UDL Lesson Plan

Title:   Super Storms

Author:  Kaitlyn Boswell

Subject:  Language Arts/Science 

Grade Level: 4th Grade 

Common Core Standard(s):  CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.   ESS.8.4.10 Describe weather-related natural disasters

Lesson Goals:  After reading the "Super Storms" book, the students will discuss in individual groups what types of storms were mentioned in the book, how they form, and which one is considered the most dangerous. Once we return to whole group the students will write in their writing journal about ONE type of storm mentioned and explain in detail its characteristics, what causes it, where it is usually occurs in the U.S, and what type of damage it causes. 

Lesson Materials: Super Storms book, computers, writing journals, pencils

Instructional Lesson Methods and Assessment

   Anticipatory Set 

 1.      I will start today’s lesson by showing the students the cover of the book.

                         

 2.    I will ask questions that get the students thinking about their prior knowledge. 

·         What do you see happening on the cover?

·         What kind of storm is this?

·         Do you see these types of storms around where we live?

·         What other dangerous storms are there? Think of some that you or your family might have seen on the news.

·         Which storm do you think is the most dangerous? Why?

 3.    Then we will begin "popcorn" reading "Super Storms" so that every student gets a chance to read and follow along.

 4.   After the story, we will watch a short YouTube video called "Natural Disasters"

                  https://www.youtube.com/watch?v=_smJ13x90oM

 5.  I will ask questions about what was read during and what occurred in the video to have a

      whole-group conversation. 

·         Which storm forms on warm water?

·         A tornado can be nicknamed...?

·         How many categories of Hurricanes are there?

·         What happens when it rains constantly over a short period of time?

·         What two things are needed to create severe tropical weather?

·         What is the center of a hurricane called?

·         What is the calm part of a hurricane? Most dangerous?

·         What is the funnel of a tornado also called?

·         What is it called when ocean water turns into a big wave and floods a big portion of land?

·         What causes a tsunami?

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  After I introduce the book I will mention any vocabulary words that will be mentioned in the story that they may not be familiar with. This way the students will be able to recognize the words as we read about them and they will be able to use context clues to discover their meaning.    4.3 Integrate Assistive Technologies  After reading the story, I will have the students use computers to further their research on their chosen storm that they wish to learn more about.   8.2 Vary Levels of Challenge and Support The students are in charge of researching the storm of their choosing by using any research site. I will give them some example sites but I expect them to do most of the work on their own so they will learn how to research different topics.  3.1 Provide or Activate Background Knowledge I will ask plenty of questions before the reading to see what knowledge they have on the subject prior to the book and the video. Once I have a general idea about what they already know I will then know how far in depth I need to go when explaining certain information dealing with the storms and certain names/definitions.   6.2 Support Planning and Strategy Development  After the students research their storm we will return back to the classroom where they will begin writing their paper in their writing journals. However, before writing the students will plan out a concept map so they can see their ideas on paper before they begin writing.  9.1 Guide Personal Goal-Setting and Expectations During their computer researching, I will have the students set their own goal for how many facts they find about their chosen storm. I will inform them that they need enough information to write at least a 1 page paper with good descriptions.

Introduce and Model New Knowledge 

   1.      I will begin by asking students if they have ever seen or heard of a concept map.

  2.      I will give each student a worksheet that has a concept map with eight branches on it so          they can begin their research

  3.      They might have done a concept map before, but if not I am going to explain step by step       what to do. 



                                   

 4.    After I explain how to do a concept map I will show a few examples on easy topics so the      students will be able to comprehend what I am trying to explain to them. 


    

 5.   I will then explain that to fill out the rest of the concept map we will go to the computer         lab to research a storm that they want to learn more about and put down one fact about it in     each of the eight bubbles. 

