UDL
Lesson Plan Framework (Sample Lesson Plan on BB)
Title: Shiloh
Author: Phyllis Reynolds Naylor
Subject: Writing
Grade
Level: 4th
State
Standard(s):
W.4.9.a - Draw evidence from literary or information texts to support analysis , reflection, and research. Apply grade 4 reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].")
W.4.9.a - Draw evidence from literary or information texts to support analysis , reflection, and research. Apply grade 4 reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].")
Lesson
Goals
After reading the book Shiloh, students will write an in depth informative paper giving supporting evidence from the text with 80% accuracy.
After reading the book Shiloh, students will write an in depth informative paper giving supporting evidence from the text with 80% accuracy.
Instructional
Methods
Prior Knowledge: The students will have prior knowledge on the what the format of their writing should look like and also how to look for evidence in a text.
Anticipatory Set: The students will began by going to the carpet and sitting in their assigned spot. I will then introduce the book and author to the students.
Prior Knowledge: The students will have prior knowledge on the what the format of their writing should look like and also how to look for evidence in a text.
Anticipatory Set: The students will began by going to the carpet and sitting in their assigned spot. I will then introduce the book and author to the students.
- "Today we are going to start reading the book Shiloh by Phyllis Reynolds Naylor"
I will pass out a copy of the book to each student and a graphic organizer that will allow them to organize their ideas.
- "Before we begin I am going to show a video to give you all an idea on what the book is about."
- "What did you all think about that video? Have any of you been attached to an animal or a pet?"
- give students an opportunity to discuss and share
- "Has anyone ever known of anyone to be cruel to an animal"
- Allow students to give a yes or no answer
- "Everyone look at your graphic organizer. This is for you to organize your ideas and it also contains a place where you can put the page number on it for which you found that information on."
- "We are going to focus on finding information and supporting evidence from our text."
Next, we will review the information and the literary elements that the graphic organizer is asking for.
- "What is the setting?" "Do we have an idea on where the setting make be after seeing the trailer?"
- give students a chance to respond and discuss
- "What is the plot?" "Do we have an idea about what the plot might be?"
- give students a chance to respond and discuss
- "By looking at the cover of this book and watching the book trailer who do we know will be characters?"
- give students a chance to respond and discuss
After whole class discussion we will read the text.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.5 Illustrate through multi media
Students are shown a book trailer via YouTube 3.1 Activate or supply background knowledge Activated background knowledge and question them about past experiences. |
6.2 Support planning and strategy development Provided students with a graphic organizer 6.4 Enhance capacity for monitoring progress Students were questioned to promote extended thinking. |
7.3 Minimize threats and distraction Involve all students in the classroom discussion when asking questions to the class as a whole. |
Introduce
and Model New Knowledge
With students sitting at their desk I will explain that we are going to be focusing on giving supporting evidence when we give our answers.
Inference - An educated guess based on information from a text.
With students sitting at their desk I will explain that we are going to be focusing on giving supporting evidence when we give our answers.
- "Can anyone tell me what evidence is?"
- "Can anyone tell me what inference is?"
- give students a chance to answer and discuss
- I will write down evidence and inference and the definitions on the board so it is visible for all students to see
Inference - An educated guess based on information from a text.
- "It is very important to give supporting evidence when answering a question. If you answer a question and can support it by finding evidence then you have a correct answer."
- "If you filled out your graphic organizer correctly you should be able to support all of your thoughts and ideas.."
Next, I will show a video providing information about textual evidence.
After watching the video we will discuss and talk about what new information we learned from the video and why it would be important to give evidence and supporting details from a text.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.1 Offer ways of cutomizing the display of information
Students had display information on graphic organizer, vocabulary on the board, and a video. 2.1 Clarify vocabulary and symbols Vocabulary words were clarified and displayed as a visual aid. |
6.3 Facilitate managing information and resources
The students are provided with an organizer to help organize their thoughts and ideas with supporting evidence. |
8.3 Foster collaboration and communication
Students participate in whole group discussion
9.1 Promote expectations and beliefs that optimize motivation
Students have expectations to give supporting evidence when answering a question.
|
Guided
Practice
- Students will come to the carpet and with the whole class I will guide them through questions and how to give supporting evidence while filling out an anchor chart.
- As we put information onto the anchor chart, I will have students look back in the book and read out loud what evidence they found and say the page number the information was on. I will ask the students. "Is that good evidence?" and if they don't agree they have to find supporting evidence and do the same thing until all of the classmates agree.
