Sunday, April 3rd, 2016

     UDL Fourth Grade Writing

Title: All About Hibernation

Author: Tori Kosara

Subject: Informational 

Grade Level: 4th 

State Standard(s): 

CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Lesson Goals: My goal for this lesson is to help my students sequence events in a story using narrative writing. 

Objective: The students will write sequence of events from a text with narrative writing with 80% accuracy. 

Instructional Methods

Anticipatory Set             

            Prior Knowledge:The students need to know the plot of the text from the beginning, middle, to the end of the story. 

1.) The teacher will start by introducing the book to all the students. 

2.) "This book is called, All About Hibernation."

3) The students will be sitting at their desk in whole group.

4.) The teacher will review what the plot of a story is where it consists of a beginning, middle, and an end. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
In print materials, the display of information is fixed and permanent.  In properly prepared digital materials, the display of the same information is very malleable and customizable.	Sound is a particularly effective way to convey the impact of information, which is why sound design is so important in movies and why the human voice is particularly effective for conveying emotion and significance.	The semantic elements through which information is presented – the words, symbols, numbers, and icons – are differentially accessible to learners with varying backgrounds, languages, and lexical knowledge.

Introduce and Model New Knowledge

1. The students will be invited to a storyboard to use colorful Expo markers on a whiteboard to illustrate the sequence of the story All about Hibernation. 

2. Prepare the whiteboard by drawing a series of events in the plot. The number of boxes will correspond with the number of important events in a story.

3. When the class reads the story, as the class reads the story, invite teams to the white board and add a scene to the storyboard reflecting each important event. 

4. For each scene, ask the students to think of a short sentence describing the event and write it below the drawing. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Single elements of meaning (like words or numbers) can be combined to make new meanings.  Those new meanings, however, depend upon understanding the rules or structures (like syntax in a sentence or the properties of equations) of how those elements are combined.	The ability to fluently decode words, numbers or symbols that have been presented in an encoded format (e.g., visual symbols for text, haptic symbols for Braille, algebraic expressions for relationships) takes practice for any learner, but some learners will reach automaticity more quickly than others.	Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information.

Guided Practice

1. The teacher will draw the students attention to how the story board shows the sequence of events through pictures by briefly retelling the story scene-by-scene. 

2. Tell the students to see while they are reading how the author uses certain words to describe the beginning, middle, and end of a story. "Are there certain words that give us a clue about the main events of a story or about the sequence of events?"

3. As a group, the students will create a word bank of all the words that give them clues about the sequence of events from the story.

4. For example: after, before, between, since, until, etc.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
One of the big differences between experts and novices in any domain is the facility with which they distinguish what is critical from what is unimportant or irrelevant.  Since experts quickly recognize the most important features in information, they allocate their time efficiently, quickly identifying what is valuable and finding the right “hooks” with which to assimilate the most valuable information into existing knowledge.	Successful transformation of information into usable knowledge often requires the application of mental strategies and skills for “processing” information. These cognitive, or meta-cognitive, strategies involve the selection and manipulation of information so that it can be better summarized, categorized, prioritized, contextualized and remembered.	All learners need to be able to generalize and transfer their learning to new contexts. Students vary in the amount of scaffolding they need for memory and transfer in order to improve their ability to access their prior learning.

Independent Practice

1. The teacher will encourage the students to create their own colorful and action-packed storyboard independently. 

2. The students pair up with their classmate and share their story boards.

3. Remind the students to connect actions together using words that indicate the order of events that took place. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard).	There is no medium of expression that is equally suited for all learners or for all kinds of communication.  On the contrary, there are media, which seem poorly suited for some kinds of expression, and for some kinds of learning.	At the highest level of the human capacity to act skillfully are the so-called “executive functions.”  Associated with networks that include the prefrontal cortex, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed.

Wrap-up

1. The students will compose a short narrative based on the storyboards they created. Encourage the students to recount two or more appropriately sequenced events and words to signal event order.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
It cannot be assumed that learners will set appropriate goals to guide their work, but the answer should not be to provide goals for students. Such a short-term remedy does little to develop new skills or strategies in any learner. It is therefore important that learners develop the skill of effective goal setting.	Once a goal is set, effective learners and problem-solvers plan a strategy, including the tools they will use, for reaching that goal. For young children in any domain, older learners in a new domain, or any learner with one of the disabilities that compromise executive functions (e.g., intellectual disabilities), the strategic planning step is often omitted, and trial and error attempts take its place.	Information that is not attended to, that does not engage learners’ cognition, is in fact inaccessible. It is inaccessible both in the moment and in the future, because relevant information goes unnoticed and unprocessed. As a result, teachers devote considerable effort to recruiting learner attention and engagement.

Assessment

Formative (Informal - written):

• Using a note card or sticky note for each day, have a different student each day to record an event from his or her day using their writing skills or drawings. These events can be from an event that happened at school, from a story the students recently read, etc. The story board will grow throughout the year as each scene is added.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Individuals are engaged by information and activities that are relevant and valuable to their interests and goals. This does not necessarily mean that the situation has to be equivalent to real life, as fiction can be just as engaging to learners as non-fiction, but it does have to be relevant and authentic to learners’ individual goals and the instructional goals.	One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process.	Over the course of any sustained project or systematic practice, there are many sources of interest and engagement that compete for attention and effort. For some learners, they need support to remember the initial goal or to maintain a consistent vision of the rewards of reaching that goal.

Materials

• Expo Markers
• Whiteboard
• All About Hibernation Text
• Pencils
• Paper