Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kendra Visser

Date 04/12/2016
The Diary of Anne Frank

Subject/ Topic/ Theme Play vocabulary, introducing the units play, the play version of
Grade 7

I. Objectives
How does this lesson connect to the unit plan? This is the first day of a 4-5 week unit discussing the play version of Anne Franks
Story and how to write research papers.
cognitiveR U Ap An E C*

Learners will be able to:

Remember and define important vocabulary words related to storytelling in their own words.

Apply the new vocabulary to books or movies that theyve previously seen or read.

Identify 4-5 differences between plays and books.

Identify important details in the background behind Annes story.

Apply the new vocabulary words/concepts theyve learned to both other texts within this subject area and within other
subject areas.

physical
development

socioemotional

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

U, Ap, E
U
U, Ap, E

Common Core standards (or GLCEs if not available in Common Core) addressed:

Reading Standards:

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.
(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.

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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Students will need to have read books and seen movies in the past. Students will need to have a basic
understanding of how to look up definitions of words that they dont know.
Pre-assessment (for learning): Students will write down the ways that they think that plays and books are similar
and different (half of the class will write about similarities, half of the class will write about differences. Teacher
will ask the students to share what they wrote.
Formative (for learning): Students will define and apply various storytelling vocabulary in small groups and
present their assigned word to the class. Teacher will gain an understanding of the students familiarity of the
vocabulary by the students ability to redefine the words using their own words and their ability to find examples
of the word being used in their own lives.
Formative (as learning): Students will move from side to side of the room based on their opinions during the
Motivation section of the lesson. Teacher will ask the students to defend their decision. Also serves as Preassessment (for learning).
Summative (of learning): Before they leave, students will write down an explanation of whether or not its
possible for a story to exist without their vocabulary word being used/employed.
Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
Representation
and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Students will engage with the
Students will move around the
material by being asked to defend
classroom during the first activity
Threats will be minimized by
their opinions in the Motivation and
in the Development section of the
giving students time to work on
Development sections of the lesson.
lesson.
their own and in small groups
before beginning a full-class
discussion.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Students will apply the vocabulary
that theyve learned to other texts
that theyve read/seen
Provide options for comprehensionactivate, apply & highlight
Having students explain why their
assigned vocab word is important
in storytelling will allow them to
connect what they learned in this
lesson to what they will discover
while reading the play over the
course of the unit.

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 expression and

communication- increase medium
of expression
Students will express their opinions
during all sections of the lesson.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Applying vocabulary to things that
the students are already familiar
with will help them to remember it
more clearly in the long term. In
the future, students will be able to
apply the terms that theyve learned
to the text that were reading in this
unit and also to other texts in this
subject area as well as in all other
subject areas.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will define the vocabulary
words that theyve learned in their
own words and apply them to texts
that theyve read previously and the
text that they will read during this
unit.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
In the Closure section of the lesson,
students will consider what theyve
discussed today by writing about
whether or not they think that the
vocabulary word that they worked
with during the Development
section is essential to storytelling.
This will help them to continue to
consider these terms as we begin
reading the play.

Pencils, paper, either a projector or big sheets of paper (and markers) for presenting vocab, half sheets
of paper for giving instructions for the vocab activity and assigning words, full sheets of paper divided
into sections (definition with source, their own definition, example of the concept in use, whether its
more common in books, movies, or plays), whiteboard, whiteboard markers.

Desks will be several in rows facing the front of the classroom. Students will turn around to face the
row behind them during group work time. The front of the classroom will remain open so that it can be
used for extra space during the opinion-based activity during the Movement section of the lesson.

