UDL
Lesson Plan Framework
Title: Text
Factors for Information of Non Fiction Text
Author: Emali
Sommers
Subject: Language
Arts
Grade
Level:
4th
State
Standard(s):
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it
is supported by key details; summarize the text.
Lesson
Goals
- The students will gain knowledge on what the main idea of a passage is.
- The students will be able to find the main idea and details of “The History of Halloween.
- The students will produce a paragraph describing what their favorite part of Halloween is with a main idea and three details.
Instructional
Methods
Anticipatory
Set
1. Ask
the students to recall what a “main idea” is and where they are found.
2. Play
the YouTube video attached bellow to refresh the students’ memories.
3. After
watching the video, transition into instruction.
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 ask the students to recall what they know about main ideas.
|
4.2 Optimize access to tools and assistive technologies
Students do have access to Ipads that allows them to pause and replay the YouTube video.
|
7.2 Optimize relevance, value, and authenticity
The teacher is asking questions that invite a personal response and a self reflection to prior knowledge.
|
Introduce
and Model New Knowledge
1. On
the smart board pull up the slide of “Manny the Ghost Magician”
2. Have
the students take out a piece of paper and writing utensils, and instruct them
to “take notes” along with you.
a. At
the top of a giant note pad on a stand write “How to find the Main Idea”
b. Under
the heading write a summary of what the main idea is.
i.
The main idea is what the story is
MOSTLY about.
c. Write
number 1. Look at the title.
i.
Have the students discuss whole class
what the title of the paragraph is.
d. Number
2- Look at the topic sentence.
i.
As a whole class, discuss what the topic
sentence of the paragraph is.
e. Number
3- Find the supporting details.
i.
Have the class pick out the supporting details
in the paragraph.
f. And
lastly, write Reflect: “What did I just read about?”
i.
Have the class tell you what the main
idea of “Manny the Ghost Magician” is.
Example of Notes:
Have the
students put away their writing utensils, and place their notes in the literacy
folder.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.3 Offer alternatives for visual information
The teacher will provide individual handouts of Manny that are enlarged.
|
4.1 Vary the methods for response and navigation
The teacher is allowing the students to use different forms of utensils to write with. This is allowing students to have "color recognition" to remember important information.
|
7.1 Optimize individual choice and autonomy
Students are getting the choice to pick whatever color/ colors of writing utensils to foster the feeling of connection to their learning.
|
Guided
Practice
The students are
already sitting in a pod of 4, so grouping is already determined.
1. Take
out the premade “Main Idea” paper bag and discuss with the students what the
object of the bag is.
a. This
bag is a useful tool to practice determining the main idea. Inside this bag are
clues to determine what the main idea is. You and your partners must decide
what the main idea is and present it to the class
2. Pass
each group a different bag and give them 10 minutes to decide what the main
idea is.
3. Have
each group present the clues to the class as well as what they think the main
idea is.
a. Bag
1 is the movies with pictures of popcorn, therater seats, candy, and a screen.
b. Bag
2 is fishing with pictures of a fishing pole, a fish, worms, and a net.
c. Bag
3 is Christmas with pictures of a tree, lights, snow, and Santa.
d. Bag
4 is ballet with a hair bun, pink leotard, ballet shoes, and a room of mirrors.
e. Bag
5 is baseball with picture of a glove, bat, sunflower seeds, and a ball.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.1 Clarify vocabulary and symbols
The teacher will have pictures labeled for a better understanding.
|
5.1 Use multiple media for communication
The students are learning by participating with an uncommon media, which fosters a real world connection.
|
8.3 Foster collaboration and communication
Students are learning from their peers as well as teaching others, which produces a better understanding.
|
Independent
Practice
After the presentations
are done, have the students settle in for individual work.
1. Present
the students with the passage “The History of Halloween”.
2. Have
the students read the passage and complete the graphic organizer attached.
3. After
the students are finished have them discuss among their pods the correct
answers.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.2 Highlight patterns, critical features, big ideas, and relationships
Students are accessing a graphic organizer to assist in a deeper understanding of the content.
|
6.3 Facilitate managing information and resources
The students are using a graphic organizer which promotes organization as well as better comprehensions.
|
8.2 Vary demands and resources to optimize challenge
The students are discussing with there peers at the end of the activity which fosters external evaluation and competition.
|
Wrap-up
To wrap up the lesson,
discuss the main idea of “The History of Halloween” while using the list we made
at the beginning of class.
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, visualization, and manipulation
By reviewing the information taught in the lesson, students are having the chance to hear and reflect on new knowledge.
|
5.3 Build fluencies with graduated levels of support for practice and performance
From reviewing the assignment and answers, it allows the students to see what they did well on, as well as what they need to work on.
|
9.3 Develop self-assessment and reflection
By reviewing the activity, learners are able to get feed back and scaffold their information.
|
Assessment
After
the lesson, have the students write about what their favorite
thing about Halloween is. The students must include a main idea as well as
three supporting details. Write the prompt on the board so the students can clearly see what is expected.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.4 Maximize transfer and generalization
By writing their own paragraph with specific details and a main idea, the students are having the opportunity to reflect and review.
|
4.1 Vary the methods for response and navigation
The teacher will give the option for them to write, type, or orally present the information.
|
8.1 Heighten salience of goals and objectives
The teacher is using a prompt which allows the student to visualize the desired outcome.
|
Materials
Smartboard
Computer with access to YouTube
Giant Writing Pad
Different Color Markers
Main Idea Bags
"History of Halloween" Passage
"Main Idea" graphic organizer
Rubric
Computer with access to YouTube
Giant Writing Pad
Different Color Markers
Main Idea Bags
"History of Halloween" Passage
"Main Idea" graphic organizer
Rubric
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