the
students have a good
understanding of what they are
doing.

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 executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

During student presentations the

teacher will ask question or help
answer questions.

Project grades are for the group

rather than the individuals
involved. Thus tasks will have to be
delineated amongst the group.

The teacher will need a computer with internet to play each students media selection. Students will
have already sent in links to their media selections, so the teacher should have them in a place of easy
access. The teacher will need the media project rubric in order to grade the presentations. Students will
need their Siddhartha books as well.

Students will sit in rows with their group members. Desks will be facing the board. The podium will
be moved to the side of the classroom so that students can see the board clearly (the board is where the
projector plays) for the media projects.

III. The Plan

Time
10
mins

35
mins

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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.
The teacher will begin class by showing a
Students will watch the Park and Rec clip
clip from Parks and Recreation that
while paying attention to how it pertains to
demonstrates the ideas of Buddhism.
Hindu thought.
The teacher will then randomly choose a
A student will read aloud and interpret the
student to read AND interpret the poem of
poem of the week. During the
the week aloud before the class.
interpretation other students will listen
attentively.

After the poem is done being read,

students will have five minutes to get
together in their media groups to go over
any last second detail.
After the five minutes are up, students will
present their media selections to the class
and then elaborate on them according to
the questions on the media project
handout. While the students present their
projects, the teacher will grade them
according to the assignment rubric.

Student will be prepared and ready to

present their media projects.

Students will present their media projects

to the rest of the class. When a group is
not presenting, they are expected to be
attentive and quite.

15

Closure
(conclusion,
culmination,
wrap-up)

When all of the students have finished

their presentations, the teacher will
instruct them to begin reading chapters 5
and 6, which will be do Monday as
homework.

Students will read quietly until the bell

rings.

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.)
Today was my last lesson on Siddhartha. I ended up not showing any clips today because I thought the students would have
enough to show for their projects. Today was the big day where one students would both read and interpret the poem of the week.
You could tell when the student was trying to interpret (in my case) he was uncomfortable. In response, I let him call on other
classmates for help and we made it through the poem. Despite the awkwardness, I wouldnt change how I did the poem of the week.
I think its good to push people out of their comfort-zones at time. And I felt safe enough in the environment that we created to let
students struggle through things. The student presentations were alright. My un-articulate instructions and rubric definitely showed
their ill effects. The students had fun with their projects, but they didnt grasp what a present day example of Hindu thought looked
like in present media, and Im not quite sure I did at the beginning either. I would not throw out the project, but for next time I really
need to shore up the details. My rubric also led to everyone getting similar high grades even though some students were head and
tails above others.

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