UDL Lesson Plan Framework (Sample Lesson Plan on BB)

Title: Cloudy With a Chance of Meatballs

Author: Lindsey Werner

Subject: Text factors for fictional text

Grade Level: 3rd

State Standard(s): CCSS. ELA-LITERACY R.L.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Lexile Level: 730

Lesson Goals: The students will demonstrate their understanding the text "Cloudy With a Chance of Meatballs", by re-making the story with examples from the text with 80% accuracy.

Instructional Methods

Anticipatory Set:

Prior Knowledge: The students will be asked to think of an actual world where it didn't rain or snow and to think if food fell from the sky and how different our world would be.

1. I will ask the students to come to the front of the room and sit on the carpet in their appropriate spot.

2. I will have the smart board on and ready while I sit beside it and in front of the students with a big book of "Cloudy With a Chance of Meatballs"

3. This is also where I will ask students what they already have knowledge on about this book and some ideas they have on if instead of rain and snow we had food poor from the sky as well as what some of the pros would be about it.
4. I will now have them "buzz" with a partner stating two positive and negative things, with white boards they can write these feelings down to see if they still feel this way at the end of the book.
5. After predicting what the students feel how the book will go, I will pull up on the smart board a plot diagram graphic organizer that will help the students put main events in a time
line of the book to better help them understand the text.
6. I will let them know right from the beginning of this lesson to take notes on what they feel is important for they will do their own plot diagram once we have done one together after the book is read.

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 In the anticipatory set I had students answer several questions to access their prior knowledge.	4.1 Provide varied ways to respond In this set I have aloud time for students to "buzz" with a partner sharing their own ideas on pros and cons for weather that rained down food. They can discuss and draw out their thoughts whichever they prefer.	7.1 Increase individual choice and autonomy I tell them "to pay attention" because we are doing an example of a plot diagram chart together before they have to do one on their own. If they choose to not pay attention then they will not know what to do. 8.3 Foster collaboration and communication I am allowing students to "buzz" with a partner over pros and cons of it "raining food" as a way to get them thinking and to build some prior knowledge.

Introduce and Model New Knowledge

1. As I begin to read the fictional text "Cloudy With a Chance of Meatballs", I will have all of the  students get out their white boards so they are ready to write down key points as I am reading.
2. I will have an empty plot diagram drawn out on the big white board for them to see the example as I am reading the book.
3. I will read the book and have on my microphone so that everyone can hear me loud and clear for any of those with hearing impairments or are sitting in the back of the classroom.

4. I will also have a YouTube video of all of the pictures from the book carry on the smart board so that they can see the pictures more vividly. The pictures are such an important part of this book, and also very important in allowing students to follow along with the story.

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 Beside me reading the text, I have the story pulled up on the smart board for them to re along and look at the pictures better.	4.2 Provide varied ways to interact  with materials By allowing students to have me reading aloud the book, having the book on the smart board with the words as well as images, it gives them multiple ways of accessing the material to better understand the text.	7.3 Reduce threats and distractions By having the students options to  be engaged in more than one thing at a time, I feel that they will be less distracted and more focused on the lesson.

Guided Practice
1. Once finished reading the book aloud to my class, we will have a short group discussion over the main ideas and key points of the book.
2. After this short discussion we will all take out our white boards, markers, and erasers if the students weren't working on them already during the book(which was just optional). 
3. We will now go through the plot diagram chart as a class, my copy already drawn out on the white board ready to be filled in, and the students will draw out the lines on their individual white boards.
4. I will ask them what happened at the beginning, middle, and end. After a few people have raised their hands and after given permission to speak, answer aloud, then I will summarize what they have said and write it in that column.
5. We will then move on and do the conflict, road block, and resolution the same way until our entire chart is filled in.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate main points non-linguistically By writing on the graphic organizer, students have access to the main ideas on paper rather than by mouth.	5.2 Provide appropriate tools for composition and problem solving. Graphic organizers are always a great way to organize your thoughts and to look back when doing a writing assignment later to have this as a resource to look back on.	7.2 Enhance relevance, value, and authenticity. By doing this activity and having my students do it along with me, they are getting multiple means of interactions, and enhancing the value of this lesson by having them watch me fill out the graphic organizer with them.