III. The Plan

Time
8:008:15

8:158:30

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Components
Motivation
(opening/
introduction/
engagement)
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 ask half of the students to write about -Half of the students will write about how books
how books and movies are similar and half of the
and movies are similar and half of the class to write
class to write about how theyre different.
about how theyre different.
-Teacher will facilitate a discussion based on what
-Students will share what they wrote.
the students have written.
-Teacher will explain the first activity.
The activity involves students standing and moving
from one side of the room to another according to
how they feel about a statement or question read by
the teacher (see list of example questions attached).
-Teacher will read a series of questions and
statements (some written ahead of time, some
created based on discussion during the Motivation
section, some created on-the-spot according to
student responses) and ask students to move to one
side of the room or the other according to their
response.
-Teacher will ask students to defend their response.

-Students will listen.

-Students will move to one side of the room or the

other according to their response.

-Students will defend their responses and respond

to other students arguments. After the activity is
finished, students will return to their seats.

8:30
-8:45

-Teacher will explain the next activity and model

how to do it.
-Teacher will divide the class into groups of 4 to 6
(depending on class size) and assign each group a
vocabulary word and give each group instructions
indicating what they need to do. The words to be
assigned will be words related to storytelling
(complications, climax, resolution, irony, dramatic
irony, flashback, dialogue, etc.). Teacher will hand
out a sheet of paper that is divided into four
sections for the four pieces of information that they
need to include in their presentations (see attached
handout).

-Students will listen.

-Using their assigned word, groups will:

1. Define the word using either their textbook or an
outside source and write down where they found
the definition.
2. Define the word in their own words.
3. Explain an example of a text (book, movie, etc.)
where theyve seen this element of storytelling
before.
4. Indicate whether they think this technique is
more commonly used in books or movies.
Students will present items 1-4 using a sheet of
paper and the projector in front of the room.
-Students will present their vocab word to the class.
The students who arent presenting will listen to the
students who are presenting and take notes using
the note sheet provided (see attached chart)
8:45
-Teacher will collect the exit tickets as students
-Exit ticket: Students will write down whether or
-8:50
leave.
not they think that a story could exist without their
Closure
assigned vocabulary word/technique being used.
(conclusion,
This exercise will encourage students to apply these
culmination,
new vocabulary words to texts that theyve already
wrap-up)
read and also to apply these concepts to the text
that they will begin reading in the next lesson.
-If time allows, students will begin reading the
Before You Read section of the book on pages
342 and 343. This will be homework if its not
completed during class time.
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.)
The first activity went very smoothly. The students were more than willing to participate and share their opinions. It gave me
the ability to assess more students than if they had been broken down into small groups to respond to the same questions.
However, it took much more time to complete than I had initially anticipated because the students were so opinionated and
because they were so willing to share their thoughts. However, even students who dont usually participate in class were
willing to contribute to our discussions, and the activity encouraged them to begin to think critically about the difference
between books, plays, and movies. I wouldnt change this activity at all in the future. I still love this activity just as much, if
not more, than when I had initially decided to use it in this lesson plan.
The research portion of the second activity was completed quickly, though we didnt have enough time for students for
present their assigned word until the next day because the first activity took so long. Another problem that I noticed was that
students were listing Google under the Source heading on their work sheet. Ill need to point out that this is problematic if I
use this activity in the future. The note-taking handout was a good idea, but it was hard to make sure that each student had
enough time to write down the definition for each word. Perhaps theres a better way to share words. Maybe breaking them
down into small groups with one person from each word group in each small group would work better.

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Potential questions for the first activity:

1.
2.
3.
4.
5.

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Which do you like better: books or movies?

Yes or no: Do you think that movies are more enjoyable than books because they require less thought?
True or false: books do a better job of giving background than movies.
True or false: the things that are said in movies are more important than the things that are said in books.
True or false: its easier to feel more connected to a character in a movie than it is in a book.

Dialogue
Definition from the textbook or another source:

Source name:

Definition written in your own words:

Example from a book, movie, or play:

Most commonly used in books, movies, or plays? Used in all three?

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Vocabulary word
Dialogue

Conflict

Complications

Climax

Crisis

Resolution

Dramatic irony

Flashback

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Definition

Example