! !

Heather Tremblay May 26th, 2013 EDU 721: Technology in Inclusion Settings University of New England Universal Design for Learning Assignment

Universally Designed Lesson Plan Lesson Overview Subject: Grade Level(s): Unit Description: Lesson Title: Lesson Description: English 9th Literary Analysis Using Textual Evidence This lesson can be used in conjuction with any class text. However, for my English 9 Genre course, I partner it with the required text, To Kill a Mockingbird. With a focus on introducing the skill of using textual evidence to support a claim, this lesson is a stepping stone on the path to this units summative assessment: a literary analysis project. Two 70-minute blocks CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Duration: State Standards:

Goals Unit Goals:

Lesson Goals:

Upon successful completion of this unit, students will show proficiency in: Understanding what the text says explicitly. Making inferences from literature. Identifying and analyzing character personalities, motivations, and relationships in literature. Identifying and analyzing themes showcased throughout a text. Establishing analytical claims about literature. Identifying strong textual evidence to support analytical claims about literature. Explaining connections between textual evidence and claims.! By the end of this particular lesson, students should show proficiency in: Identifying strong textual evidence to support analytical claims about literature. Establish analytical claims about literature.

Methods Anticipatory Set: Prior to beginning direct instruction regarding the lesson goals, I will: Remind students of the prior days lesson on the difference between explicit and inferred ideas by showing them a few examples of each. However, rather than immediately identifying which examples represent explicit ideas and which examples demonstrate inferences, Ill challenge the class to determine the identify each. Ill provide the examples on a handout and on the ENO board in the front of the classroom, and Ill read each example aloud. Ill have them jot down their initial guesses on an index card, as this will act as a simple formative assessment to gauge their comfort and abilities with essential unit goals. Then, Ill allow

Introduce and Model New Knowledge:

Provide Guided Practice:

Provide Independent Practice:

each example aloud. Ill have them jot down their initial guesses on an index card, as this will act as a simple formative assessment to gauge their comfort and abilities with essential unit goals. Then, Ill allow them to talk to one another about their selections before facilitating a brief class review discussion. Ill then tell them that theyll need to put on their inferencing goggles and show them a sketch of a crime scene. Without providing any direct instruction, Ill simply ask them to toss out ideas about what happened. Ill record their ideas on the board. Once students have completed brainstorming ideas about what happened to cause the crime scene, Ill introduce the essence of the days lesson. Scaffolding the students thinking process, Ill ask them how they came up with the ideas on our brainstorming list. Naturally, theyll let me know about some evidence that guided them to their conclusion or inference. Through this discussion, Ill introduce the concept of using evidence to prove a point. To reinforce the value of this skill, Ill quickly ask them if theyve ever asked their parents for anything and heard no as the response. Undoubtedly, theyll all have an experience to share, and Ill ask them if they continued to attempt to persuade their parents to give in by explaining WHY the request should be granted. This discussion will help connect and invest the students into the lesson objective. Plus, it will give them confidence by showing them that theyve essentially been achieving this lesson objective for years. After our discussion, Ill be sure to clearly introduce the lesson objectives and write claim + support on the top of the board. Ill encourage students to write this down as well. This will help clarify our focus and provide the students with a concept to measure their proficiency against by the blocks end.!! With the students engaged and focused on the lesson objectives, I will lead them through a guided practice session. Using a written description of the details leading up to the crime scene and the crime scene itself, I will model how to make an analytical claim based on information that I inferred from the text. Ill then show them which evidence from the text proves my claim to be true. Ill do this with the text projected on the ENO board and provide the students with a copy as well.! Next, Ill show the students a different analytical claim about the text and ask them to point to evidence in the text that proves this to be true. While we will do this as a class, Ill ask all individuals to try to circle a piece of text before asking for volunteers to share their ideas.! Lastly, Ill ask each student to come up with a third analytical claim about the text. Ill ask for volunteers to share their claims and lead a quick discussion as we determine (a) if the claim is analytical and (b) what evidence would support that claim. ! After working as a class with the crime scene text, Ill reconnect them to our current class novel, To Kill a Mockingbird. Considering the preliminary work and significant amount of reading weve done with this text, Ill remind students that they can use all of their resources, notes, and formative assessments as reference materials during this activity. Essentially, Ill provide the students with three different claims about the novel in three different formats. Students can chose to work with the

their resources, notes, and formative assessments as reference materials during this activity. Essentially, Ill provide the students with three different claims about the novel in three different formats. Students can chose to work with the graphic organizer format, the bulleted format, or the verbal format, all of which can be accessed through my website and completed electronically if desired. All three claims will be available through all three formats. Students must select their preferred format and ONE of the three claims to work with in class. The goal is for students to find THREE pieces of textual evidence to support their selected claim. They may choose to work independently, with a partner, or in a small group of three or four. I will provide independent guided instruction as needed while students attempt to find evidence for this first clalim. Next, students will be asked to create and find evidence their own claim; however, an alternative would be to select another of the three provided claims if students are still developing their understanding of finding textual evidence to support a claim. Lastly, students must rate their perceived proficiency in the lesson goals: 1=beginning, 2=developing, 3=proficient, 4=advanced. This is a standards-based system they are familiar with in my classroom. I will collect all of the students work, including their simply selfassessment, and provide both written and verbal feedback regarding their progress.

Assessment Formative/ Ongoing Assessment: Summative/End Of Lesson Assessment: Introductory checkin regarding previous days lesson on index card. Continous class discussions and conferencing. Independent practice of skill (graphic organizer, bulleted list, verbal recording). Self-assessment rating.