Independent Practice:
1. Now that the students have read the text "Cloudy With a Chance of Meatballs", as well as filled out a diagram chart with me during the guided practice, it is time for them to do one on their own.
2. I will have the students leave the carpet and go back to their seats, cleaning up any messes they might have possibly made at the carpet.
3. Once back at their desks, I will pass out an empty graphic organizer out to the class, this one is already drawn out so they won't have to do so like the one on their whiteboards. I will have th\em pick a book they have recently read and fill out the graphic organizer according to it. Having them recap the book will help them focus on the CCSS of demonstrating key factors from the text, I will ask them to be specific when they are filling these out.
4. After they have filled out their graphic organizer they need to compare it to the one we did together as a class and self reflect on whether they gave it their all or not as well as see if anything needs to be omitted or added.

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, and relationships. I have told the students the big idea, and demonstrated it. I have helped them see the relationship between between the graphic organizer that they did and now the one that they will be doing on their own.	5.3 Provide ways to scaffold, practice, and perform. I have the students practice on their whiteboards and then fill out their own graphic organizer for the performance.	9.3 Develop self-assessment and reflection After they fill out the graphic organizer, they are to reflect back on to the one as a class to see if they filled it out is as much detail as we did. 9.1 Guide personal goal-setting and expectations Students are asked to clean up their area on the carpet, this will be an expectation in the classroom and they will know this from day one.

Wrap-up:
1. To wrap up this lesson, I will first ask if there are any questions regarding what we just read or any of the main ideas from the text as well as how to identify what they main ideas are. If there is any questions they will be answered at this time, if there aren't then we will move on.
2. To shortly wrap up I will call on five people and tell them they are either (first, second..etc) and they will in order give me one or two sentences on what happened in the next part of the story.
3. After a short recap, I will point and read the graphic organizer which is still written on the white board to re show how we filled it out with evidence from the text.

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 Beside from re-reading the chart that we did in class, I am pointing to the words as I read them so that they can follow along better visually if they do in fact have trouble hearing me. 1.3 Provide alternatives foe visual information I will be reading aloud the chart as I am pointing at it for them to follow along with to help them better see and understand. Also when the five students stand up to discuss, I will have them write it on the board as well.	4.1 Provide ways to respond Students will get to respond by raising their hand and volunteering to discuss their answer and graphic organizer.	7.1 Individual choice and autonomy. The students have the option and choice if they want to talk out loud about the recap of the story.

Assessment

Formative (Informal - written) :
1. For an informal writing assignment, I will finally erase the white board which had our graphic organizer on it. They can keep the graphic organizer they did on their own book though to help them in anyway that it might.
2. I will ask them to give me a summary of the book using specific examples from the text and giving me the main ideas in a one to two page summary.
3. I will tell them that I am looking for specific things we just talked about as well as neat handwriting for this is something I might want to publish and hang outside of our classroom wall.

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 In this situation the students are seeing the information on th white board, on their own graphic organizer, and verbally to the class by their peers.	6.1 Guide effective  goal setting. I let the students set the goal of how well they want to do on this assignment. The goal is to have it published in the hall, It is up to them to decide how well they want their work to look.	9.3 Develop self-assessment and reflection Students have been told that their work will be published in the hall, that will give them incentive to do well and assess their work before turning it in.

Materials

-Smart board

-Individual white boards

-Book "Cloudy With a Chance of Meatballs"
-Carpet space at the front of the room
-Access to YouTube

-Dry eraser markers(class set)

-Eraser for marker boards(class set)

-Lined paper

-Pencils

Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception 1.1 Customize the display of information           X                                 Phase 2 1.2 Provide alternatives for auditory information           X              Phase 4 1.3 Provide alternatives for visual information          X               Phase 4 Provide options for language and symbols 2.1 Define vocabulary and symbols 2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically          X               Phase 3 Provide options for comprehension 3.1 Provide or activate background knowledge          X               Phase 1 3.2 Highlight critical features, big ideas, and relationships          X              Phase 4 3.3 Guide information processing 3.4 Support memory and transfer
	Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond         X   Phase 1 Phase 4 4.2 Provide varied ways to interact with materials        X  Phase 2 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition and problem solving          X  Phase 3 5.3 Provide ways to scaffold practice and performance          X  Phase 3 Provide options for executive functions 6.1 Guide effective goal setting          X Phase 6 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress
Affective Networks “Why”	Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy         X  Phase 1 Phase 5 7.2 Enhance relevance, value, and authenticity         X  Phase 3 7.3 Reduce threats and distractions         X  Phase 2      8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication          X  Phase 1 8.4 Increase mastery-oriented feedback 9.1 Guide personal goal-setting and expectations      X  Phase 4 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection        X  Phase 4 Phase  6