Lesson Number 1

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Casey Harkema

Date
Subject/ Topic/ Theme Historical Context and Packet Explanation
Grade ___8th__________
I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson of the unit plan. To begin the unit we will discuss the historical context of the text so that students can better understand the events of the story
as well as the setting in which it takes place.
cognitiveR U Ap An E C*
Learners will be able to:
Remember and understand the dates of the beginning and end of World War II, the reasons for
the start of World War II, and what the Holocaust was.
Connect historical events to the events that take place in the play.
Understand why the Franks went into hiding
Treat this subject with respect, as well as use their own faith and beliefs to wrestle with the issues present in the text
physical
development
socioemotional
Ap, An, U
U, E
U
x
x
Common Core standards (or GLCEs if not available in Common Core) addressed:
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.8.7
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.
(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 need to know how to work well in pairs as well as how to read for information.
Pre-assessment (for learning):
Before I give the students the assignment I will begin class by asking if anyone knows anything about
WWII. Students could have encountered the subject in a social studies or history class or perhaps
even on their own.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning):

Students will work in pairs to complete a worksheet dealing with the historical context of the story of Anne
Frank.
They will work together to read and find the answers to the questions in the textbook.
Formative (as learning):
As a class we will go over the questions together so that everyone has the correct answers. This also
allows students to see where they may have gotten a question wrong so that they can correct it.
Summative (of learning):
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
9-15-14
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students will be reading
information in two different
formats. First a traditional
paragraph format, and second from
a timeline.

Action and Expression
Provide options for physical actionincrease options for interaction
Students may choose to answer
their questions in paper and pencil
on their own or they may work
together with a partner.

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can choose which format
they would rather read as long as
both get read with each pair of
students.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
The set up that the information

is given in allows students to
see pictures of the events that
are described
When we go over the questions

as a class, students are
encouraged to share their
answers with the class.
Provide options for

comprehension- activate, apply &
highlight
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
While reading students will be

able to connect the information
they are receiving with pictures
of the actual events.
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
The answers to the questions

cant be found by simply
skimming the page, but they are
not so hard to find that students
will get frustrated.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Short term goal would be for

the students to finish the
worksheet. Where as the long
term goal of this lesson would
be fore students to remember
the events and then be able to
see the connection between
them and that of the events
described in the play.
Historical Context handout

Text book Elements of Literature: Second Course pages 342-345
The classroom will be set up in rows with the desks facing the front of the classroom. Students will
be encouraged to work in pairs and will be encouraged to move the desks around as they need them/
How will your classroom
be set up for this lesson?
III. The Plan

Time
10min
30min
9-15-14
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.
Start by asking if anyone knows anything about
Some students may raise their hands to answer.
WWII or the holocaust.
Discuss the different aspects of the topic that
students may already know.
Some students my have questions. I will tell them
that they are going to do an activity that will
hopefully answer their questions and if they are
still not answered at the end then we will talk about
them.
Pass out Packet and go over together. Tell students
that they will be working on the historical context
section today. Explain the rest of the packet.
Telling them that they will be writing a journal as
one of the characters from the Secret Annex.
While passing out handout inform the students that
they will be working in pairs if they like but may
also work by themselves if they would rather do
that.
Tell students that they will be reading pages 342345 and will find the answers to the worksheet on
those pages.
Ask students to particularly pay attention to the
connections between the events of WWII and the
events in Annes life.
Let students get started on worksheet.
While students are working walk around the room
and check in to make sure students are on the right
track. Answer any questions that they might have
concerning where to find certain information or
even any questions that the text hasnt answered
for them.
Give students time to read as well as write down
answers.
10min
Closure
(conclusion,
culmination,
wrap-up)
Bring everyone back together and have students

turn their desks to face the front if they are not
already doing so.
Tell them that you are going to go over the answers
to the questions and answer any unanswered
questions.
Students begin reading and filling out the

worksheet.
Some students may have questions about where
some of the answers are where as some may have
questions that the reading did not address.
Students will correct their paper if they wrote down

a wrong answers as well as fill in the answers that
they couldnt find. Some may still have questions
that they would like answered at this 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.)
Preparing this lesson seemed almost too simple to me. There wasnt as much to write down because so much of the learning
takes place form the students reading on their own as well as the questions that they are asked to answer. I thought that it
would be quite important for students to start out by learning more about the historical context of the story because it is a
true story. I also think it is important for students to understand the true seriousness of the holocaust and the different
adversities that Anne and her family had to go through. By knowing the historical context before delving into reading the
play students will be able to better understand what is going on throughout the play as well as the different motivating factors
that influence each of the characters.
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Casey Harkema

Subject/ Topic/ Theme Historical Context and Packet Explanation

Learners will be able to:

II. Before you start

Formative (for learning):

Provide Multiple Means of

Provide Multiple Means of

Provide Multiple Means of

Provide options for language,

The set up that the information

When we go over the questions

Provide options for

Provide options for executive

While reading students will be

Provide options for expression and

Provide options for sustaining effort

The answers to the questions

Short term goal would be for

Historical Context handout

III. The Plan

Describe teacher activities

Bring everyone back together and have students

Students begin reading and filling out the

Students will correct their paper if they wrote down

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