10/16/2015

UDLExchange:Lesson

SPED 441 Lesson Plan 1

SarahReinhardt
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LastUpdated:March16 Shared:Individual(1)

About This Lesson

DESCRIPTION
Thislessonplanisdesignedtoteachfirstgradestudentshowtodescribecharactersinstory.Thestudentswilllookatcharacters
physicalappearances,actions,andfeelingsasthereadthroughthebookBlackbearthePiratebySteveBuckley.

PREREQUISITES
Studentsunderstandthedifferencesbetweennouns,adjectives,andverbs
Studentsknowhowtoidentifyphysicalappearance,actions,andfeelingofothersaroundthem(classmates)
Studentsknowhowtowriteacompletesentence.
Studentsknowhowtoidentifyacharacterinastory
Preassessment:Whenthestudentsentertheroom,askthemforonedifferencebetweennouns,adjectives,andverbs.Oncetheyhave
answeredthequestiontheywillbeallowedintheroom.

ESTIMATEDTIME
30minutes

Potential Use
PURPOSE:
GRADES:
CONTENTAREAS:
COMMONCORE:

ClassroomInstruction
1
English/LanguageArts
EnglishLanguageArts
Reading:Literature
IntegrationofKnowledgeandIdeas
CCSS.ELALiteracy.RL.1.7(grade1):Use
illustrationsanddetailsinastorytodescribeits
characters,setting,orevents.

Goals
INSTRUCTIONALGOALS
Allstudentsneedtodescribecharactersinastory.

OBJECTIVES
Studentswillbeabletodescribecharactersinastory.

VARIABILITY
Sherry
1O:VisualCues:Sherrywillbenefitfromvisualcues.TheteachershouldbevisibletothestudentatalltimesthatSherrycansee
thebodylanguageandgesturesthatarebeingused.Also,Sherryshouldhaveprintedworksheetswithinstructionsonthem,so
thatSherryknowswhattododuringtheactivities.
2K:SpellingandGrammarDevices:Sherryisallowedtouseanspellingandgrammardevicestocompletethewrittenportions
ofthedifferentactivities.ShewillusethistocompletethechartoncharactertraitsandtocreatethewordsfortheCharacterTrait
Slinky.ThiswillhelpSherrywithcorrectlyspellingthedifferentwordsthatwillbeused.
James
3A:ExtendedTime:Jameswillbegivenextendedtimeforallactivitiesandassessments.Jameswillneedfrequentbreaks
throughoutalessonsotheextendedtimewillbeespeciallyhelpfulforJames.Thiswillalsohelptolimithisfrustrationwiththe
differenttasks.Ifhehasmoretime,thenhemightnotbecomefrustrated.
3B:MultipleorFrequentBreaks:Jameswillbeallowedfrequentbreaksduringtheschoolday.ThiswillhelpJamestonot
becomesoeasilyfrustratedduringthelesson.ThiscouldalsobeusedtohelpJamestransitionfromoneactivitytoanother.If
Jamestakesashortbreakbetweeneachactivitythenhemightnotbecomesoeasilyfrustratedandwon'tbedisruptivetothe
otherstudents.

Assessments
FORMATIVEASSESSMENTS
DirectInstruction

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Studentssharewiththeclassthedefinitionofcharacter
Studentssharetheirfavoritecharacterfromabookormovie
GuidedPractice

Studentstelltheteacheraboutthecharacterphysicalappearance,actions,andfeelingsthattheyseeinthebookBlackbearthe
Pirate
Thestudentsholduptheirresponsestothequestionusingthewhiteboardsprovided
Studentswritethedifferentcharactertraitsonthechartprovided
IndependentPractice
Studentsillustratewhattheyseeandthencompleteasentencethatdescribesthecharacter'sappearance,actions,andfeelingsin
thatparticularscene
StudentscancreateaCharacterSlinkythatdescribesthewayacharacterlooks,acts,andfeels.
EndofLessonAssessment
Thestudentswillbeshownanimagefromthenextbooktheywillread,TheSearchforCaptainBenbySteveBuckley
Theteacherinstructsthestudentsthattheyshouldidentifyanddescribewhattheyseeintheimage.
Onastickynotethestudentsshouldwritethecharacter'sphysicalappearance,actions,andfeelings
Theywillthenplacethestickynotonaboardsothattheteachercanseetheirresponses

