Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kendra Visser

Date
character discussion

04/19/2016
Subject/ Topic/ Theme play version of The Diary of Anne Frank Act 1 scene 3,
Grade _7_______________

I. Objectives
How does this lesson connect to the unit plan? This is the fourth day in a 4-5 week long unit on the play version of The Diary of
Anne Frank and research papers.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional

Remember the important events that happened in Act 1 scene 3.

Express Annes perspective through writing and drawing.

Explain the differences and similarities between means of communication around Annes time and modern time.

R
U, Ap,
An, E, C
U, An, E,
C

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of
the text.
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.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how
individuals influence ideas or events).
(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 to have read Act 1 scenes 1-3 and be familiar with Instagram.
Pre-assessment (for learning): Students ability to accurately summarize the important events and relationships
presented in Act 1 scene 3 will allow for the assessment of students comprehension of the text thus far.
Formative (for learning): Students will learn more about Anne as they write letters coming from her perspective.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Students will learn about the value of varying means of communication during the
Closure section of the lesson as well as during the activities completed during the Development section of the
lesson.
Summative (of learning): Students ability to answer the exit ticket question by providing examples and

concrete reasoning to defend their response.

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
Students will be able to access the
information by interacting with it in
a variety of ways in order to present
the important events and
relationships that are in the text in
different ways (letter writing,
Instagram post creation, etc.).

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students will be encouraged to see
Anne as a relevant and relatable
character by applying her
perspective to modern-day
technology.
-Threats will be minimized by
giving students time to work in
groups before discussing activities
with the larger group.

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 language,

mathematical expressions, and
symbols- clarify & connect
language
Students will express what they
understand about Annes
perspective of life by writing letters
from her perspective and drawing
pictures based on her perspective.

Provide options for expression and

communication- increase medium
of expression
Students will use a variety of
mediums of expression
(summarizing, letter writing,
picture drawing, and writing
responses to an exit ticket question)

Provide options for comprehensionactivate, apply & highlight

-Activate students knowledge
through summarization of what
theyve read
-Apply what students have read
through the activities in all three
sections of the lesson
-Highlight the importance of selfexpression through various means
of communication

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Teacher will monitor students
progress by evaluating their ability
to connect Annes perspective to
various activities throughout the
lesson.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will be challenged to think
abstractly about perspectives that
are given in the text, and
summarizing what theyve read will
allow them to demonstrate a solid
comprehension of Act 1 scene 3.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Students will be able to assess their
own comprehension of the text by
their ability to answer the questions
and complete the activities
presented throughout the lesson.
Students will learn how to regulate
their reading strategies to increase
their comprehension of the text,
which is a skill that can carry over
into every subject area that involves
reading as well as reading that they
will encounter in their daily lives.

Pencils, paper, textbooks, whiteboard, whiteboard markers, projector, handouts with blank Instagram
post setup, and teachers completed Instagram post to model what the teacher is looking for in an
Instagram post.

Tables will be set up in rows facing the front of the room. Students can turn their chairs around in
order to work in groups with the people sitting behind them.

III. The Plan

Time
8:008:12

Components
Motivation
(opening/
introduction/
engagement)

8:128:16
8:168:30

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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.
-Teacher will write the four following separate
categories in columns on the board: characters,
relationships between characters, plot, and
historical background.
-Teacher will ask students to work in groups of 3 or -Students will work in groups of 3 or 4 to work on
4 to read through Act 1 scene 3 to find at least one
the activity. As they find information to put under
fact to write on the board for each category, and
the categories, they will write it on the whiteboard
students will write down a page number to indicate under the corresponding category, making sure to
where they found the information as well. Teacher
indicate the page on which they found the
will have examples written under each category to
information.
model the activity for the students. Teacher will
circulate the room as students work.
-After about 10-12 minutes, teacher will read aloud -Students will listen.
what was written out on the board.
-Teacher will explain the first activity. The prompt
-Students will listen.
for the first activity will be: With one or two other
people, write a letter from Anne to one of her
friends at this point in the story thus far. Your letter
must be at least four sentences long.
-Teacher will suggest some details that students
may want to consider as they write the letter (i.e.

other characters, setting, historical events, day-today happening in the hiding place, etc.) and also
encourage them to think about the things that they
thought were important enough to write on the
board during the activity in the Motivation section
of the lesson.
-Teacher will circulate the room as the students
work.
-Teacher will ask for a few volunteers to share what
they wrote.
-Teacher will explain the second activity. The
second activity will involve students using a
handout (attached) to design Instagram posts from
Anne to her friends at this point in the story.
Teacher will show an example of an Instagram post
for this activity.

8:308:45

-Teacher will ask for volunteers to share their posts

using the projector.
8:458:51

Closure
(conclusion,
culmination,
wrap-up)

-Students will complete the activity.

-Students will share what they wrote.
-Students will listen.

-Students will work in groups of three or four to

complete the activity.
-Students will share their Instagram posts.
-Students will write a response to the following exit
ticket prompt: If Anne had modern day technology,
what method of communication and/or selfexpression would she choose to use? Why?

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.)
Overall, I think that the activities that are completed in this lesson went smoothly and were meaningful to the students
learning. I originally created this lesson to be a lesson in which the students connected with the story and its characters in a
deeper, more meaningful way than I couldve given them by simply standing in front of them and telling them what to think;
I wanted to encourage them to find their own opinions and to give them the opportunity to express themselves in a variety of
ways. While I found the activities to be meaningful, effective, and fully engaging for all students, they were quite time
consuming. This lesson wouldve been less rushed if it had taken place on a block schedule day.
In terms of grouping for this lesson, I shouldve been more intentional about assigning groups. Group work time wouldve
been used more efficiently if the students were grouped in such a way that attention was turned away from socializing and
towards working on the assignment. Attention was much easily held during the Instagram post creation section of the lesson
than it was during the letter writing section of the lesson, most likely because the students were much more interested in
creating Instagram posts. I think that it would be interesting to have students write comments on each others Instagram
posts rather than presenting them in class. It might save time, and it would also allow students to give each other more direct
feedback.

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