Universal Design for Learning Lesson Plan

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1 Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: March 30 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key Ideas and Details Standard RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Behavioral Objective: will be able to 1- Utilize and complete a graphic organizer as a strategy for identifying the main idea, characters, and setting of a passage. 2- Interact with text by highlighting and circling parts of the passage; following prompts from a close reading graphic organizer. Materials Needed: 1- Brain Pop reading skills video (2:55) Mario s Lunch by Gayle Pearson passage 3- Mystery Flats by Rosalyn Hart Finch passage a. Mystery Flats voice thread: b. h 4- Close Reading Graphic Organizer a. Yellow, pink, and blue highlighters (one per student) b. Red pens (one per student) c. Pencil/ black pen (one per student) Procedures: -- Activating Prior Knowledge: - I will start the lesson by presenting students with a brain pop video on reading skills. I will set a purpose for the viewing of this short video clip by means of a short discussion prior to the viewing. I will ask students to take a moment to think about the different things they do whenever they read a book or a passage. I will ask students to pay close attention to the different strategies discussed in the video clip and to be prepared to share one of the strategies upon completion of the video.

2 - After the video clip and post discussion, I will tell students that today we will be learning some new strategies we can practice as we read through passages that will help us understand and identify key details. - As a means of building off of the student s prior knowledge, I will refer back to the passage Mario s Lunch (this is a passage students are familiar with) as I model the strategies students will be learning during this lesson. Teacher Modeling - Next, I will present students with the Close Reading Graphic Organizer. I will walk students through each component of the graphic organizer and model how the prompts are put into effect using one pre selected paragraphs from the passage, Mario s Lunch. - I will read the paragraph once without marking up the text and then the second reading is when I will highlight and circle specific information pertaining to the graphic organizer. - The bus was full of the sounds of laughing and yelling fifth graders. They were on their way to the zoo for a class trip. Mario was excited to see the zoo, but there was one problem. It was ten o clock in the morning, but his stomach was already grumbling. He reached down and grabbed his lunch bag. Opening it, he saw that it contained a peanut butter and jelly sandwich, an orange, and two cookies. Mario sighed. He always had peanut butter and jelly. - First I will model how to record the title of the text in the title portion of the graphic organizer. - Next, I will model for students that we will be highlighting characters in yellow. In the specific paragraph the characters mentioned are fifth graders, and Mario. - Next, I will model for students how to highlight any mentioned settings in pink. In this specific paragraph the settings mentioned are bus and zoo. -Next, I will model for students how to highlight 3-5 key words/terms in each paragraph in blue. I will explain to students that when they are searching for key words/terms to think about the most important part of the paragraph. In the sample paragraph, the words problem, and sighed are all highlighted in blue due to their importance. The terms, stomach was already grumbling, and always had peanut butter and jelly are highlighted as well. - If I were to tell someone else what was happening in this paragraph, that is the important information I would use when explaining what is happening during this part of the story. - Next, I will inform students that any unknown words are to be circled in red. In this paragraph there wasn t any unfamiliar vocabulary, so nothing is circled. - Last, I will direct student s attention to the last portion of the graphic organizer where they are to answer the question, what is the main idea of this text? I will model for students how to look back at the text, which has now been marked up highlighting what is important. When determining the main idea, we can use all of the information we have highlighted to come up with an answer.

3 - I notice that two different characters are highlighted, Mario and fifth graders. Since the paragraph is mainly about Mario, I will start telling the main idea by jotting down, This part of the story is about a fifth grade student, Mario. - Next, I notice that two different settings are highlighted, I will now incorporate these to my main idea by jotting down, Mario is on a school bus on the way to a field trip to the zoo. - After adding the setting to my response on main idea I will go back to my text and look for my information highlighted in blue. This will help me jot down the key details of the paragraph. The problem Mario is dealing with is that his stomach is grumbling. He sighs when he discovers what he has for lunch that day. Guided Practice - For the guided practice activity, I will have students take turns reading the passage, Mystery Flat. The first time we read through the story, students will not annotate the text. - After reading the passage, in collaboration students will work together to annotate the first marked section of the passage. I will prompt students to highlight characters in yellow, settings in pink, and key words/terms in blue. - Upon completion of marking up the first section, students will move into independent practice and work alone. Independent Practice: - s will be given the opportunity to re-read the text, listening to my voice thread of the passage as they go through the text and annotate the specific information found in their close reading graphic organizer. - The passage will be broken down into four parts that students will determine main ideas for along the way as they read through the story. - In essence, they are determining key ideas of small chunks of the story as they read. Assessment: - As students complete the guided practice activity as well as the independent activity task, I will carefully observe the following areas; determining characters, determining setting, and interpreting main idea. s will have an opportunity to score a total of 12 points (if they receive a 4 in all three areas). The following rubric describes the breakdown of the points each student can receive.

