EDLD+5364+Week+3+-UDL+Lesson

The following UDL lesson is entitled "Coyotes, Predictions, and Projects," and is followed by my reflection of building this lesson.

= CAST’s UDL LESSON BUILDER =

Lesson Overview
· presentational options to make information accessible to all students · varied strategies and techniques to reach all students · motivational options to ensure that all students can be engaged · flexible classroom management techniques that increase opportunities for all students. ||  || (2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; ** §126.3. Technology Applications, Grades 3-5. ** (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; (B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information  ||
 * **Title: ** || Coyotes, Predictions, and Projects-Lesson 1  ||
 * **Author: ** || Allison Robertson  ||
 * **Subject: **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;"> || <span style="font-family: 'Calibri','sans-serif';">English Language Arts and Technology  ||
 * **<span style="font-family: 'Calibri','sans-serif';">Grade Level(s): **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;"> || <span style="font-family: 'Calibri','sans-serif';">3rd   ||
 * **<span style="font-family: 'Calibri','sans-serif';">Duration: **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;"> || <span style="font-family: 'Calibri','sans-serif';">Unit of study  ||
 * **<span style="font-family: 'Calibri','sans-serif';">Subject Area: **<span style="font-family: 'Calibri','sans-serif'; font-weight: normal;"> || <span style="font-family: 'Calibri','sans-serif';">English Language Arts and Technology  ||
 * <span style="font-family: 'Tahoma','sans-serif';">Unit Description: || <span style="font-family: 'Calibri','sans-serif';">In this unit, entitled // Putting It All Together: Reading, Writing, and Multimedia, // students will engage in cooperative English Language Arts and Technology projects in order to analyze, make inferences, draw conclusions and understand the structure and elements of literary text. In order to ensure that all students can express what they have learned, a variety of options will be available for communicating their new knowledge. The UDL approach will be used in the unit and will provide the following:
 * <span style="font-family: 'Tahoma','sans-serif';">Lesson Description for Day: || ===== <span style="color: windowtext; font-family: 'Calibri','sans-serif';">Students will be given the opportunity to draw upon prior knowledge of coyotes by filling out a KWHL chart <span style="font-family: 'Calibri','sans-serif';">,  <span style="color: windowtext; font-family: 'Calibri','sans-serif';">followed by the opportunity to read the book <span style="font-family: 'Calibri','sans-serif';">  __<span style="color: windowtext; font-family: 'Calibri','sans-serif';">How Coyote Stole Fire __<span style="color: windowtext; font-family: 'Calibri','sans-serif';">online at <span style="font-family: 'Calibri','sans-serif';"> [] .  <span style="color: windowtext; font-family: 'Calibri','sans-serif';">Using the presentational aids that will meet their diverse needs, students will be given the opportunity to make predictions, ask questions, visualize and summarize the literary text. The structure and elements of the text will be introduced using multiple techniques and strategies to help students grasp and retain this new knowledge.   =====
 * <span style="font-family: 'Tahoma','sans-serif';">State Standards: || <span style="color: windowtext; font-family: 'Calibri','sans-serif';">**§110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010.**

Goals
<span style="color: windowtext; font-family: 'Calibri','sans-serif';">2. Students will be able to make predictions, ask questions, visualize and summarize the story. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">3. Students will successfully complete a cooperative project that refines their basic understanding of the elements and structures of literary text as well as their multimedia technology skills. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">4. Students will effectively communicate the level of their understanding of the literary elements through the successful usage of the technology required to complete their projects.
 * ====<span style="layout-grid-mode: char; line-height: 150%; margin: 3pt 0in; tab-stops: 0in; text-indent: 0in;">**<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Unit Goals: **    ==== || <span style="color: windowtext; font-family: 'Calibri','sans-serif';">1. Students will be able to describe the elements and structure of the literary text, __How Coyote Stole Fire,__ including characters, setting, plot, and theme.

