UDL+lesson+plan+and+reflection

Throughout this exercise, I found myself repeatedly coming back to the KWH model and the four planning questions that Pitler list in the Appendix- What will students learn? What strategies will provide evidence of student learning? What strategies will help students acquire and integrate learning? and Which strategies will help students practice, review and apply learning. Technology can help with all of those questions and keep the students engaged.

It even helps with the special students who require different learning strategies that are included in our scenario. Blind and hard of hearing students can be helped with technology. Audio books are a big help. I also know there are several voice programs that will "read" what students have written. Technology's visual mediums will definitely help hard of hearing students.

I can see where audio resources would also be a big help teaching blind students. With iTunes and other audiobook sources, so many works are available. Since many of the works we study at the high school level are classics and their copyright has expired, many are available on the internet for free. The kids think that they are putting something over on their teachers when they find audio versions of their assigned readings on the net. I have no problem with them reading/hearing the books. They will still need to be able to work with the text and analyze the writer's techniques. Hearing the book can help, but it cannot totally replace reading the the text for sighted students. I think blind students, though will have an excellent substitute for reading in audiobooks.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development, Appendix = = = = = CAST’s UDL LESSON BUILDER =

Lesson Overview
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic; (13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. ||
 * ** Title: ** || Call of the Wild Vocabulary Lesson ||
 * ** Author: ** || Chris Modrow ||
 * ** Subject: ** || Reading/Language Arts ||
 * ** Grade Level(s): ** || 6th ||
 * ** Duration: ** || Two class periods- two hours ||
 * ** Subject Area: ** || Vocabulary ||
 * Unit Description: || Through studying Jack London’s Call of the Wild, students will be able to answer these universal/theme-related questions- What is a dynamic character? How can nature affect a character? What kind of changes can a character make? ||
 * Lesson Description for Day: || Students will define vocabulary words in the first chapter to gain a more relevant meaning for themselves. ||
 * State Standards: || Texas TEKS- (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

Goals

 * ==== ** Unit Goals: ** ==== || ==== Students will learn the authors tone, a sense of theme, the historical context and diction and connotation by studying Call of the Wild. ==== ||
 * ** Lesson Goals: **  || Be able to infer the connotational and denotational meanings of these vocabulary words - aristocrat, cayuses, conciliated, culprit, demesne, docilely, dominion, genial, impending, metamorphosed through context clues. Also be able to pass on their meanings through visual mnemonic devices. ||

Methods

 * ==== ** Anticipatory Set: ** ==== || ==== KWH exercise over dogs, the arctic and how dogs are trained. ====

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 * ==== ** Introduce and Model New Knowledge: ** ==== || ==== Teacher will play an audio clip of Call of the Wild from http://www.archive.org/details/call_of_the_wild (Librivox) of the first chapter. I will then define 3 other words and show my visual drawings.**RECOGNITION SUPPORT** ====

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 * ==== ** Provide Guided Practice: ** ==== || ==== Students will write individual definitions by context clues. They will then pair share these definitions and come to consensus. Teacher will give feedback according to dictionary.com “voice readings”. ====

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 * ==== ** Provide Independent Practice: ** ==== || ==== Upon approval of their definition, each student will draw with colored pencils the meaning of the word, a picture that will help them remember it. EX- for dominion the students could draw two (do or duo) of the minion characters from Despicable Me mixing up batter (dough ina bowl. Standing much larger than them and screaming orders is Gru, the leader/bad guy. He could be saying “I rule over all of you”. ====

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Assessment

 * ** Formative/Ongoing Assessment: ** || Have student teams show their drawings to other teams and see if they can guess word. **STRATEGIC SUPPORT** ||
 * ** Summative/End Of Lesson Assessment: **  || Matching quiz over the 10 words using the iClicker system for student responses. Words would flash on screen using overhead LCD projector with multiple definition choices. For vision impaired students, teacher would have to read word and choice. Students would then click on answer. 7/10 correct shows mastery. **AFFECTIVE SUPPORT** ||

Materials

 * Computers with internet access for dictionary.com and Librivox, paper, colored pencils, iClicker system, Call of the Wild Books ||