1 Ruth-Anne Reitelman Sokol UDL Before and After July 10 th, 2016 Overview The purpose of this UDL lesson is to help students analyze narrative text by reading closely and refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. This lesson introduces students to the Notice and Note reading strategy signpost Contrast and Contradiction that will help guide future note-taking and to the practice of finding textual evidence to support ideas in discussion and writing. This lesson will take place over the course of the week and use the UDL Framework to use the gradual release of responsibility approach. The lesson objective is that students will be able to notice when a character does something that contradicts his earlier acts or statements and be able to refer or note the details and examples in the text when constructing a response. UDL is used to provide access to the curriculum including readers that struggle to learn (Flanagan, Liebling, & Meltzer, 2013). The Common Core State Standard (CCSS) that covers this skill is: English Language Arts Standards Reading: Literature Grade 4.1, (ELA, RL4.1),Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Students are expected to read more rigorous texts and answer questions across the curriculum and assessments using an Extended Response Format that requires evidence-based writing. The first step to being able to write a response with textual evidence is identifying it within the text. The skill will be demonstrated, then the students will be expected to do part of the task with a partner and then the student will complete the task independently. There will be videos to introduce and reinforce the concept as well as an audio recording of the selection. The student will have the opportunity to work in a small group and collaborate with classmates. The first signpost, Contrast and Contradiction, helps students identify character development, internal and external conflict, setting and plot (Beers & Probst, 2013). Before Prior to implementing the UDL guidelines, reading comprehension would be taught in a whole group setting and students may be expected to read the story on their own. The teacher would hand out a set of questions that went with the story that the student would answer. The responses to the questions on the worksheet would determine if the student understood the material. The story that is being used is Thank you Ma am, by Langston Hughes.
2 Comprehension Questions Source: After
3 Day 1-Introduce the signpost Contrast and Contradiction Class discussion: talk about how characters change in books and movies and how authors show us how a character is developing, watch video about Hermione from Harry Potter. (Brad Dunning, 2015) Day 2 Watch the PowToon to reinforce Contrast and Contradiction Strategy. whttps://ww.youtube.com/watch?v=qc4teiv_rim (Emily Barrera, 2012) Share the story and graphic organizer digitally via google classroom (copies also available if needed), give a brief introduction of the story. Read part of the story, stop and model the contrast and contradiction, fill in projected graphic organizer on smartboard, students will copy response based on discussion, continue reading and stop again to model.
4 Source: AdaptRdngLogs.pdf Day 3 Continue reading the story with the group, students will work with a partner to see if they can fill in a Contrast and Contradiction together, monitor for progress. The audio version of the story is available for struggling readers. (Ryan Carlo, 2016) Day 4 Assessment: Formative Assessments of participation, discussion and completion of graphic organizer take place throughout the week. For the Summative assessments, students will answer the following question about the main character: Do you believe that the encounter with Luella changed Roger? Students can put on a skit, make a video, create a rap song, write an extended response or write a journal entry as Roger in ten years. They can work independently, with a partner or in a small group.
5 Guidelines Guideline 1: Provide options for perception-the story and graphic organizer will be available digitally in google classroom and copies will be available as well. The graphic organizer will also be projected on the smartboard. An audio version of the story will be available. The strategy Contrast and Contradiction is reinforced in a PowToon. Videos are used to present information and concept. Guideline 3: Provide options for comprehension-activate prior knowledge of characters by using examples that are relevant to the students, for example Hermione from Harry Potter. Use graphic organizer to cite text evidence. Scaffold strategy by using gradual release model. Guideline 4: Provide options for expression and communication-provide alternative modalities for summative assessment, students have a variety of assessments to choose from. Students can work independently or collaboratively.
6 References Barrera E. (2016, June 2). Contrast and Contradiction [Video file]. Retrieved from: whttps://ww.youtube.com/watch?v=qc4teiv_rim Beers, G. K., & Probst, R. E. (2013). Notice & note: Strategies for close reading. Portsmouth, NH: Heinemann. Carlo, R. (2016, Jan. 25). "Thank You, Ma'am" by Langston Hughes Audio Narration [Video file]. Retrieved from: Dunning, B. (2015, Jan. 5). Contrast and Contradiction [Video file]. Retrieved from: Flanagan, B., Liebling, C., & Meltzer, J. (2013). Universal design for learning and the common core ELA standards: Rigorous reading and writing instruction for all. A PCG Education White Paper. Boston: Public Consulting Group. National Center for Universal Design for Learning. (2012). Universal design for learning (UDL) guidelines: Full-text representation, Version 2.0. Retrieved from