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.            By using the concept map the students are organizing their thoughts and their research into sections.  For those who have never used a concept map before I will make sure to speak loud and clear so they will fully understand their task at hand.	4.2 Provide Varied Ways to Interact With Materials           The students are using a concept map which is fairly new to them but they are also using a computer and the book itself to find more information. This way I am making sure that they are using different materials to find information.	7.1 Increase Individual Choice and Autonomy       Students are in charge of choosing what storm to research and how many facts they want to find. Since they have freedom to choose I expect them to do the best of their ability.
3.3 Guide Information     Processing      The handout of the concept map will help guide the students in the right direction and help them sort their facts that they find. This is a helpful handout that will help them discover how to put their thoughts on paper before they begin writing a paper.	6.4 Enhance Capacity for Monitoring Progress            While each student is filling out the same concept map I can will walk around and see where their progress is at (how much they have done). My goal during this stage is to keep them on track.	8.1 Heighten Salience of Goals and Objectives      Before starting research for the concept map I will tell the students that they must fill in each bubble but if they found more facts that they wanted to use then they can write them on the bottom of the page. This will give them the choice to choose how many they want to have for their paper. Students set goals for their selves to complete when having freedom to their own assignments.

Guided Practice 

1.      Before the decide the storm they want to explore more in depth into I will use the Elmo and place three of the handouts underneath and I will label each one with a different storm that I want them to research from.

2.     I will ask for volunteers to come write on the white board where the handout is being projected to write one fact in a bubble on a storm of their choosing.

3.      I will continue this until all three of the concept maps are filled out with different facts.

4.      I will instruct the students to officially choose their storm.

5.      Once they choose their storms the students will write down on the back of their concept map handout the facts that we came up with together as a whole-group.

6.      For this part of the assignment I want the students to know that when they research facts I want them to find new facts for the concept map that were not mentioned in the classroom.

7.      To help guide students in the right direction I will give them ideas on what to research.

             ·         What causes the storm?

             ·         What are some effects from the storm?

             ·         How dangerous are they?

             ·         Different names they go by?

             ·         Colors of the storm clouds?

Recognition “What” Multiple means of Representation	Strategic “How”     Multiple means of Action and Expression	Affective “Why”     Multiple means of Engagement
1.3 Provide Alternatives for Visual Information      By having the concept maps on the board for the students to volunteer to come up and they get a different view on the handout and are more likely to understand it.	4.1 Provide Varied Ways to Respond      They have their own concept maps to take notes on the back of the page and they are able to step up to the board and write facts in that concept map as well.	8.3 Foster Collaboration and Communication      The students get an opportunity to fill out a group concept map on the board and collaborate with other students on ideas to put down for each storm.
3.4 Support Memory and Transfer      The students will transfer facts from what they remember   from the book to the concept maps on the board. This forces them to dig into their memory and transfer what they know to the activity.	5.3 Provide Ways To Scaffold Practice and Performance      We will walk through the steps of the concept map together and then practice on the board as a whole group.	9.2 Scaffold Coping Skills and Strategies      Students will use skills and strategies to work together as a whole group and complete the concept maps.

Independent Practice 

      1.      Once they understand what they are to do, we will move into the computer lab to begin            researching.

      2.      After their concept map is filled out we will head back to our classroom.

      3.       I will begin by asking them questions about what they learned from their research.

                ·         What storm did you choose?

                ·         What did you learn about that you did not know before?

                ·         Is it dangerous?

                ·         How often do they occur?

                ·         When was the most recent storm?

      4.       I will erase the white board from our earlier concept map and then have students                    volunteer again to come up and write on the white board something new they learned              from researching their storm.

       5.      By doing this I’m letting all the students see how their storm research relates to                     someone else’s and how the storms themselves compare and contrast from one another.

       6.      This allows them to be up and active. By doing it this way students will be able to pay           more attention to the lesson and there will be less distractions.

