Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Caleb John Frens

April 21, 2016

Subject/ Topic/ Theme Siddhartha Media Project Work Day

Grade _11

I. Objectives
How does this lesson connect to the unit plan? In this lesson, students will finish the first of the three sections that make up the
novel, Siddhartha. Completion of this first section will supply students with an outline for the rest of the novel and tie up any lose
ends from the prior chapters. The majority of the day will be spent on the students media projects, which connect Siddhartha,
Hinduism, Buddhism, and present-day media pieces, thus stressing the continued relevance of Siddharthas basic themes in
contemporary media.
cognitiveR U Ap An E C*

Learners will be able to:

Analyze present day examples in the media of Hindu or Buddhist thought.

Apply present day example of Buddhist and Hindu thought to concepts in Siddhartha.

Create a media project, linking religion, media, and Siddhartha together.

physical
development

socioemotional

An U
Ap U
C

Common Core standards (or GLCEs if not available in Common Core) addressed: N/A
(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 have already read the first section (chapters 1,2,3, and 4) of Siddhartha. Through these
lessons the students will have developed a foundational understanding of Siddhartha central concepts
and plot. The students will be able to identify the primary beliefs of Hindu and Buddhist thought. The
students will also have a contemporary media counterpart to Siddhartha, demonstrating a mastered
understanding of the central themes in Siddhartha, Hinduism, and Buddhism.
Pre-assessment (for learning): The teacher will hand out quizzes going over chapters 3 and 4 to the students.
When the quizzes are finished, the teacher will ask his or her students if they have any questions concerning the
chapters that have been read so far.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): The teacher will asks to students to communicate the purpose and outline of their
media projects.
Formative (as learning): The students will work on their media projects thereby answering questions of the
media project and its relation to Siddhartha.
Summative (of learning): The opening quizzes will act as summative assessments of the students

understanding of chapters 3 and 4. The media project will be presented tomorrow for a grade. The
students scores will reflect their intellectual grasp of Siddhartha and its major themes.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,

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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

The media project will be available

online and in hard copy.

Students will be aloud to move

around the room or hallways once
they have received their media
projects.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
N/A

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Student will be able to use any form
of language they know to write out
their media project reflection;
however, they must be able to
explain their media piece in a way
that everyone can understand.

emotionally, etc., for your

students to do this lesson?

Provide options for comprehensionactivate, apply & highlight

The media projects primary task is
to understand Hindu and Buddhist
thought in order to apply it to
Siddhartha and contemporary
media.

Provide options for expression and

communication- increase medium
of expression
The media piece that the students
select can be from any form of
media, including music, tv, movies,
ads, ect.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students can learn digitally

through our Kahoot(!) game

The teacher will walk around as

students do their work to answer
any questions that the students may
have. The students will also have
the option of doing a Kahoot(!)
during class.

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

The teacher will walk around to

help students to ensure that they
finish their media projects today
and are ready to present tomorrow.

Students will take tests of chapters

3 and 4 to gauge their knowledge
and understanding of the material.
In order to do their media projects,
students must have an
understanding of Buddhist or
Hindu thought in the context of
Siddhartha. As such, the media
project acts as bar to measure ones
understanding.

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?

The teacher will need 40 handouts each of chapters 3 and 4. The teacher and students will all need a
copy of Siddhartha. Students will need at least one laptop per media project group.

The desks will be set up in rows, following the original layout of the room. When it is time to begin
the media project, the students can move about the room or out into the hallway to work.

III. The Plan

Time
20

Components
Motivation
(opening/
introduction/
engagement)

Development
35
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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.
The teacher will begin class by showing
Students will watch and analyze the clip
an OWN exclusive that demonstrates the
for references to Siddhartha.
ideas of Buddhism.
The teacher will then randomly choose a
One student will read the poem of the
student to read the poem of the week
week, while the other students listen.
aloud before the class.
After the poem, students will take quizzes
Students will take quizzes of chapter 3 and
over chapters 3 and 4 of Siddhartha.
4. Once the quizzes are completed the
students are encouraged to ask questions
When all of the quizzes have been handed
about the chapters.
in, the teacher will ask and go over any
questions the students may have
concerning chapters 3 and 4 or anywhere
else of Siddhartha.

(the largest
component or
main body of
the lesson)

Closure
(conclusion,
culmination,
wrap-up)

After the quizzes have been handed in, the

students will have the option to begin
working on their media projects or play a
Siddhartha Kahoot(!). If the students
choose Kahoot(!), then they will play that
first and work on their projects after. The
students will have the rest of the hour to
finish their porject.

The teacher will remind students that their

homework is to finish their media project
and prepare to present it tomorrow.

Student will either play the Siddhartha

Kahoot(!) on their phone or begin working
on their media projects, finishing them
today.
Students will work diligently till the end
of the hour.

Students will pack up and 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.)
Thursday was a workday. But before the students could work on their projects I gave them a quiz over chapter 3 and showed
them two videos on Hinduism and Buddhism. What I said about the quizzes on Tuesday still holds true for my quiz on Thursday. If I
had to do the lesson over again, I would throw out the Hinduism and Buddhism videos that I used today. They both took too long and
a good amount of the students ended up not finishing their projects within the allotted class time. I also think they already had a
pretty good grasp of the material. The Kahoot had a lot of good information in it, but it was not needed. One thing I wish I did
throughout the week was go over some of the optional reading guides that Ms. Taber gave the students to fill out. I would ask
everyday if their were any questions and the students would say no, but I think it would have been beneficial to go over one or two
each day. The students stayed on task for their work time, while Ms. Taber and I walked around to answer questions.

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