Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Caleb Frens
April 18, 2016

Subject/ Topic/ Theme

Siddhartha: An Overview

Grade: 11

I. Objectives
How does this lesson connect to the unit plan?
These units, entitled Siddhartha: An Overview, introduces the storyline of Siddhartha and covers the major contextual elements that influence the novel. This portion
of the unit concerns understanding the foundation of the novel. The first day will be an overview of the author Hermann Hesse, Hinduism, Carl Jung, Siddhartha, and
how all of these elements intertwine. This lesson will familiarize students with the storyline of Siddhartha as well as the key components that influence the novel and
are used in the novel. This lesson will build a foundation from which Siddhartha may be read with greater depth and understanding.
cognitiveR U Ap An E C*

Learners will be able to:

Identify who Hermann Hesse and Carl Jung were and how they are related to and influence the novel, Siddhartha.
Identify what are the basic beliefs of Hinduism and how they are related to and influence the novel, Siddhartha.
Research Hermann Hesse, Carl Jung, and Hinduism, and provide answers to writing prompts that concern their major
ideas and their relation with the novel, Siddhartha.
Describe the plot of Siddhartha

physical
development

socioemotional

R U Ap
R U Ap
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
RL.11-12.10, RL.11-12.4,
(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 read other texts that incorporate varying religious worldviews. Students
will have had prior engagement with the central topics of Siddhartha, such as enlightenment and
happiness.
Pre-assessment (for learning): Begin class by reading a Hindu proverb. Then, ask if anyone would like to
interpret the poem and if anyone has any prior knowledge concerning Hinduism or Siddhartha.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): The teacher will place students into 3 small groups and ask each small group to fill
out a corresponding questionnaire (attached at the end of the unit plan) on Hinduism, Hesse, or Carl Jung.
While students research their topic, the teacher will walk around and ask if any student needs help or has
questions.
Formative (as learning): Students will be asked to share their answers to the questionnaire in front of the
classroom in order to teach other groups about their topic. Lastly, the teacher will go over the content with a
PowerPoint to answer any last questions.
Summative (of learning): N/A

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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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Groups will be given paper
handouts with questions
concerning the main topics of
Siddhartha. Students will fill out
their handout during class via the
web. Classmates will also give oral
presentations of the material. If
students miss questions, a
PowerPoint with correct answers
will be posted online for them to
look at.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will be able to move

about the room or hallway to work
on their handout, making them
more comfortable with one
another.

Although students will have to use

the web to answer their handout,
they will be allowed to use any
resources they deem credible to
answer the questions.
Students can present their handout
answers in anyway they believe is
productive.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will have the ability to

answer their handout in any way,
whether that be symbols or another
language, as long as they are able
to explain their information to the
rest of the class.

Students will be allowed to

complete their handouts online
through text or on paper
through writing/drawing.

Students will challenge one another

to contribute to the handout and
presentation, which will in turn
produce collaboration. The teacher
will present basic answers to the
handout question at the end of class
to clear up anything or fix
mistakes.

Provide options for

comprehension- activate, apply &
highlight

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 walk around while

students work on their handout.
During student presentations the
teacher will ask question or help
answer questions.

Students can divide and conquer

questions on the handout as well as
in presentations. If students decide
to do so, they will each be
individually responsible for their
material.

Students will have either a hard

copy or digital handout on
Hesse, Hinduism, and Jung.

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?

The teacher will need print handouts (included at the end of the unit plan) on Hinduism, Hesse, and
Jung. The teacher will also need the students emails to send them electronic links to the same
handout. The teacher will need a projector for his or her PowerPoint. The teacher will need to share
said PowerPoint with the students online. The students will need laptops and/or a pen/pencil to fill
out the handout.

Student can begin in any seating pattern. When it is time to fill out the handout, students must get
into three equal groups and sit together in either the classroom or hallway. While students present
their information, they should be in the front of the classroom and the other students not currently
presenting must sit facing the front of the classroom.

III. The Plan

Time

Components

5 Mins

Motivation
(opening/
introduction/
engagement)

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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.
The teacher gives a brief introduction to
Students will listen to the teacher, taking
Siddhartha. Something along the lines of
it what he or she is saying.
what is written on the back of the novel,
mentioning that Siddhartha will bring us

45
mins

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

10mins

Closure
(conclusion,
culmination,
wrap-up)

on a journey through eastern culture and

eastern thought.
The teacher reads aloud to the class, Om
is the bow, the arrow is the soul, Brahman
is the arrows goal at which one aims
unflinchingly. This is the poem of the
week and will be read each day by a
student chosen at random. On Friday, the
student chosen will also have to try and
interpret the poem.
After reading aloud the proverb, the
teacher will ask the students to give any
information they know concerning
Hinduism, Hesse, or Siddhartha.

Students with share what they already

know concerning Hinduism, Hesse, and
Siddhartha.

The teacher will separate students into

three groups and give each group the task
of researching and filling out a handout
on Hermann Hesse, Hinduism, or Carl
Jung.
After each group has been assigned their
topic, they will be given 15 minutes to fill
out the pertinent information. While the
students fill out their handout, the teacher
will walk around and check that everyone
is doing their work.
After 15 minutes, each group will be
called back into the room and asked to
present their answers to the rest of the
class.
When students are done presenting, the
teacher will give an overview of all the
material with a PowerPoint.

Students will listen attentively to the

teachers instruction.

Once assigned their task, the students will

break up into their groups and work
together to answer their questions.
Students will present their answers to the
handout for the class.
Students will fill out their handout
according to the information given by the
presenting groups.
Student will listen and review the
information one last time as well as ask
any lingering questions.

In the last 10 minutes of class the teacher

will give another overview of Siddhartha
and connect the novel with the major
themes that were just presented.
The teacher will instruct the students to
read chapter one for tomorrows class and
that there may be (there will be) a quiz.

Students will listen to the teacher explain

the plot of Siddhartha while applying
their new information to their
understanding.

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.)

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Lesson one was the only lesson that I was not able to teach. For this reason, I will be reflecting on my preparation for the
lesson. This lesson served as an introduction to the novel Siddhartha. The text itself is influenced by a lot of different things. This
includes Hinduism, Buddhism, Hermann Hesse, and Carl Jung. My initial goal was to present all of the concerned material through
PowerPoints. Soon, I realized that that would be a difficult task, especially for the students to keep up with notes. So, instead of
doing strictly PowerPoints, I created handouts for the students to fill out on the subjects. The students would then teach the class
what they had discovered. After the students were done, I made briefer PowerPoints to reinforce what the students had already said. I
also presented the material over a couple of days instead of on just one day, so that the students would not be overwhelmed.
This was the only lesson that did not finish within the allotted class time. So, if I were to do it over again, then I would
likely made the handouts smaller and not start the poem of the week till Tuesday. It is also hard to tell whether the pace was a result
of Ms. Tabers teaching style or just the lesson. Either way, the lesson helped the kids grasp some of the key concepts that pertain to
Siddhartha and world literature.

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