Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Casey Harkema

Date

Subject/ Topic/ Theme

Secret Annex Online Exploration

Grade __8th__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will tae place after students have read through scene 1 of the play. It will allow them to better visualize the setting of which they are reading through the
rest of the play.
cognitiveR U Ap An E C*

Learners will be able to:

Use their computers to find and explore new information.

Demonstrate responsibility by using their computers responsibly.
Make connection between the written word of the play and the real life setting of the events that take place in the play.
Navigate through a website using the track pads on their computers and directions from a worksheet.
Visualize the actual setting in which the play takes place while they read further in the play.

physical
development

socioemotional

x
x
R/An/E
x
R/U/An/E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the
director or actors.
*Analyzing how the text stays faithful to or departs from the actual real life setting.
CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
(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 must be able to use their computers to go to a specific website and navigate through it.
Students must remover the information they read about the setting from Act 1, Scene 1.
Pre-assessment (for learning):

Have students draw a picture or write a descriptive paragraph of how they visualized the setting of the
play by the what they had read in the play.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will work on filling out the worksheet while I walk around the room answering questions and asking
some of my own questions, as well as directing them through the activity.
Formative (as learning):
At the end of class I will ask students if they had imagined and envisioned the secret annex the same or similar to
what it actually looks like in real life? Why do you think that it looks different in your head from how it actually
looks? Does this have to do with how the play described the space?
Go through the worksheet with students, going over questions so that they have the right answers.
Summative (of learning):

What barriers might this

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Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

On the website students will be able

to answer questions without
watching the videos that are
available but if they want, or if it
makes more sense to them to watch
the video, this is an option.

Students are using their computers

to find information.
Group discussion and questions
allow students to share information

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students will connect the

description of the setting in the play
to the real life location of the events
viewed online.

Provide options for comprehensionactivate, apply & highlight

Students will be able to apply

the knowledge that that they
have learned from the play to
the actual setting of the Secret
Annex.

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?

Students are encouraged to either

write description of the secret
annex or to draw a picture.

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Students are encouraged to either
write description of the secret
annex or to draw a picture. They
may choose whichever interests
them more.
Students may also choose where
they would like to explore online
but are also guided by questions
that they need to answer.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will have to click on

multiple things in order to find
the answers to the questions that
they are given. This increases
the challenge while also having
an specific answer to the
questions.

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

Students will be focused on

answering each question as well as
finishing the worksheet as a whole.

When time is up we will go

over the questions on the
worksheet together so that
students can see where they got
things right and also where they
may have made some mistakes.

Students will need their laptops

headphones
Elements of Literature textbook page 348
Worksheet for activity
My own computer
Projector and screen
http://www.annefrank.org/en/Subsites/Home/Enter-the-3D-house/#/house/20/
The classroom will be set up in its normal rows with students facing the board so that they can see the
screen when I am explaining the activity.

III. The Plan

Time

Components

4:00

Motivation
(opening/
introduction/
engagement)

2:00

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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.
Begin by passing out worksheet.
Ask students to fill out the first question asking
them to either draw or write about how they
envisioned the setting of the play.

Students work on the first question on the

worksheet.

Ask two or three students to either show their

Students either raise their hand and volunteer, or I

artwork or describe what they had written.

Talk about how this is an actual place where these
events took place and how it still exists there today.
You can even go walk inside and visit it.
Can anyone remind me of where this all takes
place?

pick two students to share their work.

Students answer with Amsterdam, the Netherlands

2:00
Well since we cant actual go to the Netherlands
right now we are going to just have to go explore
the Secret Annex online. Please go to the website
that is listed in question two on your worksheet.
Ask students to work through the worksheet as well
as explore around the Secret Annex.

25:00

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

While students are working ask students questions

such as:
Do you think this is a good hiding place?
Would you hide here if you were in the same
situation?
Is there anything you have found that surprises
you?
Anything that you have found that is really
interesting?
I also expect them to have questions for me while
they are working on this, which I should be
prepared to answer.

10:00
Closure
(conclusion,
culmination,
wrap-up)

At the end of class I will ask students if they had

imagined and envisioned the secret annex the same or
similar to what it actually looks like in real life?
Why do you think that it looks different in your head
from how it actually looks?
Does this have to do with how the play described the
space?
Read from page 348 to see if students see any similarities
between the text of the play and what they have just
explored online.
I will then go over the worksheet with students,
answering questions so that they have the right answers.

Students open their laptops and go to the site.

Students explore the site and work on the
worksheet
Students will have their own ideas as to the
answers to these questions

Where do I find this one? Why didnt they just

leave the country? How did they get caught? Etc.
Students should either raise their hand and answer
or I will call on them. Each student will have
slightly different opinions based on how they all
visualized the setting in their heads.

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 looking for ideas and material online to use for this lesson plan I came across a site that was very informative put out
by the Anne Frank House and Museum. There was actually a virtual representation of the Secret Annex and the office
buildings below it. I spent a couple hours exploring the whole thing because I found it so interesting. I had read the play in
school and had always pictured the setting a certain way and to be able to view the actual setting was very informative and
eye opening for me. I new that I wanted to use this site for my eighth grade class in order for them to truly visualize the
setting in which these real life events took place. I also thought it would be important for students to be able to see the
difference between how something is described through text, the image that they formulate in their mind, and the actual
thing that is being described.

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