Recognition “What” Multiple means of  Representation	Strategic “How”    Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate Key Concepts Non-Linguistically            The students will link the information provided from the book and the information from their research to form a concept map.	5.2 Provide Appropriate Tools For Composition and Problem Solving      By allowing research on the computer and by using the book, the students will be able to discover cause and effect of storms and be able to ask questions and answer them.	7.2 Enhance Relevance, Value, and Authenticity      Students are individually creating a concept map which will end up having value to them and authenticity.
3.2 Highlight Critical Features, Big Ideas, and Relationships      The concept map emphasizes important information/ facts that the children should know about storms.	6.3 Facilitate Managing Information and Resources      The concept map will allow the students to keep their information neat and handy for further instruction.	7.3 Reduce Threats and Distractions      Since they have a lot to do students will be too busy creating concept maps and searching for information to be a distraction to others and this will keep them out of harm’s way while they are doing this assignment.

Wrap-Up

       1.      To wrap-up the lesson’s activities, I will ask students questions how they felt about the          activities and in general how are the storms similar or different.

                  ·         Did you like getting to research on your own?

                  ·         Did you find it hard or simple to come up with your own opinions and ideas?

                  ·         Name something that you learned from any of the storms that you didn’t know                      before.

                  ·         How do tornadoes and hurricanes compare? Differ?

                  ·         How do hurricanes and tsunamis compare? Differ?

                  ·         How do tornadoes and tsunamis compare? Differ?

        2.      I will announce to the students that I will give them a new concept map and they will             fill it out again, however this time they will decide on eight facts out of what they                   researched and from the facts that they wrote on the board before going to the computer         lab.

        3.      Once the new concept map is completed they can begin their assessment.  

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      Asking questions about the day’s lesson will guide them to think about what they learned during their research.	6.1 Guide Effective Goal Setting      Discuss the concept maps and what was learned through the story and the research.	8.3 Foster Collaboration and Communication      By allowing students to collaborate and communication with each other they are able to get more ideas and a deeper understanding of the activity.
3.4 Support Memory and Transfer       The wrap-up questions will cause the students to pull facts/answers from memory of what they researched and transfer them into answers for all the students to understand.	6.3 Facilitate Managing Information and Resources      Students are managing their new information by answering the wrap-up questions I ask while referring to their concept maps.	8.4 Increase Mastery-Oriented Feedback            While asking them questions and hearing their answers, I am able to provide positive feedback and if needed guide them in the correct path so they understand where they need more help or feel accomplished with their new knowledge.

Assessment    

         1.      For the assessment the students will write at least one page paper in their writing                   journals facts they found out about the storm they researched.

         2.      I will be looking for an introduction paragraph, a body paragraph that includes at least            five facts out of the eight they found and a well written 4^th grade conclusion.  I will                also be looking at their capitalization and punctuation.

         3.      Once they have completed their journal I will ask them to raise their hand for me to                 come by and read it.

         4.      If I feel they did plenty of research and have few errors in their writing I will use my            checklist and check off their name as completed. If I feel a student could use a little                more information or had a few writing errors I will discuss with the student how they            can enhance their paper. Once they corrected their errors I will check their name off as            complete.

           ·         Example Rubric:

Recognition “What” Multiple means of Representation	Strategic “How”   Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Highlight Critical Features, Big Ideas, and Relationships      Their paper will include critical information and big ideas about storms so I can see what they discovered through their research.	6.1 Guide Effective Goal Setting         I will provide a writing rubric so they can physically see what they need to make sure their paper includes.	8.4 Increase Mastery-Oriented Feedback         Once their papers have been completed the students will expect feedback regarding the rubric and how well they did on their papers.
3.4 Support memory and transfer      The students are transferring their knowledge from their research into their paper to show what they know.	6.2 Support planning and strategy development      While they begin writing their paper I will help them to understand what each paragraph should look like and include.	9.3 Develop Self-Assessment and Reflection      Having the students write a paper will increase their self-assessment by seeing how much they know about storms.