4 Close Reading 1 Novice 2 Apprentice 3 Practitioner 4 Expert (work exceeds grade level expectations) Determining Characters/Setting highlights information that is not relevant to characters or setting/does not highlight any information at all. highlights some of the characters and settings from the passage. highlights most of the characters and settings from the passage. highlights all of the characters and settings from the passage demonstrating a clear knowledge and application of graphic organizer prompt. Determining Key Ideas highlights information that is not considered to be a key point/does not highlight any information at all. highlights some (1 per section) of the key ideas from the passage. highlights most (2-3 per section) of the key ideas from the passage. highlights all (3-5 per section) key ideas from the passage demonstrating a clear knowledge and application of graphic organizer prompt. Interpreting Main Idea Inaccurately communicates concepts and/or no examples of character of setting are incorporated into students response. Communication of concepts is limited; examples provided do not support the passage. Communicates concepts satisfactorily; provides one example of character and/or setting to support the passage. Communicates concepts in a welldeveloped manner; Provides multiple examples of characters and settings from the passage to support work. Multiple Means of Representation: (write in terms of UDL guide-lines; use guideline #s) *Guideline 1: Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information - Visuals containing prompts to remind students which color to highlight characters, settings, and key ideas, and what color to circle unknown vocabulary. The color associated with each story element is used to emphasize specific information. Checkpoint 1.2 Offer alternatives for auditory information - During the brain pop video, I will make the closed captioning available to students so they have the opportunity to listen, watch, and/or read the captions as they view the clip.

5 - During the modeling and guided practice potions of the lesson I will speak the instruction as well as post the information for students to refer to by means of a chart. - During the independent practice section of the lesson, I will provide students with an auditory clip they can listen along to on the computer of myself reading the passage they are working with. *Guideline 2: Provide options for language, mathematical expressions, and symbols Checkpoint 2.1 Clarify vocabulary and symbols - As students read through the passage, they will be prompted through the visual graphic organizer to circle and unknown words in red. s will be guided to look up the definition of unknown words on their computers through a word processing program. Checkpoint 2.3 Support decoding text, mathematical notation, and symbols - s will be provided with a digital text with an accompanying human voice recording during independent practice for the passage titled, Mystery Flats. *Guideline 3: Provide options for comprehension Checkpoint 3.1 Activate or supply background knowledge - Linking the story, Mario s Lunch, to today s instruction serves as a means to activate relevant prior knowledge. s are familiar with this story. Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships - Highlight or emphasize key elements in text; during portion of lesson in which I model for students how to determine a character, setting, and key idea and how to highlight the information in the color associated with that piece of information. - Use graphic organizers to jot down main idea of each section of the passage. Checkpoint 3.3 Guide information processing, visualization, and manipulation - The highlighting of specific information (characters, settings & key points) serves as a graduated scaffold to support information processing strategies. In highlighting this information, students will know what information to focus on when formulating their main idea responses. Multiple Means of Expression: (write in terms of UDL guidelines; use guideline #s) *Guideline 5: Provide options for expression and communication Checkpoint 5.2 Use multiple tools for construction and composition - During independent practice, students will be given the choice to either write their main idea responses on paper or type their responses onto a template on their computers. They will be encouraged to use the spell check on the computer regardless of which choice they make for the communication of their responses. *Guideline 6: Provide options for executive functions Checkpoint 6.4 Enhance capacity for monitoring progress - The rubric I will be using to assess the students understanding throughout this lesson will be shared with the students. Upon completion of the lesson and the specific tasks involved, I will share with students how they scored on the different activities. In having them become aware

6 of their own progress, it will allow learners to monitor their own progress and use the information to guide their efforts and future practice. - s will be presented with a before and after sample of what a passage looks like before the strategies are put into action, and what a finished passage should look like after all of the highlighting and circling is complete. This is a representation of progress. Multiple Means of Engagement: (write in terms of UDL guidelines; use guideline #s) *Guideline 7: Provide options for recruiting interest - Both the brain pop video as well as the voice thread serves as methods to recruit student s interests. After observing the students engagement with the computers during the first couple of weeks, the video was incorporated into this lesson to entice learners. Checkpoint 7.3 Minimize threats and distractions - I will vary the level of sensory stimulation by providing students with a voice thread of my voice reading along to the passage they will be working with. s will wear their headphones when they listen to the passage, blocking out all of the excess noise-taking place in the classroom allowing for them to focus on the task at hand. *Guideline 8: Provide options for sustaining effort and persistence Checkpoint 8.3 Foster collaboration and communication - During guided practice, students will be working in a cooperative learning group as they practice the close reading strategies. Through this cooperative learning group students will be encouraged to support their classmate if they are struggling. *Guideline 9: Provide options for self-regulation Checkpoint 9.3 Develop self-assessment and reflection - In providing students with the close reading strategies visual, they are given the opportunity to self-regulate. If they need a reminder of the correct annotations they are to complete for their passage, they can refer back to this visual which explicitly outlines the proper annotations in which students are supposed to complete independently.

7 Close Reading Graphic Organizer Name Title Date Text Interaction Table What is the title of this text? Characters Settings Key Points Vocabulary Highlight each character in yellow. Highlight each setting in pink. Highlight each key point in blue. Circle any unknown words in red. Main Idea Section 1 Main Idea Section 2 Main Idea Section 3 Main Idea Section 4 Main Idea Section 5

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