Universal  Design for Learning Lesson Plan

Teacher: Emily Gagliano         Date: June 25, 2019     Subject: Social Studies

Materials Needed:

The materials that are needed to make sure that this lesson will flow smoothly  are:

Inside and Outside character trait chart, I broke my Trunk! Book, Character trait work sheets, Inside trait Song, character trait cards, trait chart, inside outside character trait sticks, kahoot, iPads, lap tops,  and Smartboard slides with character traits.

Lesson Objectives:

When the lesson is concluded, the students will be able to

1.Define inside and outside character traits.

2.Identify 3 inside and outside traits of characters from the book.

3.Distinguish inside from outside traits.  

The observational proof and evidence that they are successful is having grading rubrics to help assess their worksheets and assessments. The students will complete worksheets independently, but, their work will be collected and have their recorded.  I will also meet with students one on one and conference with them. I will note who will able to explain what character traits are and what the difference is between the two kinds.

There will be a total of 6 assignments, each assignment will allow for students to write, organize, and state what an inside and outside character trait is and provide an example.

Standard/Benchmark/Indicator:

The standards and learning objectives for my lesson supports the children’s active and multimodal learning in several ways. Aligning my lesson with district and state standards allows for me to build off of my students prior knowledge. Previous lessons and activities act as scaffolding for the new lesson that is going to be taught to the students.

ELA:

CCSS.ELA-LITERACY.SL.K.1.A

• Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-LITERACY.RL.K.3

• With prompting and support, identify characters, settings and major events in a story.

CCSS.ELA-LITERACY.SL.K.1

• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Anticipatory Set:

       Each of the learning experiences builds upon the other in order to support the children’s language and literacy development. In the first learning experience, I will be introducing the concept of character traits, which may be a new concept for most of the children. After introducing and discussing what a character trait is, we will then go into more depth and address the two types of character traits. We will then go over the similarities and differences of inside and out character traits. Next, the children will apply the knowledge of character traits to two particular characters from a book. We will began by discussing what we can see, the appearance, of the characters on the cover of the book. The children will then listen as I read the book to them, I will give them the task of paying attention to the actions taken by the characters in the book to help us determine their inside traits. Additionally, the children will have the opportunity to share what was learned about the characters by participating in a turn and talk and group discussion about identifying the inside and outside traits of the characters. After having some background and working knowledge of character traits, the children will use their knowledge and apply it to describe the outside and inside character traits of the characters in the book. Furthermore, the learning will be active since the children will have the opportunity to come up to the board and drag and place the trait on either the outside trait or inside trait side of the characters. In the next lesson, the children will listen to a song that I wrote about inside character traits. The children will have the opportunity to sing the chorus as a whole in order to make the lesson active and multimodal. Additionally, children will participate in bodily kinesthetics through movement by acting out the movements that the song dictates to do. Next, the children will have to come up to the board and will be given a character trait. The child will then have to determine whether the trait is an inside or outside trait and place it correctly on the chart with an explanation of why they choose their answer. The rest of the class will be asked to put a thumb up if they agree or a thumb down if they disagree. This will allow me to gain an insight of how well the children are understanding the material. After complete the chart, the children will be asked a series of questions about the material we have just learned about. They will be asked to go back to their seats to complete individual work that will be reviewed for further individual analysis. At the end of the learning segment, the children will be asked to summarize the information that they have been learning about and apply it to create their own character trait analysis of the characters we have read about. This flow will allow the children to build on the knowledge from the previous learning experience and then bring everything together in the final learning experience, this provides scaffolding for along the way. To help scaffold the children’s learning, there will be a review at the beginning of each learning experience and an assessment at the end. This will help to reinforce the previous learning experience, while being able to build and expand on the concept further the next day. Each day, the children will be assessed both informally and formally.

