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Kollen 1

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Andrew Kollen
Date

11/6/14

Subject/ Topic/ Theme

World History

Grade __9th/10th______________

I. Objectives
How does this lesson connect to the unit plan?
This lesson talks about Buddhism which is the main belief of India at the time of the Silk Road. This idea of religion spread to
Eastern Asia and is still prevalent in China today.
Learners will be able to:

cognitiveR U Ap An E
C*

Create a chart with the basic concepts of Buddhism with a group


Present and explain one aspect of Buddhism to the class
Relate the spread of ideas (like Buddhism) to the idea of networks

physical
development

socioemotiona
l

U, R

C, R

An

Common Core standards (or GLCEs if not available in Common Core) addressed:
F3. Standard: Growth and Development of World Religions
Explain the way that the world religions or belief systems of Hinduism, Judaism, Confucianism, Buddhism, Christianity, and
Islam grew, including:
F3.2. Grade Level Expectation:
Interactions with culturally diverse peoples
F3.3. Grade Level Expectation:
Responses to the challenges offered by contact with different faiths
F3.4. Grade Level Expectation:
Ways they influenced people's perceptions of the world.
(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 be asked if they know anything about Buddhism at the beginning of the class. Students
will know where China is because of the geography quiz.
Pre-assessment (for learning): Opening Questions

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):


Formative (as learning): Reading the document and creating a slide of important information
Summative (of learning):

What barriers might this

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Provide Multiple Means of


Representation

Provide Multiple Means of Action


and Expression

Provide Multiple Means of


Engagement

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lesson present?

Provide options for perceptionmaking information perceptible

What will it take


neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for physical actionincrease options for interaction

Provide options for recruiting


interest- choice, relevance, value,
authenticity, minimize threats
Students are working with smaller
groups and only one person will
have to speak up in front of class.

Provide options for expression and


communication- increase medium of
expression

Provide options for sustaining effort


and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

Students will be putting the most


important information that they find
into a chart to share with the class
and to look up information on
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Students will collaborate and discuss


what they different parts of
Buddhism are and what concepts are
most importnat to know.
Provide options for comprehensionactivate, apply & highlight
Students will apply their basic
understanding of Buddhism to how
it spread along the Silk Road.

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
Once students look at the different
aspects of Buddhism, they create the
slide with the most important
information on it. This will monitor
their progress during the days
lesson.

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection
Students can self asses their abilities
to take information from a source
and find the key points and most
important details from that source.

Laptops
Opening Questions
Buddhism Powerpoint
Buddhism Chart
Buddhism Chart Answers
Buddhism and Silk Road article
Students will be in their groups of four. This way they can collaborate with one another.

How will your classroom


be set up for this lesson?
III. The Plan
Time

Components

7 min
Motivation
(opening/
introduction/
engagement)

8 min

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher writes the following questions on the board: Students answer questions with their groups. They
What do you know about Buddhism?
should be prepared to discuss their answers with the
Where do majority of people practice Buddhism
whole class.
today?
What do you want to know about Buddhism?

Teacher tells students to go to the following


website:
http://www.religionfacts.com/buddhism/index.htm

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Students open the website that the teacher has told


them to go to.

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

The teacher calls on 3 students to read the three


paragraphs that introduce the Buddhism website.

Students listen and read along to the introduction


paragraphs.

The teacher explains that they have 5 minutes to


look around on the website. Explain that they need
to click on the various links to be transferred to
pages that give more details about each aspect of
this religion. The teacher needs to explain that they
need to get a broad overview of what this religion is.

Students spend 5 minutes looking at the website.


They first need to click on Basic Facts of
Buddhism and read what it says. They then can go
back to the original front page and click on other
links to learn more about the religion.

Each group has to find the three most important


pieces of information on their particular aspect of
Buddhism. They may have to click on the links
further down in their particular topic to receive
more information. Teacher explains that students
need to put their three facts.

15
min

Students work with their groups to find the 3 most


important concepts in their particular topic area.
They put their information onto the google
Presentation.

Group 1: Buddhist Beliefs


Group 2: Buddhist Symbols
Group 3: Buddhist Sacred Texts
Group 4: Buddhist Things
Group 5: Buddhism Practices
The Google Presentation named Buddhism is
shared with students. They open it up and put their
information on a slide in the presentation.

Teacher waits until students are done finding their


information and the facts are put onto the Google
presentation. The teacher has each group talk to the
whole class about their slide.

Students participate in their groups discussion of


their slide to the whole class.
When students are not presenting, they are filling
out their chart with the information that the students
are presenting on. This is called Buddhism Table

10
min

Teacher has students open the document titled


Buddhism and the Silk Road

Students read this document and highlight and take


notes while doing so. Students can highlight on
preview or on their pdf viewer on their laptops.
Students should write a three sentence summary to
what the article was about.

Teacher asks students the main ideas of the article.

Students can discuss the questions with their group


members and will have an answer to the questions
that teacher asks.

7 min
3 min

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Closure
(conclusion,
culmination,
wrap-up)

How did Buddhism come to China?


Where did Buddhism originate?
How was the world linked along the Silk Road?

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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 never able to teach this lesson, but I am curious if this idea of using the website and chart would work or not. I think
that the Buddhism website gave a great overview of the religion and that students could create a basic understanding of the
religion. I think this also engages them into the content and to work with one another. They will have to collaborate to decide
what the three most important pieces of information are on their particular branch of Buddhist beliefs. I also think that
looking at the Silk Roads and Buddhism document would be a great way for students to read a page or two of information
and summarize it. I want students to read information, but be able to find the most important content from the website or the
article. I think this is a vital skill for students to start learning because they will be asked to do this on standardized tests. I
also hope that lesson will help students think about the world today and realize that Buddhism has spread to China. Some of
these concepts that students are learning in this unit are still prevalent in todays society. I think next time I want to present
on Buddhism and have the students do an activity where they find the most important information from the presentation that
I would make. I also think that having students find their own information about Buddhism might help with research skills. I
wouldnt give them the website if they did this. I think this lesson has many ways to change it up in the future.

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Kollen 7

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