SUMMATIVEASSESSMENTS

Instructional Methods
OPENING
AnticipatorySet
AttentionGrabber
Studentswillbeplayingagameof"Charades"
Onestudentdrawacardfromahatthateitherhasanactionorafeelingonit
Thestudentmustactoutthatspecificactionandfeeling
Whilethestudentisactingoutwhatisonthecard,theremainingstudentswilldescribewhathe/sheisdoingandwriteitonapieceofpaperor
ontheSmartBoard

Connectiontopreviouslesson
"Whocantellmewhatwedidlastclass?"
Response:"Welearnedthatwecanuseadjectivestodescribeourclassmates."
Thensay:"Yesterdayyoulearnedaboutusingadjectivestodescribeyourclassmatesphysicalappearnance,actions,andfeelings.Todayweare
goingtodothesamething,exceptwearegoingtodescribepeopleinabook."

Whatthestudentsaregoingtolearntoday
"Cansomeonereadtheobjectivefortoday?'"
Students:"Studentswillbeabletodescribecharactersinastory."
"Whocantellmewhatthismeans?"
Student:"Wearegoingtosaywhatacharacterlookslikeandwhattheydointhestory."

Whyisthisimportant(lifeskillsandfuturelearning)
Askthestudentswhytheythinkthislessonisimportant
Tellthestudentsthattheywillneedtobeabletodescribedifferentthingsinthefutureandbylearninghowtodescribeapersonisthefirststep
tobeingabletodescribeotheraspectsoflife.

DURING
ModelNewSkillsandKnowledge
Reviewthetermcharacterwiththeclass
Havethestudentsdefinethetermandsharewiththeclass
Writethedefinitionofcharacterontheboard:"apersoninanovel,play,ormovie
Askthestudentstosharetheirfavoritebookormoviecharacters
TellthestudentsthattodaytheywillbereadingthebookBlackbearthePiratebySteveBuckley.
"WearegoingtobereadingthebookBlackbearthePiratetoday.Wearegoingtobelookingatthetextandtheillustrationsso
thatwecandescribethecharactersseeninthebook.Cansomeonetellmesomeofthethingsthatwecandescribeabout
people?"
Expectedresponsefromstudents:physicalappearance,actions,feelings
Questionforstudents:"Howmanycharactersdoyouseeonthecoverofthisbook"thenaftertheyanswersay"Becausethereare
manycharactersinthebookwewillonlyfocusondescribingthemaincharacterinthebook:BlackbearthePirate"
ReadthebookBlackbearthePiratebySteveBuckley(eitheryourselforusingtheinteractiveapp)
Usetheinteractiveapptoseethecharacterin3D,sothestudentscanclearlyseethephyicalappearance,actions,andfeelingsof
thecharacter.
Projecttheappontotheboardsothatallstudentscansee
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GuidedPractice
Afterfinishingthebookhavethestudentswriteacharactertraitaboutthemaincharacterontheirwhiteboard
Givethestudentsanexample:"Themaincharacterinthebookwearsaredpiratehatonhishead"

Studentsholduptheirwhiteboardwiththeiranswers
Example:"Blackbearwearsabluecoat"
Callononeortwostudentsandhavethemexplainhowtheyfoundthistraitinthebook
Expectedresponse:"Ilookedatthepicturesandthewordsonthepage"
RecordtheresponsesonchartpaperorSmartBoardsothatthestudentscanseeexamplesthroughoutthelesson.
IndependentPractice
Studentswillnowcompleteanactivitythatwilldescribeacharacterinthestoryread
CreateaCharacterSlinkyofacharacterthatwasnotdescribedintheGuidedPractice(Blackbear)

CreatingtheCharcterSlinky
Thestudentswillcreatethehead,arms,andlegsofthecharacter,usingthetemplateiftheychooseto
Forthebody,thestudentswillfoldapieceofconstructionpapersothatitlookslikeafanwhencompleted
Unfoldthepaper
Writehowthecharacterlooks,acts,andfeelsinthespacesmadebythedifferentfolds
Assembleallofthedifferentpiecesofthecharacter

CLOSING
Closing
EndofLessonAssessment(beforeclosure)
Reviewtheobjectivewiththestudents.
"Cananyonetellmewhatwedidtodayinclass?"
PossibleResponse:"Wereadabookanddescribedthemaincharacterslooks,actions,andfeelings,thenwedidafunactivityandmadea
characterfromthebook."

