UDL Lesson
Plan (Sample Format) - Refer to Blog for Example
Title: Text
features in a nonfiction book.
Author: Sofia
Flores
Subject: Literacy
Grade
Level: 2nd
Know and use various text features (e.g., captions, bold print, subheading, glossaries,indexes, electronic menus,icons) to locate key facts or information in a text efficiently.
Lesson
Goals: The students will create a mini book on text features
that will help the students identify the text features a nonfiction book has. This will
help the students use text features to locate key facts and information in a text.
Lesson
Materials: Elmo,
Examples of nonfiction, Computer, Nonfiction books, YouTube, Sticky notes,
Pencils, Anchor charts, Glue, Scissors, Stapler, Name Sticks
Instructional
Lesson Methods and Assessment
Anticipatory
Set:
1. Ask the students if there is
any difference between a nonfiction text and a fiction text.
·
Draw a Venn diagram on smartboard (whiteboard).
·
Have students come up and write one thing they know (they can choose where
to write their information Nonfiction difference, Fiction difference, or similarities)
(Image found on Pinterest)
2. “Today we are going to focus
on nonfiction and we will see if we can find some more ways it is different
than a fiction text”.
3. Do you recall what a
nonfiction text is? (Project some example on the Elmo so the students can see
what you are saying.)
·
Autobiography
(Image found through Google
Images)
·
Biography
(Image found through Google Images)
·
Encyclopedia
(Image found through Google Images)
·
Essay
(Image found through Google Images)
·
Feature story
(Image found through Google Images)
·
Interview
(Image found through Google Images)
·
Newspaper article
(Image found through Google Images)
·
Textbook
4. We will discuss what all
these nonfiction readings may have in common.
·
They may have special features that help us understand the text.
5. Tell the students the
standard you will be working on (RI.2.5) and what their goal for this lesson is
(I want you to be able to use text features to locate information in a
nonfiction text.)
6. You should be familiar with
text features because we have seen them in our nonfiction books, but, today
will go over why they are in the book and why they can help us.
7. We will watch a video on
nonfiction text features
|
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.
I will use the Elmo to provide examples of
nonfiction literature.
|
4.3
Integrate assistive technology
Letting the students use the Elmo to fill in the
Venn Diagram keeps them engaged and wanting to participate.
|
7.1
Increase individual choice and autonomy
Students
will each get to come up and answer a difference or similarity between
fiction and nonfiction.
|
|
3.1
Provide or activate background knowledge.
Activating
prior knowledge relieve the stress of “learning” something new. They knew
that they had seen the text features before, however they really never talked
about it. This will build from what they already know and give it shape.
|
6.1
Guide effective goal setting.
Letting the students know that there is a standard
and objective gives them a sense of learning for a purpose.
|
8.3
Foster collaboration and communication.
Whole
group discussions are essential in activating or providing prior knowledge.
|
Introduce
and Model New Knowledge
1. Students will go to the
library and check out a nonfiction (informational text) and bring it back to
the classroom (the book can be on anything they like).
2. They will go through the
book and with sticky notes label some of the text features they recall from the
video.
3. We will discuss as whole
group some of the text features they have marked (it is ok if the labels are
not correct). This is just a practice run. Let the students keep the sticky not
in the book (they will replace it later.)
|
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.
The students
will find the relationship between the text feature word and an actual
nonfiction book. They will see that it has a purpose for providing the wanted
information.
|
4.2
Provide varied ways to respond.
Students
will be able to respond about their findings by raising their during whole
group discussion.
|
8.2
Vary levels of challenge and support.
Students will have to find the text features in
the book only using the information they got from the video.
|
|
3.3
Guide information processing
The students
will model their own understanding of text features on a nonfiction book by labeling
the features with a sticky note.
|
6.3
Facilitate managing information and resources.
For the first time the students will be
correlating the text features to a purpose.
|
9.3
Develop self-assessment and reflection.
Students
will keep the sticky notes in the book. It will be used later on in the
lesson.
|
Guided
Practice
1.
Ask the students to put away their nonfiction book.
2.
Then ask them several guiding questions (open-ended).
·
How do you think text features can help you with reading a book?
·
Have you ever just wanted to get to a certain part of a nonfiction text
without reading everything?
·
Do you think learning about text features will help you? How?
3.
Bring out chart paper and begin making an anchor chart.
4.
Provide the students with large pictures that represent the special
features in the text.
