UDL
Lesson Plan Framework (Sample Lesson Plan on BB)
Title: Happy Endings!
Author: Emily Hill
Subject: Spelling
Grade
Level: 2nd Grade
Lexile Level: AD430L
Lesson
Goals:
Students will create words using the common suffixes taught in this lesson in a presentation using the SmartBoard.
Each student will explain their use of the suffixes, and what they mean.
Students will create words using the common suffixes taught in this lesson in a presentation using the SmartBoard.
Each student will explain their use of the suffixes, and what they mean.
Instructional
Methods
Anticipatory
Set
- PRIOR KNOWLEDGE: The lesson will begin with a class discussion about the previous lesson on prefixes using the book "If I Were a Prefix". The students will be called upon to give examples of prefixes and talk about how they change words' meanings.
- Flip through the pages of both books and allow the students to discuss the pages with a partner.
- The teacher will make the connection that suffixes also change the words' meanings, but the difference is they come at the end of the word.
- The teacher will pull up the YouTube video to help make the difference of the two crystal clear to the students before continuing with the lesson. Already have the chart paper
- The teacher will have the students turn to their partners and explain how they think a suffix can change the meaning of a word. Tell the students to hold their explanation in their brains so they can check to see if they were right at the end of the lesson.
- The teacher will explain that the class will be learning about multiple suffixes today, and what each one does for the word they're attached to.
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
The students will have three different displays to go off of in discussing suffixes and prefixes. There will be the YouTube video, the two books to look through, and the chart paper with examples.
3.1 Provide or activate background knowledge The class will discuss the difference between a prefix and a suffix. The picture walk through both books will help the students remember what they learned in the previous lesson and give them some examples of suffixes they've seen. |
4.2 Provide varied ways to interact with materials
The students will be able to watch a YouTube video, do a picture walk within the books, and communicate with a partner how they think suffixes change word meanings. |
8.3 Foster collaboration and communication
Students will be asked to discuss with a partner how they think suffixes change word meanings, and will be told to hang on to their explanations to see if they were right after the lesson. |
Introduce
and Model New Knowledge
- After the students have somewhat of an understanding of what prefixes and suffixes are, the teacher will bring up the chart paper on suffixes. Ask the students to look at the word examples and hold up the number of different suffixes they see on the paper with their fingers. The teacher will point out that lots of the words listed are words the students can and do use in their every day lives.
- The teacher will scan the students to see how many are correct. Then she/he will point to each of the different suffixes and label the columns at the top.
- The teacher will write another word on the bottom of the page similar to one of the examples. Then he/she will demonstrate how to add a suffix onto the end of the word and ask the students what they think the suffix did for the word.
- The teacher will call upon a few students to voice their opinions of what the suffix did.
- The teacher will ask the students to watch for at least three words within the book that has one of the suffixes listed. The teacher will take down the chart so the students do not refer back to it while the story is being read.
- The teacher will then read "Happy Endings: A Story About Suffixes" to the students. After the reading is over, the class will go back through the pages and count how many different suffixes were found by the "detectives".
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
The chart paper used will have definitions of prefixes and suffixes with examples of each. |
6.1 Guide effective goal setting.
The students will be told to watch for at least three words with suffixes in the book so they understand what they should be looking for and how many to try and find. |
7.2 Enhance relevance, value, and authenticity
The teacher will point out to the students that many of the word examples are words the students use multiple times a day/week. 7.3 Reduce threats and distractions The teacher will give the students the background knowledge needed so they do not feel threatened by the material in the book. The teacher will take down the chart before the reading so the students are not distracted by it. |
Guided
Practice
- The teacher will explain to the students that they are now the detectives. There are clues placed around the room on colored note cards for the various suffixes they just experienced in the read aloud.
- The teacher will assign a specific color to every child, and that color will be the cards they are to find and use. Each color will represent a specific level of learning so each student is challenged.
- The teacher will have an example of a clue and model the process. The students will pick up the card, read the clue, and write down what suffix they think the card is explaining. Each card will have a number for the students to keep up with which answer is which.
- The students will be instructed to go get their literacy journals and a writing utensil to begin looking for clues.
- The teacher will walk around the room and be available for help on the clues and instructions.
