UDL
Lesson Plan Framework (Sample Lesson Plan on BB)
Title: Text Factors for Fictional Texts:
Novels
Author: Alyson Ragsdale
Subject: Literacy
Grade
Level:
4th Grade
State
Standard(s):
CCSS.ELA-LITERACY.RL.4.9
Compare
and contrast the treatment of similar themes and topics (e.g. opposition of
good and evil and patterns of events (e.g., the quest) in stories, myths, and
traditional literature from different cultures.
Lesson
Goals:
The students will be able to compare and contrast the different themes and
topics from different books such as Shiloh
and Holes.
Instructional
Methods:
Anticipatory
Set:
·
At
the beginning of the lesson ask the students to think of a book. After the
students have thought of a title of a book ask them to raise their hands to
show how many of the books were fiction and how many were non-fiction.
·
After
the students have raised their hands have them name some names of the books
while you write the title on an anchor chart.
·
On
the chart there should be written questions such as:
o
“Was
the main character a good person or the bad person?”
o
“What
was the overall theme of the story?”
·
After
making the anchor chart introduce the terms “protagonist” and “antagonist” to
the students
o
Protagonist-
the main character of the story
o
Antagonist-
the character who is hostile or opposite of the protagonist
·
Discuss
with the students about how there is almost always a protagonist and an
antagonist in every story that they will read which means that there will
always be a good versus evil as the theme.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.1 Define vocabulary and symbols.
During the set I will introduce the
terms “protagonist” and “antagonist” to the students and then I will inform
them that they will be using these terms to determine the good character
versus the evil character throughout fictional novels.
|
5.3 Provide ways to scaffold practice
and performance.
Students will help create the anchor
chart and answer the questions. This chart will be placed in an easily visual
area for all student to be able to refer back to when needed.
|
8.3 Foster collaboration and
communication.
Students will be sitting on the rug when
we are having our discussion of what a protagonist and an antagonist are. The
students will fed off of each other’s thoughts and will communicate as a team
to complete the anchor chart.
|
3.4 Support memory and transfer.
Have the students recall their memory of
their previous crossing with the books Shiloh
and Holes and have the students
connect the new terminology of good versus evil and protagonist and
antagonist with these two books.
|
4.1 Provide various ways to respond.
The students will be collaborating as a
class and then to each other about given questions and topics about the
stories. Also the students will respond to some questions by a show of hands
in the air.
|
9.3 Develop self-assessment and
reflection.
While the students are collaborating as
class about the discussion topics the students will be self-assessing their
answers compared to the other students’ answers and they will reflect of how
they compare or contrast from the other students’ answers.
|
Introduce
and Model New Knowledge
·
Tell
the students to recall some series of events from their previous read of Shiloh and Holes.
·
To
start the classroom conversation ask the students the following questions:
o
“What
was the book Holes about?”
o
“What
was the book Shiloh about?”
o
“Who
were the protagonists in both books?”
o
“Who
were the antagonist in both books?”
o
“What
were the settings of both books?”
o"How did the characters in each book solve their problems?"
o"How did the characters in each book solve their problems?"
·
After
the students have started their conversation of recalling the events from the
stories ask the students what made them think it was fiction book.
Create the chart that is provided in this section to allow the students to be able to refer back to when needed before, during, or after they are reading a book.
Show this video before asking these questions so help the students show what they should be asking themselves before and after they read a book.
Create the chart that is provided in this section to allow the students to be able to refer back to when needed before, during, or after they are reading a book.
Show this video before asking these questions so help the students show what they should be asking themselves before and after they read a book.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.1 Customize display of information.
Create a handmade anchor chart to look
like the example above to show the differences of fictions books compared to
non-fiction books.
|
6.3 Facilitate managing information and resources.
Once the teacher gives the students the
information about fictional texts the students will be in an interactive
discussion of what the components of a fictional text are compared to a
non-fictional text while helping the teacher create an anchor chart.
|
7.2 Enhance relevance, value, and
authenticity.
