Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kendra Visser

Date 04/13/2016 (block schedule day)
Subject/ Topic/ Theme The Diary of Anne Frank Act 1, scene 1, virtual tour of
the Secret Annex
Grade _7_______________
I. Objectives
How does this lesson connect to the unit plan? This is the second day of a 4 to 5 week unit discussing the play version of The
Diary of Anne Frank and writing research papers.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional

Explain why the author may have chosen to use a flashback (a term students learned the day before) in Act 1 scene 1.
Explain what stage directions are.
Write about how they think that the occupants of the Secret Annex felt while they were in the Annex based on what
they saw during the virtual tour.
Describe the setup and mood of the Secret Annex based on the virtual tour.
Apply what theyve learned about the importance of setting to other texts that theyll read within this subject area and
within other subject areas.

R, U, Ap
U
U, Ap, E
R, U, Ap
R, U, Ap,
E

Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading Standards:

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Analyze how a drama or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
(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 read pages 342-345 of the text, which give background to the story by
describing what the Secret Annex is and also what world events were happening as Annes story
progressed.
Pre-assessment (for learning): Students responses to the warm-up question
Formative (for learning): Reading Act 1 scene 1

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Filling out the activity guide during the virtual tour and responding to the teachers
questions during the Development section of the lesson.
Summative (of learning): Students ability to respond to the exit ticket question in the Closure section of the
lesson by stating their opinion and giving evidence that can defend their opinion on the handout based on what
they saw/experienced during the virtual tour).
Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
Representation
and Expression
Engagement

9-15-14

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?

How will your classroom

be set up for this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Students will access the content by

reading, seeing, and hearing a
description of the hiding space
throughout the lesson.

Students will read Act 1 scene 1

aloud during the Development
section of the lesson.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
In the Development section of the
lesson, the virtual tour allows
students to see and to interact with
the setting of the play, which they
had read about in Act 1 scene 1. It
allows students to connect what
theyve read with images in order
to help them imagine the context of
the story more clearly before
reading more of the play in later
lessons.
Provide options for comprehensionactivate, apply & highlight
Teacher will provide an activity
guide (attached) to help guide
students learning during the virtual
tour during the Development
section of the lesson.

Provide options for expression and

communication- increase medium
of expression
Students can share their previous
experiences during the Motivation
and Closing sections of the lesson,
and students will express how they
would feel if they were in a
situation similar to Annes.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will discuss the
importance of flashbacks, a term
they had learned the day before,
solidifying what theyve learned by
applying it.

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
-The warm-up activity helps
students to connect their own
experiences to Annes, which will
help students to find the text to be
more relevant and valuable than
they potentially had considered it to
be in the past.
-Threats will be minimized by
allowing the students to work in
pairs before the full-class
discussion begins. Students will
also be able to work independently
to write responses to various
questions in order to express their
opinions in a non-threatening way.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
The virtual tour and activity guide
(attached) will challenge students
by asking them to search through
the hiding space to find answers to
the questions that are hidden in
various rooms.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
-Students ability to fill out the
activity guide with complete and
correct answers.
-Students ability to respond to the
exit ticket question in light of the
virtual tour that they had just
completed.

Textbooks, handouts for the virtual tour, pencils, either laptops or computers with internet access that
will be used for the virtual tour. Either a computer lab or a laptop cart will need to be reserved for the
day that this lesson is taught.

The classroom will be set up with desks in several rows facing the front of the classroom. Students
will turn around and work with the students in the row behind them during group work time.

III. The Plan

Time

Components

8:00-

Motivation
(opening/
introduction/
engagement)

8:13

9-15-14

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Teacher will give the following writing prompt:
-Students will write a response to the prompt in
On page 343, the author says that Anne would only their daily journals.
share her diary with a real friend. Describe what
you think a good friend is.
-Teacher will ask students to share what they wrote. -Students will share what they wrote.

-Teacher will ask students if they think that the

definition of a good friend was different for them
than it was for Anne and to explain why or why
not.
-Teacher will ask for volunteers to read the three
speaking parts in Act 1 scene 1 of the play version
of The Diary of Anne Frank.
-Teacher will explain the purpose of the italicized
text and why its not meant to be read out loud.
-Teacher will read the italicized text.

8:138:30

8:308:40
Development
(the largest
component or
main body of
the lesson)

8:409:20

9:209:33

Closure
(conclusion,
culmination,
wrap-up)

-Teacher will ask students which vocabulary words

they learned yesterday is being used in this scene.
-Teacher will ask students to talk with their table
partner about why flashback was used.
-Teacher will ask students what the talked about.
-Teacher will lead a discussion about the use and
importance of the flashback technique.
-Teacher will ask students what they already know
about the Secret Annex based on prior knowledge
and what theyve read.
-Teacher will talk about the importance of the
setting of the story.
-Teacher will describe the next activity:
Students will complete an online virtual tour of the
Secret Annex and respond to a series of questions
on a worksheet (see page included at the end of this
document for the worksheet and the link to the
virtual tour)
-Teacher will circulate the classroom while students
are working on the activity.

-With about 5 or 10 minutes to spare in the class

period, the teacher will tell the students to answer
the last question on the handout needs to be
completed before they will leave and that it will be
their exit ticket. The question will be: How would
you feel if you were hiding in this space for two
years like Anne and her family did?

-Students will briefly discuss the question with

their table partner, and then share their ideas with
the class.
-Three students will volunteer

-Three students who volunteered will read the three

speaking parts (Characters: Miep, Mr. Frank, Anne)
-Students will respond.
-Students will talk with their table partners about
why they think flashback was used.
-Students will respond.
-Students will participate in the discussion.
-Students will respond.

-Students will either go to the lab to use computers

or use laptops from a computer cart in the
classroom in order to complete the activity.
-Students will complete the activity.
-Students will answer the question and hand in their
paper as they leave.

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.)
The virtual tour was very well-received. Technology availability wasnt an issue (every student had access to a computer), but
there were some technology issues throughout the class period. For example, the activity had sound and I forgot to mention
that students should bring headphones to class for this lesson if they have them. There were also a few issues with getting the
tour to load. However, the students responded well to having the opportunity to see the hiding space in greater depth. They
really respond well to technology. The activity guide was used well and almost all of the students were able to complete it
before they left. I could add questions to this guide to make it more challenging, and I could also make the questions a bit
more difficult. I could also add more personal questions to make them think a bit more critically.

9-15-14

Name:
Virtual tour of the Secret Annex
Use this link to access the tour: http://www.annefrank.org/en/Subsites/Home/
Once you get to the main webpage, click on the square on the left side of the page where it says Go straight
inside.
Answer as many of the following questions as you can. Some of the answers may be hard to find, so keep
searching! Dont forget that you can click and drag your mouse to rotate each room.
1. What is the door to the Secret Annex hidden behind?
2. How does the creator of the website describe Annes sister Margot? (Room Frank family)
3. Where does Edith, Annes mother, find comfort? (Room Frank family)
4. Otto, Annes father, loves which author? (Room Frank family)
5. What is one unique thing that Anne is interested in? (Room Anne Frank)
6. What is Annes most treasured possession? Why?
7. In which room do the families eat meals? Why?
8. How did the occupants of the Secret Annex hear news about the war? (Room Van Pels Family)
9. What qualities does Anne believe make someone beautiful? Write down a few of them. (Bathroom)
10. What surprised or interested you the most about the space?
Exit ticket question (make sure you answer this question before you leave!)
9-15-14

How would you feel if you were hiding in this space for two years like Anne and her family did? Why?

9-15-14