ECED Language and Literacy II
All about Jellyfish
UDL Lesson
Plan (Sample Format) - Refer to Blog for Example
- Title: All About
Jellyfish
- Author: Brittany
Turner
- Subject: Language
Arts
- Grade Level: 4th
Grade
- Common Core Standard(s):
·
CCSS.ELA-LITERACY.W.4.2-Write
informative/explanatory texts to examine a topic and convey ideas and
information clearly
·
CCSS.ELA.LITERACY.W.4.2.B-Develop
the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
- Lesson Goals:
Students
will collect facts about jellyfish using many different approaches. The data they collect will include
definitions and details. They will use
the information they collect to write an informative text about jellyfish that
includes three paragraphs. Each
paragraph must include facts, definitions, or quotations to help develop the
topic.
- Lesson Materials:
- A Day in the Life: Sea Animals Jellyfish
- Jellyfish
Organizer
- Flipchart poster
- Technology: Smart Board, Elmo, Chrome Books, voice recorders, Live Binder
Instructional
Lesson Methods and Assessment
Anticipatory
Set
1. I will begin the lesson by projecting GIFs of
jellyfish onto the Smart Board. There
will be four GIFs that show the full movement of a jellyfish. The jellyfish will be different sizes and
colors. (GIFs are a set of still images
put together to create a 2-5 second moving clip)
2. I will ask the students to write down observations on
a whiteboard or sticky note as they view the GIFs and then “share out” with the
class what they see.
3. As the students write down observations, I will ask
them these questions: Have you ever seen
a jellyfish? What do they look like? How
do they move? What do they eat? What kind of water do they live in?
4. I will write the shared observations on a flipchart
poster.
5. We will then view the video “Video for
Kids-Animals-Jellyfish” on YouTube.
6. Students will break into groups after the video and
write one thing they learned from the video on the front of a notecard. On the back of the notecard, they will write
one question they still have about jellyfish.
There will be a recorder, reporter, and timekeeper in each group. The groups will meet for 5 minutes for this
activity.
7. We will go back to our flip chart poster of
observations and add new information. We
will use a new color marker for the information from the video to help us
remember where we got out information.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
3.2
Highlight critical features, big ideas, and relationships
I will
underline key terms on our flip chart that we will be studying further. I will also switch colors of marker to
group the concepts.
|
4.1
Provide varied ways to respond
Students will have a choice between using
whiteboards, sticky notes, or notecards for our first discussion.
|
9.1
Guided personal goal-setting and expectations
Students will write down what they still would
like to learn about jellyfish before moving on to a more in depth activity.
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3.1
Provide or activate background knowledge
I will question the students as they observe the
jellyfish GIFs in order to determine their previous knowledge of this
topic.
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6.3 Facilitate managing information and resources
As the students share new information, I will be
displaying content from all groups on a flipchart poster. This helps students manage all information
being discussed without having to write everything down themselves.
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8.3
Foster collaboration and communication
The
roles in the groups will make sure that every students has a part in the
group. They will all feel involved and
stay engaged because everyone must fulfill their role.
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Introduce
and Model New Knowledge
1. I will then show the students the book A Day in the Life: Sea Animals Jellyfish by
Louise Spilsbury. I will have a copy of
the book and the text will be projected on the Smart Board. I will also have a
copy of the text at each table in the classroom.
2. We will read the text together. I will call on students to read and I will
stop after we have read each page to discuss any diagrams featured. I will summarize the information and point
out illustrations to connect the text to the images.
3. As we read, students will use sticky note tabs to flag
information that is new to them. They
will have yellow and blue sticky note tabs.
The yellow tabs will be for flagging new information. The blue tabs will be for flagging answers to
the questions they wrote on their notecards.
I will instruct them to flag at least five items per table during our
reading.
4. I will scaffold what the students flag by telling them
to focus on facts about jellyfish and terms that they can work together to
define.
5. I will tell the students they are flagging the
information in their books to use for their group work later on in the
lesson.
6. After we have finished the book we will move on to
guided practice.
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Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
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1.1 Customize the display of information
Students will have my copy of the book to look at,
a copy of the book at their table, and a digital copy of the text on the
board.
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6.2
Support planning and strategy development
Students are flagging the information to use for a
project later in the lesson. Flagging
new information helps the students plan for later activities.
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7.1
Increased individual choice and autonomy
Students
will have a choice of what items to flag as we read. They can pick information that is intriguing
to them rather than being told what information they must remember.
|
|
3.3
Guide Information Processing
I will
summarize the key points of each page after it has been read. I will also refer to the images as I speak
to reinforce the content verbally and visually.
|
6.1
Guide effective goal setting
Each student will be expected to flag at least 5 items
as we read the text.
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8.1
Heighten salience of goals and objectives
Students will know that they are going to use the content
from the text later. They will keep
this in mind when flagging information that they may want to use in other
activities.
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Guided
Practice
1. I will give the students they jellyfish
organizer.
2. We will fill out the organizer together.
3. I will instruct
the students to fill out one column at a time with the other students at their table
and we will come together for a full discussion between columns.
4. As the students
give me information to put on the organizer, I will fill out a copy that is
being displayed with the Elmo.
5. They will have a copy of the text, our flipchart
poster, their notecards, the GIF set, and an audio version of the text to use
to fill out.
6. Once we have finished filling out the organizer I will
instruct students to go back through their work with a highlighter and mark key
terms in their organizer. I will let
them choose which terms they believe are key terms.