While making the chart the teacher will
be pointing out how the students are finding the information from the texts.
Also, the teacher will emphasize the importance of these components from the
texts.
|
3.1 Highlight critical features, big
ideas, and relationships.
The students are recalling what the
summary of the two books are. They will be providing information of who were
the characters and what impact they had on the story line.
|
6.2 Support planning and strategy
development.
The teacher will be creating another
anchor chart to show the big picture of what a fictional text is while using
several key components that the students are pulling from both texts that
they have previously read.
|
8.4 Increase mastery-oriented feedback.
This is the second part of the classroom
discussion. There are more in-depth questions the students will be asked to
answer. The students at this point should not only answer the questions but
should also feed off of each other’s answers to create a student directed
classroom discussion.
|
Guided
Practice
·
Have
the students break into their assigned groups. (Already have the students
randomly grouped together so there is a variety of lower learner and higher
learner interaction)
·
Inform
the students that they will be creating three slips that will have one piece of
information on each.
o
Two
pieces will have one fact that was different between Holes and Shiloh
o
The
third piece will have something that both books had in common with each other
·
Have
two hula hoops ready.
·
Physically
create a Venn diagram with the hula hoops.
·
Have
the students place their three strips in the correct designated area.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.3 Provide alternatives for visual
information.
The students will fill in the hula hoop
with their three strips of information about the two books.
|
4.2 Provide various ways to interact with
materials.
The students will not only be writing
down their ideas on the three pieces of paper but they will be placing their
pieces of paper in the handmade Venn diagram and then they can visually see
all of the key ideas that every group came up with.
|
7.3 Reduce threats and distractions.
The students won’t have much time to
write down their ideas on their pieces of paper so they will work fast to
create ideas. Also, this activity is bodily-kinesthetic and visual so the
students will be physically moving while participating in this activity and
then they will be able to sit back and study the Venn diagram visually.
|
3.1 Provide or activate background
knowledge.
The students will be using their
background knowledge from the two books to write down some key ideas about
two of the books on their three pieces of paper.
|
6.1 Guide effective goal setting.
The teacher will establish the goal of
the activity to the students and then will monitor what the students write
down on their pieces of paper. The teacher will also manage where the
students place their pieces of paper.
|
8.2 Vary levels of challenge and
support.
Each student will be challenged to come
up with an idea within their group. Some groups will be placed with higher
level thinkers and some will be placed with lower level thinkers. The teacher
will go around to each group and find a way to challenge them to come up with
creative ideas to contribute to the Venn diagram.
|
Independent
Practice
·
Students
will be given two pieces of construction paper, scissors, and a writing
utensil.
·
Demonstrate
to the students how they will be individually creating their four-layer
booklets while comparing and contrasting the themes and key ideas of Shiloh and Holes
This would be a two day project. The first day the students would make their booklets and then the second day they would use their booklets to refresh their minds of the details from the two books.
This would be a two day project. The first day the students would make their booklets and then the second day they would use their booklets to refresh their minds of the details from the two books.
o
Steps
§ Stack the two sheets of paper on top
of each other so the edges are an inch apart
§ Fold the sheets in half lengthwise
§ Staple the papers along the fold
§ Draw lines to divide the booklet into
three sections
§ Cut the top three layers along the
lines that were drawn and write “Alike” or “Different” on the uncut sections
§ Write each story title on the
appropriate top flap and allow the students to be able to draw something from
each book to show the uniqueness of each book
§ On middle top flap the students will
illustrate something the books have in common
§ Under each flap the students will
list an example of how the books were alike and different (Can do this by citing page numbers from the
text to support entry for higher level learners)
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.3 Guide information processing.
First the teacher will demonstrate how
the students will be using the information from the two texts and applying it
to their booklets. Then the teacher will go around the classroom and monitor
how the students are using the information from the texts in their booklets.
|
5.2 Provide appropriate tools for
composition and problem solving.
