Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Teacher
Date
Grade _11
I. Objectives
How does this lesson connect to the unit plan? In this lesson, students will finish the first of the three sections that make up the
novel, Siddhartha. Completion of this first section will supply students with an outline for the rest of the novel and tie up any lose
ends from the prior chapters. The majority of the day will be spent on the students media projects, which connect Siddhartha,
Hinduism, Buddhism, and present-day media pieces, thus stressing the continued relevance of Siddharthas basic themes in
contemporary media.
cognitiveR U Ap An E C*
Apply present day example of Buddhist and Hindu thought to concepts in Siddhartha.
physical
development
socioemotional
An U
Ap U
C
Common Core standards (or GLCEs if not available in Common Core) addressed: N/A
(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
Students will have already read the first section (chapters 1,2,3, and 4) of Siddhartha. Through these
lessons the students will have developed a foundational understanding of Siddhartha central concepts
and plot. The students will be able to identify the primary beliefs of Hindu and Buddhist thought. The
students will also have a contemporary media counterpart to Siddhartha, demonstrating a mastered
understanding of the central themes in Siddhartha, Hinduism, and Buddhism.
Pre-assessment (for learning): The teacher will hand out quizzes going over chapters 3 and 4 to the students.
When the quizzes are finished, the teacher will ask his or her students if they have any questions concerning the
chapters that have been read so far.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): The teacher will asks to students to communicate the purpose and outline of their
media projects.
Formative (as learning): The students will work on their media projects thereby answering questions of the
media project and its relation to Siddhartha.
Summative (of learning): The opening quizzes will act as summative assessments of the students
understanding of chapters 3 and 4. The media project will be presented tomorrow for a grade. The
students scores will reflect their intellectual grasp of Siddhartha and its major themes.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
9-15-14
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
The teacher will need 40 handouts each of chapters 3 and 4. The teacher and students will all need a
copy of Siddhartha. Students will need at least one laptop per media project group.
The desks will be set up in rows, following the original layout of the room. When it is time to begin
the media project, the students can move about the room or out into the hallway to work.
Components
Motivation
(opening/
introduction/
engagement)
Development
35
9-15-14
(the largest
component or
main body of
the lesson)
Closure
(conclusion,
culmination,
wrap-up)
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.)
Thursday was a workday. But before the students could work on their projects I gave them a quiz over chapter 3 and showed
them two videos on Hinduism and Buddhism. What I said about the quizzes on Tuesday still holds true for my quiz on Thursday. If I
had to do the lesson over again, I would throw out the Hinduism and Buddhism videos that I used today. They both took too long and
a good amount of the students ended up not finishing their projects within the allotted class time. I also think they already had a
pretty good grasp of the material. The Kahoot had a lot of good information in it, but it was not needed. One thing I wish I did
throughout the week was go over some of the optional reading guides that Ms. Taber gave the students to fill out. I would ask
everyday if their were any questions and the students would say no, but I think it would have been beneficial to go over one or two
each day. The students stayed on task for their work time, while Ms. Taber and I walked around to answer questions.
9-15-14