Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Caleb John Frens

April 20, 2016

Subject/ Topic/ Theme

Siddhartha: Themes and Present Day Application

Grade __11__

I. Objectives
How does this lesson connect to the unit plan?
This lesson (day 3) of my unit plan recaps chapter two of Siddhartha and focuses on present day adaptations of Siddharthas Hindu and Buddhist themes. This unit
focuses specifically on recognizing Hindu or Buddhist thought in contemporary media. If students are able to find Hindu or Buddhist thought in contemporary media,
then they will have an easier time finding it within Siddhartha. Finding such connections also stress the relevancy of Siddhartha to the students.
cognitiveR U Ap An E C*

Learners will be able to:

Analyze present day forms of media for Hindu and Buddhist ideals.
Recognize and identify Hindu and Buddhist concepts in present day forms of media.
Trace Hindu and Buddhist ideals from Siddhartha to present day forms of media and vice verse.
Describe how Hinduism and Buddhism influence Siddhartha with specific textual example.

physical
development

socioemotional

An E C
UE
Ap
Ap An

Common Core standards (or GLCEs if not available in Common Core) addressed: Literacy.RL.11-12.1, RL.11-12.2, RL.1112.10
(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 completed two lessons on 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.
Pre-assessment (for learning): Begin by reviewing chapter 2 and seeing if any students have questions over the
material. The more questions, the more the teacher must go over previous material and concepts.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Answer questions that the students may have concerning chapter two of Siddhartha.
Formative (as learning): Students will receive a writing prompt (shown at the end of the unit plan) over a section
in chapter 2 that they will be asked to write about.
Summative (of learning): The students will receive a media project due Friday that will demonstrate

their understanding of Hindu and Buddhist thought in Siddhartha and present day media.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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

Writing prompts will be posted

online as well as in print for
students. The media project will
also be posted online and in hard
copy.

Students will be aloud to move

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

N/A

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The media piece that the students

select can be from any form of
media, including music, tv, movies,
ads, ect.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will either have the option
to choose their own groups for the
media project or have them selected
by the teacher.
Students can choose their media
piece from any form of present day
media
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
The teacher will cover any
questions the students have
considering the days lesson. While
the students are working the
teacher will walk around and check
if anyone needs help.

Provide options for comprehensionactivate, apply & highlight

When the students find their media
piece, they analyze it for Hindu or
Buddhist themes and apply the
media piece back to Siddhartha.

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

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The teacher will cover the general

concepts of past chapters to
reinforce the trajectory of
Siddhartha.

Students will write a response to a

writing prompt from chapter 2 of
Siddhartha. The media project will
also contain a grading rubric for
students to follow.

The teacher will need a computer with internet. The teacher and the students will need a copy of
Siddhartha. The teacher will need 40 writing prompt handouts for Chapter 2 of Siddhartha. The
teacher will lastly need 40 handouts for the media project. Each group for the media project will need
at least one computer. Computers or pencils will also be needed to fill out the writing response.

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.
How will your classroom
be set up for this lesson?

III. The Plan

Time
20
mins

Components
Motivation
(opening/
introduction/
engagement)

20
mins

15
mins

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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.
The teacher will begin class by showing
The students will watch attentively,
an Office clip that demonstrates Hindu
analyzing how the clip demonstrates
ideas.
Hindu ideas.
The teacher will then randomly choose a
A student will read aloud the poem of the
student to read the poem of the week
week while the other students listen.
aloud before the class.
The teacher will ask and go over any
The students will ask questions over
questions that may remain over chapter
chapter two if they have any.
two.
The teacher will give the students a
The students will read and fill out their
writing prompt from chapter two to reflect
writing prompts for 15 minutes, writing in
and write on.
complete paragraphs that show depth and
connection to themes in the novel.
The teacher will introduce the students to
The students will make groups of either
their media project due Friday. The
two or three people. When they have
students are to make groups of two and
created their groups, each group will find
work on the project for twenty minutes.
a media source that they believe relates to
Hinduism or Buddhism. The students will
After 20 minutes, the students will have
then fill out their handout in response to
the option to continue working on their
their media selection.
project or begin reading there assigned
After 20 minutes of working on their
chapter (3 and 4) for Thursday. The
students will also have the majority of
projects the students will have the option
Thursday to work on their project.
to continue working on their projects or
begin reading chapters three and four for
homework.

5
mins

Closure
(conclusion,
culmination,
wrap-up)

The teacher will finish class by reminding

the students that homework for Thursday
is to read chapters 3 and 4 of Siddhartha.
The teacher will also remind the students
that their media projects are due Friday
and that they will have more time
tomorrow to work on them.

Students will listen and write down due

dates for their projects and homework, and
then pack up quietly.

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.)
Todays lesson was a little hard to teach because the students had a late start, which shortened classes and the drama
department performed snapshots of their play for the whole school. Needless to say, we didnt have a lot of class time. I started off
class with an Office clip about Diwali, which introduced the students to some Buddhist thought and present day examples. Overall, I
was hoping that the video with lighten the mood and get the students ready to work. A student read the poem aloud and everyone was
respectful. Instead of a quiz today, I gave the students a writing prompt to respond to and everyone did really well on it. It also
helped that I promised Id dance for them afterwards if they focused. I introduced the weeks project and realized closely that I had a
good idea, but it lacked sharp edges. So, throughout the week I had to keep adding requirements to the project for the students, which
was necessary, but needs to be added beforehand for next year. With the shorted work time I also diminished the amount of
homework the students had for Thursday so that they could work on their projects too. For next time, then, clean up the project to
include textual examples and define more specifically what a present day example of a Hindu or Buddhist media piece looks like.

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