I have had the opportunity to take a lesson plan that I have previously taught to a class of third graders, and take strategies and information from the resources listed on the blog and update my lesson plan by incorporating UDL principles and guidelines. My post lesson plan I have added multiple means of representation and added technology that was available to the class.
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UDL Checklist Objectives Present in Pre- UDL lesson plan:
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UDL Checklist Objectives Present in Post UDL lesson plan:
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Scholastic News A Visitor to Mars
Audience: 3rd Grade Students
Behavior: Students will identify the main idea and supporting
details
Condition: After reading Scholastic
News
Degree: Complete a graphic organizer/worksheet.
Standard:
1.1.3.D Demonstrate
comprehension/understanding before reading, during reading, and after reading
on grade level texts through strategies such as retelling, summarizing, note
taking, connecting to prior knowledge, supporting assertions about text with
evidence from text, and non-linguistic representations.
Materials:
Teacher:
Computer-
Scholastic News Online
Edition
3 A Visitor To Mars
Students:
Pencils
Scholastic
News
Procedure:
Anticipatory
Set:
Have
students look at the front cover of Scholastic News and ask them to make
predictions on what they think they are going to learn about or is there
something interesting in the magazine.
Activity:
Demo:
Talk
to about the planet Mars, and show them the video from Scholastic Online to
give an introduction about the planet Mars and Curiosity.
Guided Practice:
After
viewing the video have students open up their magazine and turn to the Roaming the Red Planet. Talk with students about what is on
the page, point out the circle picture and the caption. Talk to students about the
words to know box at the bottom of the page. As a group complete the Main idea of the worksheet
together. Talk about the there can
be more than one main idea. Then
go down to the details section of the worksheet.
Independent
Practice:
After
students have been introduced to the article, allow them to read the article on
their own. After all students have
had the opportunity to read the article bring them back and show the main idea
work sheet. If students finish
early allow them to read the next two articles in the magazine.
Closure:
After all students
have completed the worksheet.
Bring all the students back and play the online review game.
Assessment:
Students will be
assessed on completion of the Main Idea worksheet.
Assessment Questions to ask
during lesson
1.
What is a main idea?
2.
Do you think there is life on Mars after reading
this article?
Accountability:
The teacher will
hold students accountable for completion of the assigned worksheet.
Extensions:
1.
As a class complete the ‘It’s money Time!”
worksheet. Going over timelines
and important dates in the history of U.S. money.
Adaptations for Learning
Differences
Gifted
Students:
-
Complete the multiple choice on the back, and
SPLASH the article
Students with
Learning Difficulties:
-
Working in small groups
-
Teacher assistance
-
Work with a partner
- 1.1 Customize the display of information
- 1.3 Provide alternatives for visual information
- 2.1 Define vocabulary and symbols
- 3.2 Highlight critical features, big ideas, and relationships
- 8.2 Vary levels of challenge and support
- 9.3 Develop self-assessment and reflection
Post UDL Lesson Plan
Subject Area: Scholastic
News A Visitor To Mars
Key
Concept (Standard): 1.1.3.D
Demonstrate comprehension/understanding before reading, during reading, and
after reading on grade level texts through strategies such as retelling,
summarizing, note taking, connecting to prior knowledge, supporting assertions
about text with evidence from text, and non-linguistic representations.
HOOK
(for all students):
Ask
students to look at the picture on the front cover and have students talk to
their partners about what they think it is or have they ever seen something
like it before.
ALL
STUDENTS WILL: Students
will identify the main idea and supporting details, using a graphic organizer,
after reading Scholastic News article Roaming
the Red Planet.
Multiple
Means of Representation:
Print
magazine video clips audio
digital magazine(
individual laptops) graphic organizer
Multiple
Means of Engagement:
Small groups
difficulty levels
Multiple
Means of Expression:
Cooperative
learning groups
Individual choice
Headphones (for computer)
Headphones (for computer)
Instruction
Delivery: After
viewing the video allow students to get their laptops and log on to scholastic
news online to Roaming the Red Planet.
Talk with students about what is on the page; point out the circle
picture and the caption.
Talk to students about the words to know box at the bottom of the page,
show students that if there is highlighted word you are not sure of to click on
the word and a box will come up to read the definition and hear the definition,
some provide pictures if necessary.
Complete the main idea and
supporting details of a shorter article in the same issue of Scholastic News.
Guided
Practice: As a group
complete the Main idea of the worksheet together. Talk about that there can be more than one main idea, and
review what is a main idea? Place the main idea worksheet on the ELMO projector
to view as a class, write down exactly what the students are writing down,
provides visual and auditory information, zoom in on the specific are currently
working to make text larger on the projector. After determining the main idea of the article, have
students write it on the lines designated for the main idea. Next is talking about details, review what is a detail and
how a detail supports the main idea (for example if the main idea of the
article is Mars the detail should not be about life on Earth). Brainstorm as a class some supporting
details from the article, and write them on the lines where details should be
placed.
Assessment
Activity: After students
have been introduced to the main idea and supporting details of an article
allow them to read Read Roaming the Red
Planet independently and fill out the main idea and supporting detail
worksheet. For students unable to
write there is an option on the computer to download the graphic organizer and
type in the boxes. Students have
either option to complete the graphic organizer.
1.1 Customize
the display of information
1.3 Provide alternatives for visual information
2.1 Define vocabulary and symbols
3.1 Provide or activate background knowledge
3.2 Highlight critical features, big ideas, and
relationships
3.4 Support memory and transfer
4.2 Provide varied ways to interact with materials
4.3 Integrate assistive technologies
7.1 Increase individual choice and autonomy
8.2 Vary levels of challenge and support
8.2 Vary levels of challenge and support
8.3 Foster
collaboration and communication
9.1 Guide personal goal-setting and expectations
9.3 Develop self-assessment and reflection
9.3 Develop self-assessment and reflection
Reflection:
After comparing my pre and post lessons I have realized how
much more thought and time I placed into the post lesson. I was able to incorporate much more
high interest materials and resources that were already available. This can help maintain and increase
student interest in the assignment. Since this was a lesson that was already
taught I was able to visualize walking through the lesson and find areas that I
could improve on and ways that I can make the lesson and the instruction much
better. The approaches that I struggled to add were multiple means of
engagement and since this is my area of need when it comes to UDL I struggled
to incorporate strategies. I
thought about the lesson through the eyes of a third grader and thought to
myself what would make this lesson “cool” or “awesome” to a 9 year old, and it
made me realize how much they love being on the laptops and how extremely
focused they are on the work they are completing when working on the laptops so
providing them two options made the lesson much more interesting in my opinion
and engaged the students because they had a choice of how to read the articles
and complete the assignment.
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