·
As I show the pictures, I will ask them what the (text feature shown) is.
a)
Captions: Help you better understand a picture or photograph
b)
Comparisons: These sentences help you to picture something {Example: A
whale shark is a little bit bigger than a school bus.}
c)
Glossary: Helps you define words that are in the book
d)
Graphics: Charts, graphs, or cutaways are used to help you understand what
the author is trying to tell you
e)
Illustrations/Photographs: Help you to know exactly what something looks
like
f)
Index: This is an alphabetical list of ideas that are in the book. It tells
you what page the idea is on.
g)
Labels: These help you identify a picture or a photograph and its parts
h)
Maps: help you to understand where places are in the world
i)
Special Print: When a word is bold,
in italics, or underlined, it
is an important word for you to know
j)
Subtitles: These headings help you to know what the next section will be
about
k)
Table of Contents: Helps you identify key topics in the book in the order
they are presented
·
Call for volunteers or use the name sticks to answer.
(Image found on Pinterest)
·
Write the explanation of the text feature to the side or any fun way to
keep the students eyes on the information.
(Image found on Pinterest)
5. Students will the get in groups of three and discuss why and how these text
features could help them when reading a nonfiction text.
·
Take a couple of minutes to go over some of their thoughts on the features.
6.
Ask the student to bring out their nonfiction book (the one with the sticky
notes).
·
Tell them to go back and re-label (with different colored sticky notes) the
text features in their book.
·
Ask them to reflect on why their first choice was that text feature.
·
What made them change their mind?
·
What characteristic make the labeled text feature a feature?
7.
Gather the class back to whole group
and discuss with them some of the text features they have learned about. Which
one do they like best?
8.
You can show this Nonfiction Rap that explains the some of the text
features found in a nonfiction 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
The Nonfiction
Rap give the student another form of hearing the information. The rap is sang
by students, this make the information relevant.
|
4.1
Provide Varied ways to respond
When the teacher asks a question they can either
raise their hand to answer or be called randomly with the name sticks, ensuring
that everyone gets a chance to speak.
|
8.1
Heighten salience of goals and objectives.
The guided questions will reinforce the objective
of the lesson.
|
|
2.1 Define
vocabulary and symbols.
Providing the students with an anchor chart that
holds the text features and definition is crucial for their correlation of
the word and definition.
|
5.3
Provide ways to scaffold practice and perform.
The
students will go back to their nonfiction book and re-label the text features
found. They will reflect on the old sticky note and why they though it was
that particular text feature.
|
8.3
Foster collaboration and communication
Communicating is another form of scaffolding. The students
will talk to each other, and it may be that the student has another way of
thinking that makes better sense. They may even do a text-to-self
recollection.
|
Independent
Practice
1.
Students will be asked to keep in mind all they just learned about these
special features in a nonfiction text.
2.
Explain that this is an individual activity, but they can talk about some
of the nonfiction books they have read and seen these text features on.
3.
Present the students with the next activity.
·
They will be creating a mini book on four types of text features. (most
commonly seen in a nonfiction text)
·
They have to match (cut and paste) a picture and two facts onto the box
with the text feature heading.
-
Do not glue your items until you are certain that is where you want them
placed.
- Make sure you do not use to much glue or the mini book pages will stick together and you will not be able to use it as a study guide later on.
Fine the pages here: Nonfiction Text Features Minibook
4. Once the students
are done with cutting and pasting ask them to set aside their mini book pages (separately,
not on top of each other) and wait for them to dry.
·
While they wait for the pages to dry have them clean
up their area
·
Once dry you can ask them to put them in order (title
page, what are nonfiction books, table of contents, pictures and captions,
glossary, then the index)
·
I am looking for two quiet volunteers (choose students
who are quietly sitting) to help me staple the books together.
|
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 symbols
Students will
find the relation between the text feature, picture, and facts that are
provided for the mini book.
|
4.2
Provide varied ways to interact with
materials
Students
will cut the material and place it on the appropriate text feature.
|
7.2
Enhance relevance, value, and authenticity.
The mini
book will serve as a study guide for a test.
|
|
3.4
Support memory and transfer.
Recalling the
information that we have been learning will help them place the picture and
facts on the right text feature.
|
5.2
Provide appropriate tools for composition and problem solving.
Student
will use scissors and glue in order to create their mini book. Instructions will
be given to not glue until they are certain that is where the items go.
|
7.3
Reduce threats and distractions.
Working independently
on this assignment lets the students know what they have learned.
|
Wrap-up
1. Show them this last YouTube video.
·
It shows a good example on
how they might use the text features in a conversation with a friend or
classmate.
2. Ask the students to stand up
and stand in front of their desks.
·
Have them close their eyes and pretend they are sponges (soaking up
all the information they just learned)
·
Have them breathe in and out.
-
Give the students a text feature.
-
As they inhale tell them to think about what they have learn
-
As they exhale have them tell you in one word something they learned about
the text feature.
·
Have them do this 4 or 5 times (depending on how much time you have left)
|
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.
