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.
- 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
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.
|
