UDL Lesson Plan Template

UDL Lesson Plan (Format Outline)

Title: Green Eggs and Ham

Author: Dr. Seuss

Subject: Writing

Grade Level: 4th Grade

State Standard(s):

W.4.1a- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Lesson Goals

The students will write an opinion piece on the text, Green Eggs and Ham by Dr.Seuss, stating their opinion with supporting facts and information with 80% accuracy. 

Instructional Methods

Prior Knowledge: The students will have prior knowledge on writing a persuasive essay. They should know how to write the essay and what it includes. 

Anticipatory Set:
The students will begin by being place on the carpet. We will then talk about the book, Green Eggs and Ham. 

• "Have you ever read Green Eggs and Ham?"
• "Have you ever eaten Green Eggs and Ham?"
• "What do you think is a persuasive topic from this book?"
• Give the students each a chance to answer.

Today, we are going to be writing a persuasive piece on Green Eggs and Ham. I want you each to decide, whether or not you like green eggs and ham. You will be writing the essay trying to convince your class that they should eat, or should not eat green eggs and ham. You will be using the books and information from the book to cite in your essay to support your opinion. 

We will watch on video over the book Green Eggs and Ham since most of them should have read it before. But still to refresh their memory of the book. The will each be handed an individual copy of the book as well to help give them sources during their writing. 

Before watching the video, hand out a sticky note for each student to take notes on the video while we are watching. These will be used later for "proof" of their opinion. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate thought multiple media The students are given a video to watch about the book. 3.1 Activate or supply background knowledge The students are questioned about their background knowledge.	6.3 Facilitate managing information and resources The students are provided with a sticky note to takes notes during the video deciding their opinion with facts. 6.4 Enhance capacity for monitoring progress The students are questioned to help guide their thinking process about the book.	7.3 Minimize threats and distraction Involve all students in the classroom discussion when asking questions to the class as a whole.

Introduce and Model New Knowledge

The students will be seated at their desks after watching the video. Hand out the Green Eggs and Ham books to each student. 

• "Using your background knowledge and a text-to-self connection. I want each of you to decide what your opinion is on green eggs and ham. Are you for or against green eggs and ham?"
• "Now you will now get 10 minutes to come up with 4 reasons, from the book, that agree with you opinion (Hand-out: Organizing my Opinion)."

When the student finish coming up with their 4 reasons, we will move to the guided practice. (Come up with your opinion and 4 reasons while the students are doing theirs). 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Maximize transfer and generalization Students are given an opinion hand-out to organize their opinions. 3.1 Activate or supply background knowledge Using their background knowledge and a text-to-self connection. The students will decide what their opinion is.	4.1 Vary the methods for response and navigation The teacher can giver certain students longer than 10 minutes to find their 4 reasons if needed. 6.3 Facilitate managing information and resources The students are provided with an organizer to help organize their opinions.	7.1 Optimize individual choice and autonomy The students get to make the decision on whether or not they are "for" or "against" green eggs and ham. This gives the student the choice. 7.3 Minimize threats and distraction The teacher gives the students 10 minutes to complete the graphic organizer. This will be visible on a timer for the students to see.

Guided Practice

The students will watch a video on OREO.

I will then show the students the graphic organizer that they will be completing as a rough draft to their final essay. I will model for them how to complete the first part of each paragraph before letting them go to do it on their own. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate thought multiple media The students are given a video to watch about OREO which helps with persuasive writing. 1.2 Offer alternatives for auditory information The teacher has given the students visual prompts and visual information to help those with auditory issues and who need it visual instead of auditory.	6.1 Guide appropriate goal setting The teacher will model for the students how to complete one section of the graphic organizer before handing it over for them to complete. 6.2 Support planning and strategy development  The students are provided with the graphic organizer which is a project planner in helping them plan and write their essay out.	9.3 Develop self-assessment and reflection  Students are given templates that support their understanding of their progress in a manner that is understandable and timely.

Independent Practice

The students will work on writing their opinion essay rough draft. They will use the examples provided and their 4 reasons to fill out the essay graphic organizer.

Have an anchor chart on OREO for the students to have a visual while working on their own opinion graphic organize and essay (formative assessment).

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Maximize transfer and generalization Students are given an anchor chart and a graphic organizer to collect the information.  3.3 Guide information processing, visualization, and manipulating Provides prompts for sequencing the essay in the graphic organizer for the essay.	5.2 Use multiple tools for construction and composition The students are provided with an outline of the essay to fill out to help them may how they would write their essay. 5.1 Use multiple media for communication The students are given the OREO chart as an anchor chart so they have multiple means to understand what it means and how it can help them.	9.3 Develop self-assessment and reflection  Students are given templates that support their understanding of their progress in a manner that is understandable and timely.

Wrap-up

Wrapping up the lesson i will walk around and check each students graphic organizer to make sure it is ready for the essay (formative assessment). Checking that they have the 4 reasons and adequate enough evidence for each reason with page numbers included before starting the assessment. I will also have the students to a pair-share with the person next to them to check each others work and give feedback. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Highlight patterns, critical features, big ideas, and relationships The students will use their graphic organizers that are already completed to discuss with their partner and teacher about their work. 3.4 Maximize transfer and generalization Students will revisit their ideas with their peer partner and with the teacher.	5.3 Build fluencies with graduated levels of support for practice and performance.  The teacher will go around and check the students graphic organizer providing feedback for the students. They will also do a pair-share getting feedback from a peer.\ 6.2 Support planning and strategy development  The students get to stop and think about the work they completed while discussing with a peer.	8.3 Foster collaboration and communication The students get collaboration with the teacher and with another peer over their finished graphic organizer before they start their essay.

Assessment

Formative (Informal - written)

For the formative assessment the students will complete is a written essay using their graphic organizers and hand-outs used all through out the lesson. They will tie together the whole lesson and write a formal essay stating their opinion with the examples, reasons, and evidence found. Provide the students with some examples of text to use in their essay (Persuasive Words Below).

When finished with the formative assessment, the students will type their work.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.2 Clarify syntax and structure Give the students persuasive words to use in their essays.  1.1 Offer ways of customizing the display of information Students can customize their work when putting it into Word.	6.4 Enhance capacity for monitoring progress Students will use prompts and information gathered throughout the whole lesson to complete their formative assessment. 5.2 Use multiple tools for construction and comprehension The students have access to spellchecker while putting their essay into Word.	7.1 Optimize individual choice and autonomy Students get to choose how to input their essay into Word and how they want to present their essay to the class.

Materials

Internet
SmartBoard (Youtube Videos)
Hand-outs (Graphic Organizer, Organizing Opinions)
Pencils
Paper
Anchor Charts (OREO)
Classroom set of Green Eggs and Ham 
Classroom set of persuasive words hand-out to give all students