The teacher will give the paper and will
go around stapling the students’ booklets together. The students will have
their own pencils and scissors in their designated tools box in their desks.
|
7.1 Increase individual choice and
autonomy.
Each student will work individually
while choosing their thoughts of key ideas and themes to put in their
booklets.
|
2.2 Clarify syntax and structure.
The teacher will demonstrate how the
students will be creating their booklets and then the teacher will monitor to
ensure that the students are using the proper syntax and structure.
|
6.4 Enhance capacity for monitoring
progress.
During this activity the students will
be working individually and the teacher will be going around and monitoring
the progress of each student’s booklets.
|
8.1 Heighten salience of goals and
objectives.
During this activity it is crucial that
the students fully understand that they are pulling key details from each
story and comparing them to one another in their booklet while confirming
that both texts are fictional texts.
|
Wrap-up
·
To
wrap-up the lesson I will use the name randomize application on the SMART Board. I will use
this application three times.
·
The
three names that were shown on the board will be the three students that will
present their booklets to the class.
·
To
review the lesson we will refer back to both anchor charts and vocabulary words
that were introduced throughout the lesson about fictional texts.
·
For
an extra point assignment the students can go home and create their own
PowerPoint of the different types of themes and key ideas between two other
books.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.2 Provide alternatives for auditory
information.
The students will be orally presenting
their booklets to the class while also flipping through it for their
classmates to visually see what information the student wrote down.
|
4.3 Integrate assistive technologies.
The teacher will use the randomize application on the SMART Board to randomly draw three students’ names to
present their booklets.
|
9.1 Guide personal goal-setting and
expectations.
After the three students have presented
their booklets allow every student the opportunity to either better their
booklet or to double check that their booklet is exactly how they want it to
be.
|
2.5 Illustrate key concepts non-linguistically.
The students will be showing their
illustrations that they created within their booklets to the class and they
will elaborate on why they drew that particular illustration.
|
5.1 Allow choices of media for
communication.
The students have been given the
opportunity to create their own PowerPoint for extra credit if they would
like to.
|
9.2 Scaffold coping skills and strategies.
The students have been exposed to three
different types of booklets and they will on their own criticize the good of
each booklet that was presented and apply that critique to their own
booklets.
|
Assessment
Formative
(Informal - written)
·
To
quickly assess the students, give the students a sticky note.
·
Ask
the students to write down something that they learned from today’s lesson
about comparing and contrasting key ideas, themes and events from fictional
texts.
·
If
there are any students who struggle with writing allow them to verbally say
something to show what their writing was trying to say.
Teachers will have a checklist which will state the main checkpoints of what all the students should have written down on their sticky note.
Teachers will have a checklist which will state the main checkpoints of what all the students should have written down on their sticky note.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.3 Decode text and mathematical
notation.
The students are breaking down what they
have read from a fictional text and applying their knowledge to point out
specific details to write down on their sticky notes.
|
4.1 Provide varied ways to respond.
This activity will have the students to
be able to write down their ideas on a sticky note while they can also have the
opportunity to verbally express why they wrote down what they did on their
sticky notes.
|
7.1 Increase individual choice and
autonomy.
The students are working individually to
think of a fictional text and to write down specific details of their
choosing from their chosen text.
|
2.4 Promote cross-linguistic
understanding.
The students will be using sticky notes to help show their full understanding of comparing and contrasting key ideas, themes, and events from fictional texts. |
6.1 Guide effective goal setting.
The teacher presents what the purpose of
writing down their ideas on the sticky note are.
|
8.1 Heighten salience of goals and
objectives.
The students will be showing their
understanding of the overall lesson objective.
|
Materials
·
“Holes” book and copy for each student
·
“Shiloh” book and copy for each student
·
Anchor chart paper
·
Markers
·
Construction paper for each
student
·
Scissors for each student
·
Writing utensils for each student
Sticky note for each student
Sticky note for each student
Brain Network
|
UDL Principle
|
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Recognition Networks
“What”
 |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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Strategic
Networks
“How”
|
II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
|
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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