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|| <span style="font-family: 'Tahoma','sans-serif';"> || <span style="color: windowtext; font-family: 'Calibri','sans-serif';">1. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">Students will reflect on their prior knowledge of coyotes through the completion of a KWHL chart. <span style="color: #1f497d; font-family: 'Calibri','sans-serif';">(Recognition Network-Provide supports for limited background knowledge and establish a context for learning.) <span style="color: windowtext; font-family: 'Calibri','sans-serif';"> <span style="color: windowtext; font-family: 'Calibri','sans-serif';">2. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">Model the use of online text reading through the CAST website. Explain the help features that allow a student to listen to the text, highlight the text, or read the text independently. <span style="color: #1f497d; font-family: 'Calibri','sans-serif';">(Affective Network-Provide adjustable levels of challenge such as different reading levels). <span style="color: windowtext; font-family: 'Calibri','sans-serif';"> <span style="color: windowtext; font-family: 'Calibri','sans-serif';">3. Students will practice reading the first page and using the support tools of the online story __How Coyote Stole Fire.__ <span style="color: windowtext; font-family: 'Calibri','sans-serif';">4. Students will make a prediction about the story. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">5. Students will explanation of each research project. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">6. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">Students will learn the routines, roles, and responsibilities needed to successfully complete their research projects. ( <span style="color: #1f497d; font-family: 'Calibri','sans-serif';">Strategic Network-Provide flexible opportunities for demonstrating skill). <span style="color: windowtext; font-family: 'Calibri','sans-serif';"> <span style="color: windowtext; font-family: 'Calibri','sans-serif';">7. Students will assess the resources they will need. <span style="color: windowtext; font-family: 'Calibri','sans-serif';">8. Students will learn strategies for effective project planning. <span style="color: windowtext; font-family: 'Calibri','sans-serif';"> <span style="font-family: 'Calibri','sans-serif';">  ||
 * **Lesson Goals:**

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Methods

 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Anticipatory Set: ** ==== || ==== <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">In order to engage students’ curiosity about coyotes, show the class several pictures and short video clips of coyotes. Have them complete an online KWHL chart to activate prior knowledge and to set personal goals for learning.  ====

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 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Introduce and Model New Knowledge: **    ==== || ==== <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Explain to the class that they will be reading a folktale story online entitled __How Coyote Stole Fire.__ Explain that this story will enable them to learn more about the elements and structure of literary text. Model to the class how to pull up the story online and to choose the level of support they will need to use when reading the text. (Each student will actually read the entire text in the next lesson.)   ====

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 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Provide Guided Practice: **    ==== || ==== <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Allow time for the students to become familiar with the CAST website from which they will be reading the text, providing additional guidance to those with special needs, and offering help to those in need of assistance with the technology.   ====

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 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Provide Independent Practice: **    ==== || ==== <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Allow time for the students to become familiar with the CAST website from which they will be reading the text. They can read the first page of the story, practicing with the different highlighters and support tools.  ====

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Assessment
<span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';"> || <span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';"> ||
 * **<span style="font-family: 'Tahoma','sans-serif';">Formative/Ongoing Assessment: **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;"> || <span style="font-family: 'Calibri','sans-serif';">As students explore the website and practice with the tools and the text, be available to clear up any questions they may have, making note of those students that may need additional help. Have the class return to whole group and set up partners to “Think, Pair, and Share” what they have learned today. Have partners share their experiences to help in assessing their level of understanding of new material.
 * **<span style="font-family: 'Tahoma','sans-serif';">Summative/End Of Lesson Assessment: **<span style="font-family: 'Tahoma','sans-serif';">  || <span style="font-family: 'Calibri','sans-serif';">There is no summative assessment at this beginning stage of the unit.

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Materials
<span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Tahoma','sans-serif';"> || <span style="font-family: 'Tahoma','sans-serif';"> || <span style="font-family: 'Tahoma','sans-serif';"> || <span style="font-family: 'Tahoma','sans-serif';"> ||
 * <span style="font-family: 'Calibri','sans-serif';">Pictures and video clips of coyotes
 * <span style="font-family: 'Calibri','sans-serif';">KWHL chart
 * <span style="font-family: 'Calibri','sans-serif';">Student computers
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**__ Reflection __** The creation of this UDL lesson required me to focus in on the specific state standards that I needed to address and to clearly define the goals that I hoped my students would obtain from this lesson. Having that clear focus made the process of building the lesson more efficient. Using the UDL lesson template was helpful in keeping my lesson on track and in reminding me to address the needs of each of my diverse learners. By varying the presentational options and teaching strategies of the new material presented to students, I will be able to reach a more diverse group of learners through this lesson. One of the ways that I have learned to address the diverse needs of students is to offer them choices in producing a final project. Each project allows learners to express their acquired knowledge using different mediums and technology applications. These projects also fulfill the assessment part of my lesson and are motivational tools to engage each learner. Creating this lesson has taught me to not only be more aware of the different needs of my diverse learners, but also ways that I can address those learners within the context of one lesson. This experience has given me the ability to focus on the most important factors in preparing a lesson or unit and has provided me several options for tapping into the greatest learning potential for all students.