Author: Crissie Linville
Subject: Language Arts
Grade Level: First
IEP Classification:
Common Core Standard(s): CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Lesson Goals: Students will write their opinion about a story. They will give their reason(s) for their opinion, and they will write a closing sentence to end their opinion. Students will perform these goals with at least an 85% accuracy.
Lesson Materials: "Jack and the Bean Stalk" book, writing journals, pencils, graphic organizer, smart board, Youtube video, opinion sentence starters poster, white board, dry erase marker.
Instructional Lesson Methods and Assessment
Anticipatory Set
- The lesson will begin by the teacher activating prior knowledge of what a fact is by asking students to define it. The teacher will display the definition of fact on the smart board.
- The teacher will then discuss with the students what an opinion is. She will display the definition of opinion on the smart board.
- The teacher will then explain to the students that they are going to watch a video of the story Jack and the Bean Stalk. The teacher will explain that the students need to pay close attention to the story as they watch it because they are going to write an opinion about the story after they have watched the video.
- The teacher will then play the following video which can be found at https://www.youtube.com/watch?v=sB0UklgJBnI :
Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
1.1 Customize the display of
information: the teacher will ensure that the video is adjusted to the
proper size for all students to be able to hear it clearly and will adjust
the volume so all students will be able to hear it clearly.
1.2 Provide alternatives for
auditory: Students with auditory issues will be given a book to read along
with the video.
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6.2 Support planning and
strategy development while discussing how Jack accomplished the things he did
in the video.
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7.3 Reduce threats and
distractions: The teacher will go over the classroom rules for sitting,
watching, and listening to a video. Students who have a difficult time
sitting may be allowed to sit or stand behind the other students so as not to
be a distraction with their movement.
9.1 Guide personal goal setting
and expectations. Students will be told that there will be a writing activity
after the video so they need to pay close attention to what is going on in
the story.
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3.1 Provide or
Activate Background knowledge: The teacher and the students will
discuss what a fact is.
3.2 Highlight critical features,
big ideas, and relationships: Discuss what facts the students noticed
in the story, such as the father had a hen and a harp that was stolen from
him.
3.3 Guide information processing:
Group discussion about whether or not Jack should have taken the money, hen,
and harp.
3.4 Support memory and transfer: Students will discuss with other students
their opinion on whether or not they liked the story.
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Introduce and Model New
Knowledge
·
The teacher will discuss
certain points of the story and ask the students questions about the story. The
teacher will ask the student students to give some facts about the story. The
teacher will then ask the students to give some opinion about the story.
·
Students will be
dismissed back to their desks to fill out a graphic organizer giving their
opinion on whether or not they liked the Jack
and the Bean Stalk story.
- Students
will turn in their graphic organizers when finished and will gather back to the
carpet.
Guided Practice
·
The teacher will explain to students that they are going to write
an opinion about whether or not Jack should have taken the giants gold.
·
The opinion sentence starters will be displayed for the students to
see.
·
Students will be given a writing sheet where they will write their
opinion as to whether or not they would have climbed the giant bean stalk.
· After,
students will discuss as a whole group their opinions about whether or not they would
have climbed the giant bean stalk.
· The
teacher will create tally marks on the white board to show how many students
would have climbed the bean stalk and how many would not have.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
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Affective “Why”
Multiple means of Engagement
|
3.3
Guide Information Processing: Students will write their opinion of
whether or not they would have climbed the bean stalk.
4.2
provide varied ways to interact with materials: students will be able
to hold, read, and look at the story book.
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4.1
Provide ways to respond. Students will write or draw their responses to whether
or not they would have climbed the bean stalk.
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7.1
Increase individual choice and autonomy: students will be encouraged to
make their own conclusions as to whether or not Jack should have climbed the
bean stalk.
8.3
Foster collaboration and communication: students will discuss with each
other their reasoning for why they would or would not have climbed the bean
stalk.
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Independent Practice
- · Students will be given an opportunity to read a short story of their choice during independent reading time.
- · The teacher will place a writing prompt on the board. Each student will take out their writing journal. The teacher will explain to students that she wants them to write in their writing journal their opinion as to why they did or did not like the story they read.
- · The teacher will write an example on the board to encourage proper sentence structure. Students will have the option of drawing rather than writing.
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: The teacher will set up the structure for
the writing prompt the students will follow to record their opinion in their writing
journal.
3.4
Support memory and transfer: Students will use their writing or drawing
skills to record their reasons from the story supporting the opinion.
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4.1
Provide way to respond. Students may write or draw student responses in their
“detective” notebooks.
5.2
Provide appropriate tools for composition and problem solving: The teacher
will write a prompt on the board to provide students sentence structure.
5.3
Provide ways to scaffold practice and performance. The teacher will write an
example sentence on the board to encourage proper sentence structure.
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7.1
increase individual choice and autonomy: Students will work by
themselves on writing or drawing their opinion of the individually read story.
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Wrap-up
· Students will turn in their writing journals as
they finish.
· Students will then be allowed to self assess their
opinions by re-reading the story they gave their opinion on to see if their reasons
for their opinion still hold true.
· The teacher will call the class together and have
group discussion about the stories they each read and will give their opinions
on their stories. Other students will be allowed to ask questions about the
stories other students read.
- Students will then return to their seats and be given a self-assessment worksheet to mark how they feel about what they have learned.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
2.2 Clarify Syntax
& Structure: The teacher will review students writing journals for
evidence of understanding.
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6.3
Facilitate managing information and resources: Students will have a
designed area to place their writing journals when finished.
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8.1 Heighten
salience of goals and objectives: the teacher will discuss the
importance of using reasons to support an opinion.
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Assessment
Formative (Informal – must be a written assessment)
· The
teacher will engage students in group discussion as well as in small group discussion, to check for understanding.
· The
teacher will review writing journals, graphic organizers, and self-assessments to check for
understanding. Students who do not understand or feel that they do not understand will be given extra help during small group reading to ensure their understanding.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
3.1 Provide
or activate background knowledge: The teacher will assess prior
knowledge during group discussion.
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6.4 Enhance
capacity for monitoring progress: The teacher will ask students during
group discussion about their interviews with classmates. The teacher will
review student’s writing journals to check for understanding.
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7.2 Enhance
relevance, value, and authenticity: The teacher will discuss with each
student their individual responses in their writing journal.
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Brain Network
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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”
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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”
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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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