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 teacher will demonstrate how to be a detective and show the students what to do with each clue and the information it contains |
4.2 Provide varied ways to interact with materials
The students will be able to look at, pick up, and read aloud the clues to themselves to be able to figure out what suffix the clue is explaining. 6.3 Facilitate managing information and resources The teacher will walk around the room while the students are finding clues to help them with the information and card placements if the students are having trouble finding cards. |
8.2 Vary levels of challenge and support
The clue cards will be colored for specific learning levels, and each student will be given the color of the cards that are on their level. This will ensure that each student is being challenged in the activity. |
Independent
Practice
- After the students have finished their detective hunt, the teacher will instruct them to go back to their seats and take one of the note cards from the middle of their table.
- Each table will have a different suffix in the middle. The teacher will tell the students that they are now the clue makers, and they will need to make a clue for the suffix their table has been assigned to.
- The teacher will add that whatever color the student was assigned to find is also the color of the example they are writing. The students will color the back of the note card the leveled color. The teacher will tell the students to use the examples from the cards to form their own clue.
- The teacher will tell the students to look at their clue once they are finished and evaluate how easy the clue is to understand. The students will give the teacher a thumbs up when they think their clue is up to the standards of the examples clues, and the teacher will tell them yes, it is or or it needs a little work.
- The teacher will pick a suffix that none of the tables have, and will write an example clue on the SmartBoard, underlining the key components needed for the clue.
- The chart paper will be hung back up so the students can refer back to it for help.
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 teacher will underline the key components of what needs to be in each clue as an example for the students.
3.4 Support memory and transfer
The teacher will hang the chart paper back up from the modeling section to support memory, and will allow students to transfer some of the information into their clues. |
4.3 Integrate assistive technologies
The teacher will use the SmartBoard to write an example clue for the students to use while working independently on their own clue. |
9.3 Develop self-assessment and reflection
The students will assess their clue and give the teacher a thumbs up when they think their clue is done. If the teacher says it needs some work, they will reflect on what could make their clue better and make changes. |
Wrap-up
- When all the students are done with their clues, the teacher will ask them to come up, place them in the bowl at the front of the room, and sit back down on the carpet with their answer keys from being a detective.
- The teacher will go back over some of original clues from each colored level and ask the students for the correct answer.
- The teacher will then give the correct answer for each card and show the number so the students can evaluate their answers to see if they understood the material. The teacher will highlight the pieces of a few of the clues that give away what suffix is being explained.
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, or relationships
The teacher will highlight the pieces of some example clues to help students know what to look for when reading their clue. |
6.4 Enhance capacity for monitoring progress
The teacher will provide an example of how to decode a clue so that when the students are doing their assessment, the teacher will be able to see if they are progressing in the same way they were taught. |
8.2 Vary levels of challenge and support
The students will hear the different levels of clues read aloud so all the students will learn from them and will be challenged. 8.4 Increase mastery-oriented feedback The teacher will be giving feedback on the answers given for each clue and will give the correct answers for the students to check themselves with to see if they are mastering the content. |
Assessment
Formative
(Informal - written)
- The teacher will call out each of the leveled colors and those students will come and get a note card out of the bowl with the corresponding color.
- The teacher will instruct the students to go back to their seats and get out a sheet of paper.
- The teacher will pull up the steps for the assessment while also explaining them orally. The steps will be to number the paper 1-3 and, using the clue, will write down what the suffix is, what it does for a word, and one example word using the suffix. If lower learners cannot write their answers down, the teacher will call them back to the reading table one at a time to give their answers orally.
- The teacher will allow the students to use highlighters to find the key details in their clue like the example the teacher presented.
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 steps of instruction for the assessment will be customized by the teacher to make sure it is not overwhelming for the students and the steps are easy to read and see. |
4.1 Provide varied ways to respond
The average and higher learners will write their answers on the sheet of paper while the lower learners will be called back to the reading table for a one-on-one verbal assessment. The assessment will be the same, but the lower learners will just being giving their answers orally. 5.2 Provide appropriate tools for composition and problem solving. The teacher will provide writing utensils, paper, and highlighters to allow the students to find the correct answer in their clue. The highlighters are an extra tool that links the problem solving strategy the teacher modeled. |
7.1 Increase individual choice and autonomy
The students will get to pick the note card they will use out of the bowl to give them the feeling that they are in charge of the assessment they take. 8.2 Vary levels of challenge and support The middle and higher learners will write their answers down with no support. The lower learners will give their answers orally one-on-one with the teacher. |
Materials
- "If You Were a Prefix" book
- "Happy Endings: A Story About Suffixes" book
- YouTube video access
- Chart paper
- Markers
- Colored note cards
- Writing journals
- Writing utensils
- Highlighters
- SmartBoard
- Bowl
Brain Network
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UDL Principle
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Recognition Networks
“What”
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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”
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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”
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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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