UDL Assignment Rubric

Evaluation Areas	Exceeds Expectations A		Meets Expectations B	Does Not Meet C		Points
	25-23 points		22 -20 points	19- less
Multiple Means of Representation	Project incorporates at least 6 elements from this area of the UDL framework     (checklist filled out)		Project incorporates at least 4 elements from this area of the UDL framework      (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework      (checklist partially filled out)		/25
Multiple Means of Action and Expression	Project incorporates at least 6 elements from this area of the UDL framework      (checklist filled out)		Project incorporates at least 4 elements from this area of the UDL framework	Project incorporates  2 or less elements from this area of the UDL framework      (checklist partially filled out)		/25
Multiple Means of Engagement	Project incorporates at least 6 elements from this area of the UDL framework     (checklist filled out)		Project incorporates at least 4 elements from this area of the UDL framework      (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework      (checklist partially filled out)		/25
	15-14		13-12	11-
Multimedia Elements	Project contains a wide variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.		Project contains a few  graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.		/15
	10-9		8	7
Presentation	Overall editing is accurate and presentation is effective (spelling, grammar, punctuation, formatting,  font, text size, esthetics, etc)		Some basic editing and presentation mistakes  (spelling, grammar, punctuation, formatting,  font, text size, esthetics, etc)	Several editing and presentation  mistakes		/10
		Overall Total Points			/100

UDL Principle

I. Multiple Means of Representation ensures that the Recognition networks of students are supported      Specific UDL Accommodations (1.1 – 3.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6)                        Provide options for perception 1.1 Customize the display of information ü            Introduce and Model New Knowledge 1.2 Provide alternatives for auditory information    1.3 Provide alternatives for visual information ü        Guided Practice Provide options for language and symbols 2.1 Define vocabulary and symbols ü        Instructional Lesson Methods and Assessment Anticipatory Set 2.2 Clarify syntax and structure ü        Wrap-up 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically ü         Independent Practice Provide options for comprehension 3.1 Provide or activate background knowledge ü        Instructional Lesson Methods and Assessment Anticipatory Set 3.2 Highlight critical features, big ideas, and relationships ü        Independent Practice/ Assessment 3.3 Guide information processing ü         Introduce and Model New Knowledge / Wrap-up 3.4 Support memory and transfer ü         Guided Practice / Wrap-up

II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported      Specific UDL Accommodations (4.1 – 6.4) Key Elements      Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond ü        Guided Practice 4.2 Provide varied ways to interact with materials ü        Introduce and Model New Knowledge 4.3 Integrate assistive technologies ü        Instructional Lesson Methods and Assessment Anticipatory Set Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition and problem solving ü         Independent Practice 5.3 Provide ways to scaffold practice and performance ü        Guided Practice Provide options for executive functions 6.1 Guide effective goal setting ü        Wrap-up/ Assessment 6.2 Support planning and strategy development ü         Instructional Lesson Methods and Assessment Anticipatory Set 6.3 Facilitate managing information and resources ü        Wrap-up/ Independent Practice 6.4 Enhance capacity for monitoring progress ü        Introduce and Model New Knowledge III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy ü        Introduce and Model New Knowledge 7.2 Enhance relevance, value, and authenticity ü        Independent Practice 7.3 Reduce threats and distractions ü         Independent Practice Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives ü         Introduce and Model New Knowledge 8.2 Vary levels of challenge and support ü         Instructional Lesson Methods and Assessment Anticipatory Set 8.3 Foster collaboration and communication ü        Guided Practice / Wrap-up 8.4 Increase mastery-oriented feedback ü        Assessment / Wrap-up Provide options for self-regulation 9.1 Guide personal goal-setting and expectations ü        Instructional Lesson Methods and Assessment Anticipatory Set 9.2 Scaffold coping skills and strategies ü         Guiding  Practice 9.3 Develop self-assessment and reflection ü         Assessment