The video provides a dialog that can be an
everyday conversation.
|
6.3
Facilitate managing information and resources
Students will have to think about the text feature
and then produce one word about it.
|
8.4 Increase mastery-oriented feedback
As students exhale they will provide the
teacher with one word that is related to the text feature.
|
|
1.3 Provide alternatives for visual
information.
During the
video it emphasizes on what the two friends are talking about.
|
4.1 Provide
varied ways to respond
Students will all respond as a whole class to the
text feature that was given.
|
9.2
Scaffold coping skills and strategies.
Students will take a time to breathe and
concentrate relaxing their brain and giving it time to process the
information.
|
Assessment
Formative
(Informal – must be a written assessment)
1. Students will be
given the next activity.
·
Explain that this is individual work and will be put
in their graded binder.
2. Students will
answer the two questions on this hand out.
·
Explain that they cannot use the anchor chart or mini
book
-
I want to know what you know (not what the anchor
chart, the mini book, or your neighbor know.)
3. Students may
fill this out on the computer or by hand, they can also draw what they think
the feature means on a separate sheet of paper.
4. Read both
questions out loud and answer any questions they might have on how to do the
assignment. (Don’t get suckered into giving the answers)
·
Question 1: How do headings, pictures, and captions
help a reader locate the facts in the text?
-
You can answer this by writing how you would use these
features to find facts in a nonfiction book you have read.
·
Question 2: What are the different purposes that the
different text features serve?
-
Ex. Feature: Maps, Purpose: They help the reader
understand where places are located in the world.
-
Use a feature that is not in the sheet.
5. Remember your goal is to be able to use this information to locate key
facts in a nonfiction (informational) text
6. After they are all done with their assessment.
·
Take time to go over it with them.
·
If they have some wrong answers, let the
student correct them in a separate sheet and turn it in with the original one.
|
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.
The students will answer the relationship between
the text feature and its purpose.
|
5.1
Allow choices of media for communication
The
students can either write the answers with pencil or type it up on the
computer.
|
9.1
Guide personal goal-setting and expectations
The students now
that their effort shows in their work. The teacher does not want to know what
the anchor chart, mini book or neighbor has to say about text features. The
information has to come from their own knowledge.
|
|
3.4
Support memory and transfer
Students
will not be able to see the anchor charts or their mini book to seek
information.
|
6.1
Guide effective goal setting
The students are
reminded that this lesson has a goal, and in order to reach that goal they
have to do their very best.
|
9.3
Develop self-assessment and reflection
Students
will have a chance to reflect on why they chose their answer and if it is
wrong they can correct it on a separate sheet of paper.
|
UDL
Assignment Rubric
|
Evaluation Areas
|
Exceeds Expectations
A
|
Meets Expectations
B
|
Does Not Meet
C
|
Points
|
|
|
25-23
points
|
22
-20 points
|
19-
less
|
|
|
Multiple Means of Representation
|
Project
incorporates at least 6 elements from this
area of the UDL framework
(checklist filled out)
|
Project
incorporates at least 4 elements from this
area of the UDL framework
(checklist filled out)
|
Project
incorporates 2
or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
|
|
Multiple Means of Action and Expression
|
Project
incorporates at least 6 elements from this
area of the UDL framework
(checklist filled out)
|
Project
incorporates at least 4 elements from this
area of the UDL framework
|
Project
incorporates 2
or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
|
|
Multiple Means of Engagement
|
Project
incorporates at least 6 elements from this
area of the UDL framework
(checklist filled out)
|
Project
incorporates at least 4 elements from this
area of the UDL framework
(checklist filled out)
|
Project
incorporates 2
or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
|
|
|
15-14
|
13-12
|
11-
|
|
|
Multimedia
Elements
|
Project
contains a wide variety of graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project
contains a few graphic design
elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
Project
contains a variety of graphic design elements: embedded videos, pictures,
hyperlinks, clip art, etc.
|
/15
|
|
|
10-9
|
8
|
7
|
|
|
Presentation
|
Overall
editing is accurate and presentation is effective (spelling,
grammar, punctuation, formatting,
font, text size, esthetics, etc)
|
Some
basic editing and presentation mistakes
(spelling, grammar, punctuation, formatting, font, text size, esthetics, etc)
|
Several
editing and presentation mistakes
|
/10
|
|
|
Overall
Total Points
|
/100
|
||
Please
submit the checklist below with your project (hyperlink for your UDL blog) and annotate
which elements you have incorporated and where:
|
Brain Network
|
UDL Principle
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Recognition Networks
“What”
  |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Strategic
Networks
“How”
 |
II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Affective Networks
“Why”
 |
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
|
||||||||||||||||||||||||||||||||||||||||||||||||
