UDL Lesson Plan Framework (Sample Lesson Plan on BB)

                                                Image From: https://lexile.com/book/details/9781416994152/

Title: 4th Grade Writing UDL Lesson Plan

Author: Lindsey Horn 

Subject: Writing 

Grade Level: 4th Grade 

IEP classification(s):

State Standard(s): CCSS.ELA-LITERACY.W.4.2 "Write Informative/explanatory texts to examine a topic and convey ideas and information clearly." 

Lesson Goals:  The student will write informative/explanatory text to examine a topic and convey ideas and information clearly from the informational text Locomotive by: Brian Floca. 

Instructional Methods

Anticipatory Set

                                       Video From: https://www.youtube.com/watch?v=PnZ-qo_30o4
Activity: 

Prior Knowledge: To check for prior knowledge, I would ask students some questions. 

I would ask the following questions: 

1. "What is a locomotive?"

2. "What is another name for a locomotive?"

3. "What does a locomotive do?'

4. "What kind of noise does a locomotive make?"

                                                     Image From:http://waytolead.org/three-leadership-conversation-starters/

***After asking these questions, I will have an idea of what the students know and what they do not know, so I will have the knowledge of what to really focus on during the lesson to help them with their writing. 

After asking questions to check for prior knowledge, students will watch a book trailer over the book Locomotive by: Brian Floca.

1. Students will come to the carpet

2. I will explain about book trailers.

3. Students will watch the book trailer. 
4. Students will do a pair share with a buddy to discuss at least two things they saw in the video. 

                                        Image From: https://www.pinterest.com/pin/173670129356014915/

Time required: 10 Minutes

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 Instead of me just talking about the book to introduce it, I have included a book trailer video.	5.1 Use multiple media for communication Students will watch a video of the book trailer and we will talk about the video through pair share. Also I will ask students questions about locomotives before hand.	7.3 Minimize threats and distractions All students will be involved in the whole group discussion, and they will also all be involved during the pair share time.

Introduce and Model New Knowledge: 

1.How to write an Informational Text Anchor Chart 

Time Required: 7-10  minutes 

                                                                Image From: https://www.pinterest.com/pin/96334879503365324/
I will begin by:

1. Telling my students that we will be writing informational text about locomotives using information from the book Locomotive By: Brian Floca
2. I will model with them how to write an informational text using an anchor chart like the example above. 
3. I will then begin to read the book Locomotive by Brian Floca. (10 minutes)

                                                Video From: https://www.youtube.com/watch?v=190R7akn8JY

After the Read Aloud:

1. I will ask students to do some thinking with their 12 o clock buddies from their appointment clocks and to discuss what they learned about locomotives after the read aloud. They will need to discuss at least four things about locomotives. (5 Min)

                                             Image From: https://www.pinterest.com/pin/560135272384469455/
2. After discussing with their appointment buddies, I will use Popsicle sticks to call on students to tell me some of the things they discussed about. (2-3 Min) 

Image From: https://www.pinterest.com/pin/281543696238872

3. We will construct a Can, Have, Are Chart about Locomotives using details from the book Locomotive By: Brian Floca. Students will use this chart to help them when they are writing their informational text. (5-10 Min) 

                                        Image From: https://www.pinterest.com/pin/182536591122173668/
***This is an example of a Can, Have, Are Chart. We would be doing a chart similar to this, but we would be using details from the book Locomotive By: Brian Floca to do a Can, Have, Are Chart about locomotives. 

4. I will allow students some time to ask any questions they may have about writing an informational text, or locomotives. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate through multiple media I have provided several illustrations throughout the anchor charts	6.2 Support planning and strategy development I have provided an example of an Informative writing to help students understand what informative writing is.	7.2  Optimize relevance, value, and authenticity This is very age appropriate because it aligns with the common core state standards for fourth grade.

Guided Practice:

Activity: Text Features Scavenger Hunt
Time; 15 Minutes

                                                    Image From: https://www.pinterest.com/pin/394768723563827072/
1. I will begin by splitting my students into groups of two or three.
2. I will remind them of the group rules that will be on an anchor chart hung up on the wall.
3. Each group will be given a book of their own to use for the text features scavenger hunt.
4. I will then give them directions on the text features board game and to find text features throughout the book and mark each page using colored sticky notes.
5. They will look for text features throughout the book with their group members and they will play the text features board game.
6. They will use one sheet of paper and write down facts about locomotives that they found from the text features.
7. After about fifteen minutes, I will ask the students questions about the text features and what the text features let them know about locomotives. I will ask the following questions:
"What text features did you find in the book?'
"How many text features were in this book?"
"What did the text features help you learn about locomotives?"

                                                   Image From: https://www.pinterest.com/pin/153122456052085397/

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 I will provide specific directions for each step of the text features board game	4.1 Vary the methods for response and navigation I am going to allow some extra time to do this activity. This activity might take students different amounts of times.	7.2  Optimize relevance, value, and authenticity This is culturally appropriate because students will more than likely encounter a train or locomotive at some point in time.

Independent Practice:

Activity: Informative Writing Outline

Time: 10 Minutes

                                                         Image From: https://www.pinterest.com/pin/52565520627095149/

1. Students will return to their seats
2. I will give students this outline to help guide their informative writing
3. Students will spend ten minutes thinking about and filling out this outline for their informative writing
4. Students will be able to use the book with the text features marked in them
5. Students will be able to use the Can, Have, Are chart that we did together in class 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1 Activate or supply background knowledge Students will already know how to fill out an outline and they will also already know how to write an informative text because of the anchor chart we did together.	5.2 Use multiple tools for construction and composition I provided an informative writing outline tool for the students to use to help guide their writing.	8.1 Heighten salience of goals and objectives Students will have visuals available to provide scaffold for their writing.

Wrap-up:

Activity: Questions/Exit Ticket

Time: Five Minutes

                                                    Image From: https://www.pinterest.com/pin/24347654205220428/

1. To wrap up this lesson, I would have these questions printed out and hand a copy to each student
2. Students would complete this exit ticket with these wrap up questions. 

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 This exit ticket helps students think about the important things they learned from the lesson.	6.4 Enhance capacity for monitoring progress This exit ticket provides questions to help with self reflection.	8.2 Vary demands and resources to optimize challenge I could provide different questions for students on the lower, middle and higher levels.

Assessment

Formative (Informal - written)
Activity: Finish Informative Writing
Time: 20 Min

1. Students will finish their informative writing
2. Students will have all of the anchor charts available for viewing
3. Students will have the book available for viewing
4. Students will be allowed to ask questions.
5. Students will not be allowed to work in groups
6. This is an individual assessment.

7. I will use a rubric like the following to assess their writing

                                     Image From: https://www.pinterest.com/pin/287597126176976994/

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 Students will have an example of an Informative writing to base their own writing off of, and an outline that tells what informative writing is.	5.3 Build fluencies with graduated levels of support for practice and performance I will allow students to ask questions about their writings and I will be available during this time to help them.	7.3 Minimize threats and distractions The classroom during this time will be quiet and calm and supportive. I want my students to be able to ask me questions and be comfortable with it.

Materials

1. Locomotive By: Brian Floca

2. Book Trailer of Locomotive By: Brian Floca video

3. Informational Text Anchor Chart

4. Appointment Clocks

5. Popsicle Sticks with names on them

6. Can, Have, Are Chart

7. Text features board game

8. Group Rules

9. Informative writing outline

10. Wrap Up Questions

11.Informative writing Rubric