UDL Lesson Plan 

Title:   Mystery!

Author: Crissie Linville           

Subject:  Looking for Clues

Grade Level: Kindergarten

IEP classification(s): 

Common Core Standard(s):  CCSS.ELA-Literacy.RL.K.1, CCSS.ELA-Literacy.RL.K.2CCSS.ELA-Literacy.SL.K.1, CCSS.ELA-Literacy.SL.K.1.a, CCSS.ELA-Literacy.SL.K.6,, CCSS.ELA-Literacy.W.K.2, CCSS.ELA-Literacy.LK.1.D

Lesson Goals:  Learning how to find clues to answer questions.

Lesson Materials:  Youtube video of Who Took the Cookies from the Cookie Jar, Story book of Who Took the Cookies from the Cookie Jar, pencils, “detective” notebook.

Instructional Lesson Methods and Assessment

Anticipatory Set

·         The lesson will start by reviewing what a clue is. Teacher will guide discussion on how detectives use clues to figure things out.

·         The teacher will explain to the students the definition of detective. The teacher will guide discussion on what a detective does and ask questions to encourage student participation.

·         The teacher will explain to the students that they will be watching a video titled, “Who Took the Cookies from the Cookie Jar”, in which someone has taken the cookies from the cookie jar and we must figure out who it was.

·         The teacher will explain to the students that they need to pay attention to the video because they will play a game based on the video.

·         The teacher will remind students of the sitting and listening rules while watching a video.

·         The teacher will play the YouTube video via the Smart Board.

·         Students with disabilities may be given a copy of the book to help them during the playing of the video.

Recognition “What” Multiple means of Representation	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. 1.3 Each student will receive a copy of the book, “Who Took the Cookies From the Cookie Jar”	6.2 Support planning and strategy development while discussing clues. I will ask students about the different animals that are being questioned and if they could have taken the cookies.	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 game played like the video and they will need to pay attention to the video to know how to play the game.
3.1  Provide or Activate Background knowledge:  The teacher and the students will discuss how to “figure things out” by looking at clues. 3.2 Highlight critical features, big ideas, and relationships:  Discuss the pictures in the story to look for clues as to whether or not each animal could have taken the cookies. 3.3 Guide information processing: Group discussion about the animals in the book and whether or not they would eat cookies in reality. 3.4 Support memory and transfer:Students will ask other students what types of cookies they eat and will determine, based on what type of cookie they like, if they could have taken the cookies from the cookie jar.

Introduce and Model New Knowledge 

·         The teacher will give each student a copy of the book and they will read the story together.

·         While reading the book, the teacher will stop and ask the students if they see any clues in the story that would lead them to who actually took the cookies. These clues will be written on the dry

erase board.

·         The teacher will ask the students, based on the clues, whether or not each animal could have taken the cookies.
-     Students will be dismissed back to their tables to fill out a graphic organizer showing who, what, where, when, why, and how of the story.
-     Students will turn in their graphic organizers when finished and will gather back to the carpet.

·         The teacher will explain to students what sign language is.

·         The teacher will show a video of how to sing the song in sign language.

https://www.youtube.com/watch?v=w4D_RLddxTM

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: Sign language will be defined and discussed.	6.4 Enhance capacity for monitoring progress:  Students will watch the sign language video of Who Took the Cookies From the Cookie Jar and will sign the song with the video.	7.2 Enhance relevance, value, and authenticity. Students and teacher will discuss why sign language is needed. Students and teacher will discuss why it is important to look for clues in an investigation.

Guided Practice 

·         The teacher will explain the game to the students.

·         Students will play the game, while using sign language to sing the song until each child has had an opportunity to be named.

·         After playing the game, students will interview each other and find out what kinds of cookies each student likes.

·         Students will record their findings in their “detective” journals.

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:  Students will interview each other about the types of cookies they each like 4.2 provide varied ways to interact with materials:  students will be able to hold, read, and look at the story book.	4.1  Provide ways to respond. Students will write or draw their responses to their questions in their “detective” notebook.	7.1  Increase individual choice and autonomy:  students will be encouraged to make their own conclusions as to who took the cookies from the cookie jar and why they did it. 8.3 Foster collaboration and communication:  students will be sharing the types of cookies they each like and why they like them.

Independent Practice 

·         The teacher will place a writing prompt on the board. Each student will take out their “detective” notebook. The teacher will explain to students that she wants them to write in their notebooks why or why not other students could have taken the cookies in the cookie jar based on their answers in their interviews.

·         The teacher will write an example on the board to encourage proper sentence structure. Students will have the option of drawing rather than writing.

·         The students will write or draw their answers in their “detective” notebooks based on the clues given by the other students.

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 in their “detective” notebooks what cookies other classmates like. 3.4 Support memory and transfer:  Students will use their writing or drawing skills to record classmates responses to their question of what their favorite cookie is and why.	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.	7.1 increase individual choice and autonomy:  Students will work by themselves on writing or drawing the types of cookies other students like and why.

Wrap-up 

·         Students will turn in their notebooks as they finish.

·         Students will then be allowed to self assess their clues by discussing with small groups the types of cookies other students like.

·         The teacher will call the class together and have group discussion about their independent clues and the types of cookies each student likes, and whether or not they could have taken the cookies.

  

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 “detective” notebooks for evidence of understanding.	6.3  Facilitate managing information and resources:  Students will have a designed area to place their “detective” notebooks when finished.	8.1 Heighten salience of goals and objectives:  the teacher will discuss the importance of using clues to discover things.

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 notebooks to check for understanding and will review the writings or drawings of the individual students who may seem to have not understood.

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.	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 “detective” notebooks to check for understanding.	7.2  Enhance relevance, value, and authenticity:  The teacher will discuss with each student their individual responses in their “detective” journal.