Since this lesson is taking place in a standards-based classroom, the only summative assessment that occurs is at the end of the unit. All lesson assessments are formative and help shape the instructional decisions throughout the unit. This increases success on the summative assessment.

Materials In order to successfully complete this lesson, the following materials are required: Index cards ENO board and laptop Crime scene image and narrative (and correspoding student handout) Class set of To Kill a Mockingbird (and access to online text and the audiobook) Claim + Support Activity Handouts (and link to online versions)

UDL Guidelines Educator Checklist

I.
1.

Provide Multiple Means of Representation:

Provide options for perception 1.1 Offer ways of customizing the display of information

Your notes
The lessons culminating activity allowed for student to use electronic versions of either the graphic organizer or bulleted list, accommodating needs for text enlargement or reformatting. Students received handouts of all critical content and most information was projected on the front ENO board. I verbally explained all necessary information.

1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information 2. Provide options for language, mathematical expressions, and symbols 2.1 Clarify vocabulary and symbols

The anticipatory set included reminders about necessary vocabulary such as explicit and inferred ideas. Also, through discussion, I explained the concepts of claim and textual evidence. This wasnt directly addressed in this lesson; however, when checking in with students individually during the independent practice section of this lesson, I frequently help clarify unfamiliar syntax and structure for students. Same as above. While the lesson doesnt account for ELL students necessarily, I do attempt to clearly define domain specific language and clarify concepts by connecting with the students personal life examples. The use of an introductory image and internet assignment options engage students through multi-media.

2.2 Clarify syntax and structure 2.3 Support decoding of text, mathematical notation, and symbols 2.4 Promote understanding across language

2.5 Illustrate through multiple media 3. Provide options for comprehension

3.1 Activate or supply background knowledge

Both having students hypothesize about a crime scene and asking students to consider a time when theyve attempted to persuade a parent helps to connect to their innate awareness of inferencing, making claims, and supporting claims with evidence (the key objectives of the lesson).

Connecting this lesson to the previous lesson allowed students to see the relationships between inferencing and 3.2 Highlight patterns, critical features, big ideas, and relationships making claims. Also, using graphic organizers as an option showed students the clear connection between a claim and its supporting evidence. By progressing methodically from a simple, easily accessible image to our class text, the lesson allow student to develop a clear understanding of the skill. Moreover, the implanted graduated scaffolds guided students through the thinking process in a manner that led them to successful independent practice. By imbedding new ideas into familiar concepts initially and providing explicit practice throughout the lesson, I attempted to maximize students ability to transfer and cement their knowledge.

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

II. Provide Multiple Means for Action and Expression:

4. Provide options for physical action 4.1 Vary the methods for response and navigation

Your notes
During the direct instruction, I allowed student to both write and verbally express their ideas. Moreover, for the lessons final formative assessment, I provided the students with three very different options for showcasing the lesson objective. Providing online versions of the assignment options made it easier for students to use TTS technology, manipulate text, or potential online applications. Also, an electronic and audio

4.2 Optimize access to tools and assistive technologies

version of the class text is made available on my website. 5. Provide options for expression and communication 5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition 5.3 Build fluencies with graduated levels of support for practice and performance 6. Provide options for executive functions 6.1 Guide appropriate goal setting Establishing the lesson objective with the students near the beginning of the lesson allowed student to remain aware of their daily goal. Though informal, students receive support for planning their work and developing necessary intrinsic motivation and academic awareness via independent conferencing. The lessons assignment options were intended to all provide explicit prompting in both organizing information and achieving the lesson objectives. Students self-assessment upon lesson completion acts to enhance their capacity for monitoring progress. Also, I purposefully provide verbal and written feedback in a variety of forms, many times asking questions to stimulate student introspection. Both during direct instruction and independent practice, an images and text were used to enhance understanding of all students. The assignment options are intended to provide students with multiple tools for construction of knowledge. The entire lesson was intended to serve as a graduated scaffolding of skill practice.

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement:

7. Provide options for recruiting interest 7.1 Optimize individual choice and autonomy

Your notes
Choice is provided throughout the lesson by allowing students to choose their claim, determine if they want to work independently or with another student, select their mode of assignment completion, and progress at a comfortable rate. The anticipatory set and initial direct instruction activities all engaged students through adding relevance and value to the lesson objectives. By not forcing student to speak aloud, work with assigned groups, or complete a specific type of assignment, I attempted to minimize threats and distractions associated with insecurity and anxiety.

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions 8. Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives

Ensuring student awareness of lesson and unit objectives helps to heighten salience of goals and objectives. By moving from a simple crime scene text to our challenging class text, I varied the demand within the skill. Also, by lessons end, the intent was to have students creating their own claims and finding textual evidence. This is a more advanced skill than the initial demand of find evidence for a pre-determined claim. As an instructor, I focus on this when the class is working together as a whole. Therefore, in this lessons opening activities, I would be sure to encourage participation, praise efforts, and foster student relationships. Through independent conferencing and collecting and commenting on formative assessments, I continually provide mastery-oriented feedback throughout the lesson.

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback 9. Provide options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation

While this may not be evident in my lesson, the culture I promote in my classroom optimizes motivation and student responsibility, both because it is standards-based and

9.1 Promote expectations and beliefs that optimize motivation

While this may not be evident in my lesson, the culture I promote in my classroom optimizes motivation and student responsibility, both because it is standards-based and because I spend an incredibly amount of time building my classroom community. This is done during the independent conferencing during this lesson. The self-assessment quick score at the end of this unit helps students consider their progress toward the lesson goal. Further reflection occurs as the unit progresses.

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection