UDL Lesson Plan Framework
Title: The Table Where Rich People Sit
Author: Byrd Baylor
Subject: Comprehension (Synthesizing)
Grade Level: 4th grade
Lexile Level: 720L
Engage
effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building
on others' ideas and expressing their own clearly.
Lesson Goals
As a result of learning the student will be able to engage in
collaborative discussions with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
Instructional Methods
Anticipatory
Set
Time
Required: 10 minutes
- Prior Knowledge: Students have been practicing different comprehension strategies throughout the week, and today will be focused on synthesis.
- To begin the lesson the student will answer and individual questionnaire over what makes them feel rich. While they are filling out the questionnaire I will be reading each sentence and explaining it a little further to help the students decide on an answer. The questionnaire will look like this:
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
1.2 Provide alternatives for auditory
information
Each student will be given their own questionnaire to fill out and look at. 1.3 Provide alternatives for visual information
Along with the questionnaire I will be reading each sentence and explaining it so they can not only read it but hear it.
|
6.4 Enhance capacity for monitoring progress
As the students go through the different statements on the questionnaire I will be explaining and asking them different questions to help them check yes or no. |
7.2 Enhance relevance, value, and
authenticity
The topic of the story and the questions ask are relevant to the students lives and makes them think more critically of themselves. |
Introduce
and Model New Knowledge
Time
Required: 20 minutes
- To begin I will bring the students to the carpet so we can begin our discussion for the day.
- As a class we will discuss what they thinks makes a person rich and why and ask them to think and compare their thoughts to their own lives. Some of the phrases and words that they answer with will be written on the board to go back to after reading the story.
- Then we will talk about a few words in the story that they might not know. (ambition, panning, gully, alfalfa)
- Then, we will begin to read the story “The Table Where Rich People Sit” by Byrd Baylor. To better show the pictures in the book the Elmo projector will be used so the images and words can be seen by everyone in the class as we read.
- After reading the first few pages of the story we will stop and I will ask the students if they think that the girl and her family is rich. Then we will continue to read on.
- When we finish reading the story I will ask the students if their mind has changed, if they think the girl and her family are rich now and what they think that the story means.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
1.2 Provide alternatives for auditory
information
The Elmo projector will be use for students to follow along with the words in the book and for them to be able to see all the pictures. 1.3 Provide alternatives for visual information I will be reading the book to the students so they will all be able to understand and hear the story. 2.1 Define vocabulary and symbols The vocabulary words that the students might not be familiar with will be discussed before we begin reading so they will know them when we come across them. 2.5 Illustrate key concepts non-linguistically Before we being reading, the student's ideas about what being rich is will be written on the white board for them to see. 3.2 Highlight critical features, big ideas, and relationships After finishing reading we will go over what the students now think that being rich means and we will talk about the main idea of the story. |
6.2 Support planning and strategy development
While reading the book I will stop and ask the students if they still think that Mountain Girl is poor when she describes her life and her family. 6.3 Facilitate managing information and resources I will help the students organize their thoughts before, during, and after reading. We will discuss what they are thinking at all periods of the activity. |
7.2 Enhance relevance, value, and
authenticity
The students will be asked to think about and compare the information in the story to their own lives. 7.3 Reduce threats and distractions We will be participating in a class discussion about the information and theme of the story where all students will be encouraged to participate and voice their ideas. |
Guided
Practice
Time Required: 20 minutes
Time Required: 20 minutes
- The students will be brought back to their seats to begin working on an activity.
- First, as a class we will each make our own “Value Chart’s” by writing down a list of things that they value in their lives and assigning them a value of money.
- To begin I will use the SmartBoard to demonstrate the things that I value to give them an idea of what things to include on their list and how to assign it a value.
- Next, they will work on their list to come up with several things that make them “rich” in their own life. They will be asked to come up with 5 different things to complete their list.
- When they finish writing their list of things they value they will share how "rich" they are with their seat partner and explain why they chose the things on their list.
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
The SmartBoard will be used when demonstrating what to write on their life of values so the display can be changed in any way necessary for the students to see it. 1.3 Provide alternatives for visual information Students will have their own value chart to write on so they can see exactly where they are supposed to write and what they need to do instead of only relying on the SmartBoard. 3.3 Guide information processing The students will be guided through the activity step-by-step. |
7.2 Enhance relevance, value, and
authenticity
This activity will be relevant to the students lives because they will be coming up with things that are valuable to them. 8.3 Foster collaboration and communication The students will get to compare their list with their seat partner and talk about why the things are on their list. |
Independent
Practice
Time Required: 10 minutes
Time Required: 10 minutes
For
independent practice the students will fill out an “I thought but now I think”
T chart. On one side of the chart they will write down what they thought that
being rich meant before reading the story. To do this they can use the
questionnaire they answered before reading and they can think about what we discussed
and wrote down on the board before reading. Then on the other side the students
will write down what they think being rich means after reading the book and why
they think it. They will need to include 5 different examples of what they
thought before and what they think now.
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 students will be using a chart like the one above to do this activity and they will be using their background knowledge from the story and the other activities done in class to be able to fill this one out. |
5.2 Provide appropriate tools for composition
and problem solving
The students will have sentence starters on their sheets to help them focus in and write about what they learned from the lesson. 6.1 Guide effective goal setting Students will know that they need to come up with 5 different examples so they are aware of what is expected of them. 6.3 Facilitate managing information and resources A type of chart similar to the one pictured will be provided for the students to work with to write their responses. |
7.2 Enhance relevance, value, and
authenticity
The students will come up with responses that make them reflect on their thought prior to the story and after the story. |
Wrap-upTime Required: 5 minutes
To wrap-up the lesson we will, as a class, discuss the meaning of the
story and what it means to truly be “rich” and the students will draw one picture of something that they have said from the previous activities that makes them rich on a piece of paper.
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 students will be using everything that they have learned from the lesson to discuss their final thoughts and what they have learned. 3.2 Highlight critical features, big ideas, and relationships We will go over one last time the main theme of the lesson and book as a class. |
5.1 Allow choices of media for communication
Students will get to draw a picture to show what they have learned from the lesson and what they value. 6.4 Enhance capacity for monitoring progress The students will be asked different questions at this time to help them reflect on the message of the lesson. |
7.3 Reduce threats and distractions
All the students will be included in the review and asked to participate and give their opinions. |
Assessment
Formative
(Informal - written)
To assess
student understanding of the book their T chart will be used. They will receive
full credit if they have 5 different examples of what they believed before
reading the book and for what they think after reading the book.The pictures that the students drew will also be used in the assessment. It will be graded on completion and relevance to what they learned.
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
The students will get to display what they learned through two different medias, written and a picture. 3.4 Support memory and transfer These two activities will be a demonstration of everything they have learned from the lesson. |
5.1 Allow choices of media for communication
The students will have a way to show their understanding in two different ways. 5.2 Provide appropriate tools for composition and problem solving The T chart that the students will work on will have sentence starters to help them complete it. 5.3 Provide ways to scaffold practice and performance The students have the T chart and the picture to demonstrate what they have learned from the lesson effectively. |
7.2 Enhance relevance, value, and
authenticity
The students are able to draw their pictures of anything that apply to the lesson and their lives. 8.2 Vary levels of challenge and support The T chart will be a little more specific for what is expected of the students, whereas the picture is little more broad. |
Materials
“The Table Where Rich People
Sit” book
Questionnaire for each
student
Pencil
Whiteboard
Elmo
Elmo
Marker
Value Chart
SmartBoard
T Chart
Blank Paper
Crayons
T Chart
Blank Paper
Crayons
Recognition Networks
“What”
 |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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Strategic Networks
“How”
 |
II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
 |
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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