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, visualization, and manipulation
Used anchor chart to guide information processing
3.4 Maximize transfer and generalization
Given opportunities to practice and review
|
5.3 Build fluencies with graduated levels of support for practice and performance
Provided Scaffolding
6.1 Guide appropriate goal-setting
Objective posted on the board and visible for all students
|
8.4 Increase mastery-oriented feedback
Students gave feedback to one another.
|
Independent
Practice
- For independent practice students will complete a writing giving information about the text. All students will receive a sheet with detailed directions and a rubric it will be graded by.
- The directions will also be on the elmo so students can see it while they are completing their writing. The students will write a narrative writing telling about the book and giving supporting details and evidence. The students should answer at least 3 of the following questions in their writing. I will read the questions aloud using the microphone and I will also display the questions on the board.
- Why does Marty want to be a vet?
- Why does Marty leave the table when they are having fried rabbit?
- Why do people in Tyler County keep to their own business?
- Why is the mail delivery a big event for many people in Sisterville and Friendly?
- Why is Marty's problem more than just lying to Judd?
- How does Marty's mother know about Shiloh?
- Why is Marty willing to give Shiloh away?
- How might Judd's treatment of his dogs be related to his childhood?
- Why does Marty think he's no better than Judd?
- Why does Marty feel better after he tells David about Shiloh?
- How do you feel about the deal Judd makes with Marty?
For higher level learners I will provide an extension activity with more challenging questions.
Students will have this pre-made anchor chart made to look at while they are completing their writing.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.2 Highlight patterns, critical features, big ideas, and relationships
Multiple examples of how to provide evidence from a text
|
6.4 Enhance capacity for monitoring progres
Students were provided detailed directions sheet and rubric that would be used for grading
|
9.2 Facilitate personal coping skills and strategies
Developing skills to find and use supporting evidence from a text.
|
Wrap-up
For the wrap-up students will use the rubric provided to them and grade a classmate. I will pair partners up in a way that will benefit both students. Students will use the rubric and grade their partner in all of the categories on the rubric. Both students will have to sign the rubric stating they have read their partners critique and the partner has carefully evaluated the writing and gave positive and helpful feedback. Before the peer reviewing begins I will model in front of the class how to conduct a correct and help peer review and I will also so a YouTube Video to demonstrate. Each student will get a sheet that contains helpful things to remember while peer reviewing.
For the wrap-up students will use the rubric provided to them and grade a classmate. I will pair partners up in a way that will benefit both students. Students will use the rubric and grade their partner in all of the categories on the rubric. Both students will have to sign the rubric stating they have read their partners critique and the partner has carefully evaluated the writing and gave positive and helpful feedback. Before the peer reviewing begins I will model in front of the class how to conduct a correct and help peer review and I will also so a YouTube Video to demonstrate. Each student will get a sheet that contains helpful things to remember while peer reviewing.
- I will constantly remind the students while peer reviewing that if they can not see multiple supporting details from the text they need to politely remind their partner that evidence is mandatory in this writing.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.2 Offer alternatives for auditory information
Students received a sheet of things to remember when peer reviewing
|
5.3 Build fluencies with graduated levels of support for practice and performance
Students participated in peer reviews
5.2 Use multiple tools for construction and composition
Provided a sheet with reminders and a how to video
|
9.3 Develop self-assessment and reflection
Students will do a self assessment of their work before they turn it in. |
Assessment
Formative
(Informal - written)
After the peer review students will have a chance to correct any mistakes their partner found and write a final draft for teacher grading. Students will turn in their original paper, peer review, and final draft.
After the peer review students will have a chance to correct any mistakes their partner found and write a final draft for teacher grading. Students will turn in their original paper, peer review, and final draft.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.2 Clarify syntax and structure
Rubric looks for structure 2.5 Illustrate through multiple Media Teacher will use a rubric for grading |
6.4 Enhance capacity for monitoring progress
Students will use prompts and information gathered throughout the whole lesson to complete their formative assessment. |
8.4 Increase Mastery Oriented Feedback
The rubric will provide immediate feedback to the student. |
Materials
SmartBoard (Youtube Videos)
Hand-outs (Graphic Organizer, Organizing Ideas and thoughts with evidence)
Pencils
Paper
Anchor Charts (evidence)
Classroom set of Shiloh
Classroom set of detailed directions for writing assignment
White board w/ dry erase marker
Questions to think about
Rubrics
Things to remember while peer reviewing sheets
Detailed directions for writing assignment