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Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
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2.5
Illustrate key concepts non-linguistically
Students will be highlighting key concepts on their
jellyfish organizers to reinforce their importance.
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5.2
Provide appropriate tools for composition and problem solving
Students have five resources for filling out the
organizer. They also have the members
of their table if they need additional help.
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8.3
Foster collaboration and communication
Student are encouraged to work together with the
other children at their table in order to fill out the organizer before we
have full group discussion.
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3.4
Support Memory Transfer
The grouping of the organizer allows a new way for
students to visualize and think about the information. This will help with memory transfer.
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5.3
Provide ways to scaffold practice and performance
The discussion between each column while
completing the organizer acts as scaffolding of the information being
processed.
|
9.2
Scaffold coping skills and strategies
I will refer students to one of their five
resources to help them complete the organizer if they struggle. This would provide scaffolding to a student
that was overwhelmed by the task.
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Independent
Practice
1. Students will be separated into groups based on the
tables where they sit.
2. We will review the group procedures already set place. This includes respecting others, working
quietly, working together, and participating.
3. I will tell the students that they are going to create
an “All About Jellyfish” project.
4. They will be able to choose if they want to make a
poster board, a Wiki page, or an audio recording to present their information.
5. The students will have access to the mobile lab to use
Chrome Books for any of their needs during this practice.
6. The students will use the text we have read, the
organizer we have filled out, and the Live Binder I have created with
additional resources included
7. The Live Binder includes three websites for the
students to use and an additional video for them to view.
8. Students will be expected to record new information on
a word document or on paper. I will
encourage them to use colored notecards to make flash cards with key terms and their
definitions.
9. The students will choose how to put together the
information they gather and then present their work to the class.
10. I will remind the students before we present to treat
others with respect as they present. I
will tell them they need the information presented from all groups so it is
important that they are attentive.
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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
Students
will define key terms as they gather information for their project.
|
4.2
Provide varied ways to interact with materials
Students will have the opportunity to make a
poster, a Wiki, or an audio recording in order to create a final
product.
|
7.1
Increase individual choice and autonomy
Students have a choice of three different
resources to use and three different ways of creating this project.
|
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1.2 Provide alternatives for auditory
information
Students
will have access to diagrams, illustrations, and text from the Live Binder.
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5.2
Allow choices of media for communication
Students can record their voices, or create a document
if they do not wish to create a poster.
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7.3 Reduce threats and distractions
I will
remind the students before we present to treat others with respect as they
present.
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Wrap-up
1. After every group has presented we will do a carousel
viewing of each groups work.
2. Wikis and
poster will be viewed by each group and audio presentations will be heard.
3. As the students view their peers work, I will have
them record information from other groups that they had not included in their own
project.
4. They may choose to record their findings on a piece of
paper, sticky note, or notecard.
5. I will instruct them to write three facts as they
participate in the carousel viewing.
6. We will do this for ten minutes and then the students
will return to their desks.
7. I will have the students reflect on these authentic
experiences by sharing their favorite facts they learned about jellyfish.
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Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
3.4
Support Memory and Transfer
Students must remember what they have done in
their projects in order to find new information from others’ work.
|
6.1 Guide effective goal setting
Students
will write three new finding while participating in the carousel view.
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8.4
Increase mastery-oriented feedback
Students
are showing mastery in an area by finding new information that they have not
previously learned.
|
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2.4
Promote cross-linguistic understanding
Students will be viewing different types of
products and expected to gain an understanding from each type.
|
4.1
Provide varied ways to respond
Students may use a piece of paper, a sticky note,
or a notecard to record their findings.
|
9.3
Develop self-assessment and reflection
Students are reflecting on their experiences by
sharing their favorite jellyfish facts.
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Assessment
1. I will instruct
students to write two paragraphs about jellyfish using the information we have
gathered.
2. I will explain
to them that I expect their paragraphs to include topic and conclusion
sentences.
3. I will also be looking
for specific details about jellyfish in their writing including facts and
definitions.
4. I will tell them
that each paragraph needs to include three specific details about
jellyfish.
5. Students will
use all resources previously created in this lesson in order to complete their writing.
6. I will instruct
them to use highlighter tape to mark information they would like to use while
planning their writing.
7. They will have a
choice between typing and handwriting their paragraphs.
8. If they choose
to type their writing, I will instruct them to do so in a Notes application so
that the computer cannot fix their spellings and punctuations.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
3.2
Highlighting critical features, big ideas, and relationships
Students will use highlighter tape to mark
information they want to use in their writing.
|
4.1
Provide varied ways to respond
Students can write or type their paragraphs.
|
7.1 Increase individual choice and autonomy
Students can choice any aspect of the jellyfish we
have discussed in their writings.
|
|
3.4
Support memory and transfer
Students are transferring what they have learned
about jellyfish into a final writing product
|
6.2 Support planning and strategy development
Students
will know how to plan their writing because they will know they need two
paragraphs. They also will know the
elements that these paragraphs need to include.
|
9.3 Develop self-assessment and reflection
Students are reflecting on their knowledge of
jellyfish while completing this writing assessment.
|
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Evaluation Areas
|
Exceeds
Expectations
A
|
Meets
Expectations
B
|
Does Not Meet
C
|
Points
|
|
|
25-23 points
|
22 -20 points
|
19- less
|
|
|
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
|
|
15-14
|
13-12
|
11-
|
|
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Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
|
|
10-9
|
8
|
7
|
|
|
Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
|
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Overall Total Points
|
/100
|
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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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