Multiple Means of Representation:

I will keep  posters and charts hanging up around the classroom for the children to be able to refer to them whenever they need. Additionally, the information will be represented to the children in multiple different ways. It will first be introduced to using a visual inside and outside character trait chart. This chart will have images and color coded words to allow students to be able to visually see the differences between outside and inside character traits. There will also be posters and charts placed throughout the classroom that we have completed during the learning segment. This is so that the children will be able to refer to them whenever needed. Next, the students will be introduced to an inside character trait song. This supports those who benefit from being physically involved in their learning.  The students will also be given the opportunity to be fill in graphic organizes in addition to the lecture part of the lesson. The worksheets for the graphic organizers will be differentiated based on students needs. The words will be read to them and they will be given the task of identifying character traits that best fit themselves and have to cut them out and glue them onto the assessment in the appropriate place. For example, the students with fine motor delay, or struggling readers will be given a word bank with color coded words to help them be able to visually try and decode or figure out the words. The fine motor delay students will be able to just cut out the word rather than try and write it with a pencil.

Multiple Means of Engagement:

In order to be able to support the varied learning needs of all the children in my class, there are various steps that need to be taken. For select children, they will be given the opportunity to share their thoughts to the class verbally rather than writing them. I will also allow these children to be able to create a drawing relating to their views and then have them explain the drawing to me and the rest of the class. These children will be given additional time if necessary. For the children who have better writing skills and tend to be shy, they will be given the opportunity to write their views and thoughts. This will include having a chance to display their knowledge in the various activities, writing segments, and assessments. Throughout the learning experiences, I will make sure to reinforce the key details and repeat key vocabulary terms for those children who may have a difficult time processing new information. Additionally, I will keep the posters and charts hanging up around the classroom for the children to be able to refer to them whenever they need. For the children who have fine motor delay I will provide them with word banks to cut out and paste the words on their activities and assessments rather than have them write the words in. For the struggling readers, I will also provide them with a word bank, and print the words in the color so they are able to identify them more easily, I will also read the words and directions to them as seen needed. Lastly, I will provide the children with sentence starting and ending words which will allow for the children to focus just on the inside and outside character trait words

Multiple Means of Expression:

       Students will be able to demonstrate what they have learned through formal and informal assessments. Using iPads and laptops allows me to monitor how well the students are retaining the information by using websites such as kahoot. This UDL style of learning supports not only those but the whole class population as well. For students who are struggling readers, vision impaired, and fine motor delay, using laptops and iPads allow for an equal opportunity to be assessed on how well the know the material. Students can use iPads to give their answer. Kahoots provides us with chance to differentiate instruction. You can include different level questions as well as images. After having an lower level question, I can verbally ask a higher order of thinking question based on the kahoot question that was just answered. Kahoots can also read questions aloud for those who are struggling readers as well as color coding the answers. The informal assessments that I will use in order to monitor the children’s learning will consist of questions and positive encouragement to get the children to answer the questions and participate in class discussions, turn and talks, and activities. Children will be engaged in activities such as coming up to the board and placing character traits in the correct section of a chart, dancing and singing, and playing an instructional game that I have created. This will allow the children to be active participants in their own learning. Additionally, the children will show their understanding of the key vocabulary by sharing explanations and examples of the terms during class discussion. To further check the children’s understanding of the key vocabulary I will have student tap their shoulders if they agree/understand what another child has just said. The informal assessments will provide immediate feedback which will allow me to see if the children are comprehending the concept that is being taught. This will also help me to determine if the topic needs to be reviewed more in depth or if the children are able to briefly review the following day. The formal assessments allow the children to demonstrate their understanding of the learning experiences by writing in and correctly drawing the character traits of the characters and themselves. This method of assessment supports Marzano’s theory, by allowing the children to build on their vocabulary from prior learning experiences. During the instructional activity, the children will be asked to demonstrate their understanding of character traits by identifying traits of their peers and of images that are shown to them on the board. The summative assessments will enable the children to illustrate and demonstrate their understanding of character traits using the information we have discussed throughout the learning segment. Additionally, I will use a checklist along with rubrics to evaluate the children’s work during and after each learning experience. These formal and informal assessments will allow me to see if the children accurately met the learning objectives.