Author's Reflection
Overall,Ibelievethatthislessonaccommodatesallstudentsthatcouldbeinaclassroom.Studentswillbe
engagedinthelessonandwillhaveopportunitiestosharetheirresponsestothedifferentquestionswiththe
class.UsingUDLandthinkingthroughmeansofrepresentation,action/expression,andengagmentallowedmeto
reachalllearners.
Incorporatingdifferenttypesofassessmentsintothelessonishelpfulforthedifferentstudentstoparticipateinthe
activities.Thedirectinstructionhasdifferentwaystoassessthestudents.Theycansharewhattheylearnedfrom
thepreviouslesson,likewhatthetermcharactermeans.Intheguidedpractice,thestudentsverballyexpresstheir
responses,holdupwhiteboardswiththeiranswersonthem,andwritetheiranswersonatablethatisprovided.If
necessarythestudentscouldhavepremadeanswerstoattachtothechartpaper.Intheindependentpracticethe
studentswillcompleteafunactivitythatwillshowtheirknowledgeofhowtodescribecharacters.Theywillwritethe
differenttraitsandifnecessarytheycanhaveotherwritingimplementsorstripsofpaperwithdifferentresponses
onthemtomaketheactivityeasierforthestudentstocomplete.
Forthestudentsintheclassroom,thelessonwillbeeasyforthemtofollow.Thebookwillbereadtothestudents
sothiswillbehelpfulforthestudentswhoareELLorhavetroublereadingthemselves,aswellasSherrywhois
deaf.Theinteractiveappforthebookwillalsobeutilized.Thiswillshowthepicturesin3Dsothatthestudentscan
betterseethevisualsinthestory.TheappcanalsoreadthestoryinSpanish.ThiswillhelptheELLstudents
betterunderstandthestory.
Therearealotofopportunitiesforthevisuallearnerstofollowthelesson.Theywilllookattheillustrationsinthe
bookandthendescribewhattheysee.Alsothetactilelearnerswillbenefitfromthislessonbecausetheywillbe
usingthewhiteboardstoexpresstheirresponsesandtheywillbecreatingacharacterslinkywhichisahandson
activity.Eachstudentintheclasswillhopefullygrasptheconceptofthelessonwhilehavingfuncompletingthe
activities.

Materials
MATERIALSANDSUPPLIES
SetofBlackbearthePiratebySteveBuckley
CopyofTheSearchforCaptainBenbySteveBuckley
Interactiveappforthebook
Paperwithdifferentphysicaltraits,actions,andfeelings(forCharades)
SmartBoardorchartpaper
Worksheetforthestudentstowritetheexamples
ClasssetofWhiteboards
Constructionpaper
Markers
Pens/Pencils
TemplateforCharacterSlinky
StickyNotes
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RESOURCESINCLUDED
CharacterSlinkyTemplate(Arms)Document
Whyit'sincluded:
IndependentPractice
0

LastUpdated:March15 Shared:Individual(1)

CharacterSlinkyTemplate(Feet)Document
Whyit'sincluded:
IndependentPractice
0

LastUpdated:March15 Shared:Individual(1)

CharacterSlinkyTemplate(Head)Document
Whyit'sincluded:
IndependentPractice
0

LastUpdated:March15 Shared:Individual(1)

CharacterTraitChartDocument
Whyit'sincluded:
GuidedPractice
0

LastUpdated:March15 Shared:Individual(1)

UDLChecklistDocument
0

LastUpdated:March16 Shared:Individual(1)

Comments

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