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THE LITTLE

PRINCE A NOVEL STUDY

I N S T R U C T I O N A L M O D I F I C AT I O N S U S I N G T H E
UNIVERSAL DESIGN FOR LEARNING FRAMEWORK
UNIVERSAL DESIGN FOR LEARNING
FRAMEWORK:
Provide multiple means of representation.
How students will perceive, access, and comprehend information.
WHAT Teach with and use visual, auditory, pictorial, symbolic, chart, graph,
movement.
Provide multiple means of action and expression.
How students will express and communicate what they know, and use
executive function.
HOW Writing, speaking, ordering/sequencing, comparing/contrasting, re-telling,
dramatizing, drawing, illustrating, inventing, creating.

Provide multiple means of engagement.


How students interests will be recruited, how effort and persistence will be
sustained, how self-regulation will be applied.
WHY Routine vs. spontaneity, relevance, novelty, independent vs. collaborative
efforts, cues, talking ball/talking stick, think-pair-share.
I. PROVIDE MULTIPLE MEANS OF
REPRESENTATION
Visual: use a graphic-organizer to chart important settings, characters,
themes, and plot developments. Use pop-up book, graphic novel, or
illustrated text to help students see the text.
Auditory: use a combination of read-aloud, readers theatre, and
dramatization to hear the story. Use audio book with struggling readers at
home.
Pictoral/symbolic: illustrate the characters and settings of the story. Use
captions or quotes from the text to accompany the illustrations.
Movement: act out/ dramatize the scenes of the story. Assign character
roles, narrator, and provide a student created setting or background.
SAMPLES:
PROVIDE MULTIPLE MEANS OF
ACTION AND EXPRESSION
Writing: prompts that allow students to make self-to-text connections, connect themes to
personal experience, and draw on student background knowledge. Have students write their
own chapter to the story, about an adventure of the Little Prince (include a unique character,
setting, and moral or theme in this chapter, in a similar style as the original.)
Example: One of the themes of the novel is the misunderstandings between children and
adults. Describe a situation or experience when you felt like adults/an adult did not understand
you.
Example: One of the morals of the story is when the fox explains to the Little Prince that,
What is essential is invisible to the eye. Describe an experience when something/someone
was not like it/they seemed to be or appeared at first.
Speaking: have students prepare a re-tell, or verbal summary of the story, independently or
with a partner. Use cue cards or a bulleted list during the re-tell. Have students record their
summaries or re-tell at home with audio-visual applications.
Drawing/Illustration: have the students create a diorama of a scene or setting from the book,
using quotes from the text to explain their work. Create a collage of characters, themes,
settings, and important quotes from the text.
SAMPLES

Theme Collages: various levels of student fluency, comprehension, and


executive function levels.
MORE SAMPLES!
PROVIDE MULTIPLE MEANS OF
ENGAGEMENT
Routine vs. Spontaneity: Provide a routine reading schedule and routine structure for
taking notes using the graphic organizer, adding illustration as required. Use voice
accents to differentiate the dialogue of different characters, include random student
interaction and participation by having students read out loud spontaneously or acting
out a line or a scene at random.
Relevance and curiosity: discuss the different traits of the different characters, and have
students think of people in the media, or people that they know, who exhibit these
traits. Contextualize the themes for students with personal connections, stories, and
think-pair-share. Compare and contrast two movie versions of the book, 1974 & 2016.
Independent vs. Collaborative efforts: provide a balance of opportunities for students to
collaborate and to work independently within each lesson. Use collaborative activities
for discussion forums, writing workshops, whole-group reading, and vocabulary study.
Self-regulation, active listening: use a talking-ball or talking-stick linked to the story for
discussions. Have the students create a Little Prince themed talking ball for the novel!
SAMPLES:
Pop-up book for read-aloud

Movies for compare / contrast

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