Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Casey Harkema

Date

Subject/ Topic/ Theme

Act 2: Scenes 1

Grade ___8th _____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson takes place later in the unit. Students have been reading through Act 1 and have finally made it to Act 2.
cognitiveR U Ap An E C*

Learners will be able to:

Determine the authors point of view through the tone of the writing as well as the descriptions and words that she
uses.
Compare the events that they learned about in the historical context section the events mentioned in the text of the play
Determine the theme of the text as well as the character traits and tone of each of the characters.
Read within the conventions and format of a play or drama

Recognize and describe the relationships and interactions of the characters and how they have changed over time

physical
development

socioemotional

Ap/AN/E
R/Ap/An
An/E
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Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.RI.8.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
(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 should already know what the tone and mood of a text are as well as the historical events that
are taking place at this time.
Students should also already know some of the conventions of how to read a play or drama, more so
now that they have been reading the play for much longer than they had been before.
Pre-assessment (for learning):
Formative (for learning):

They students should be trying to speak in a similar tone as that of their characters.
Outline assessment
activities
(applicable to this lesson)

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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Formative (as learning):

Students will be corrected or reminded of certain conventions of drama while they are reading.
Summative (of learning):
The Students will answer questions pertaining to the events of this section of the play as well as write
a journal entry dealing with theme or topic from this section. Through their writing I should be able to
see evidence of what they have learned from 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
Students could be given the option
to simply act out the part they
chose.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students are able to choose which
character they want to read from. If
I write down the list of characters
on the board in order from most
lines to least amount of lines it
allows students to know just how
much they will be reading in front
of the class.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

When we come across a vocab

word we will pause and see if a
student is able to tell me the
definition of the word that we
learned together in class from
the previous day.
Provide options for
comprehension- activate, apply &
highlight

Highlighting the vocabulary

words that we have already
learned as well as highlighting
the historical events that are in
this scene.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be speaking as

their characters and will be
given the freedom to portray
their character however they
deem most accurate or true to
tone.

Students should be motivated

by the story line of the play as
well as minor encouragements
and comments as to when they
are reading lines particularly
well.

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 short-term goal for students

is to make it through their
characters lines, speaking with
the right tone and emotions.
The long term goal is for them
to see how certain events
influence characters as well as
the various connections that we
have talked about.

Students will have the chance to

reflect on this section of the
reading through their reading
questions and their journals.

Whiteboard
Whiteboard marker
Textbook Elements of Literature: Second Course. Pages 348-358

The classroom will be set up with desks in a circle so that students can all see each other while they
are reading and so it is as if students are speaking to each other rather than to a wall.
How will your classroom
be set up for this lesson?

III. The Plan

Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

5 min

45min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Have the list of characters written up on the board.
As students walk in the door they will go up to the
The order of most lines at the top and least lines at
board and write their name next to the character
the bottom. As students begin walking into the
they would like to read as, they know to do this
classroom write their name next to the character
automatically now since it has been the routine
that they would like to read as.
since the first reading of Act 1: Scene 1.
Once all the character positions have been fulfilled
have students get settled into their seats.

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

Begin reading by prompting the narrator to begin

speaking.
If there is an area of improvement that multiple
students need to work on pause the play for a
moment and discuss the issue or improvement.
Also pause the reading and interject when a
vocabulary word is present. Ask students if any of

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Students may still read some sections wrong but it

should be less frequently that it was before. If
there is an incorrect reading it is better to let it go
until there is a natural break or until there are
multiple people committing the same offence.
Students will read their parts aloud.

them remember the meaning of that particular

word.
If there is time, discuss various questions about the
text:
What kind of mood was Anne in during these
scenes?
What type of person do you think Anne is? Has
she changed since the beginning of the story?
What does Anne think about the people that she is
now living with now that they have been together
for over a year?
How do the characters interact towards each other
now?

Students will have various different opinions and

answers about these questions depending on who
they are as individuals.

If the reading takes longer than a single class

period assure students that they will keep their
parts until the next scene and tell them that you
will pick up tomorrow at the beginning of class.

5min

Closure
(conclusion,
culmination,
wrap-up)

If there is a fair amount of reading left and not

much class time stop with out five minutes left to
remind students of the questions and journals that
they need to be answering and writing. Give them
the remaining time to work on these ore pack up
their materials.

Students work on their questions or journal or

begin packing up their backpacks.

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.)
When writing up this lesson I found it interesting how similar it was going to be to the other lesson dealing with the reading
during class. I thought it would be important to track the changes between the various different characters and their
relationships with each other. Things seem to be tenser up in the secret annex. I wanted students to think about how they
would act towards people they were stuck in a confined space with for over a year. Then to think about how this is similar or
different from how Anne treats those around her. I think it was also important to note that by this point in the story students
shouldnt be struggling as much with the conventions of drama and reading the play format should come more easily to them
now that they have had practice with it.

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