UDL Lesson Plan Framework 4th Grade

Title:  Shiloh

Author: Phyllis Reynolds Naylor

Subject: Writing

Grade Level: 4th

State Standard(s):  CCSS.ELA-LITERACY.W.4.9.A

Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

Lesson Goals after reading the book "Shiloh", students will write an essay describing the events in the book and what the character is going through. Students will write about what they would do if they were in one of the main characters positions.

Instructional Methods
Prior knowledge: Read Shiloh 

Anticipatory Set

• Students will get their copy of the book to look through during whole group discussion.
• Students will discuss the book as a class of what they think the main conflict.
• As we close discussion, I will pull up a video of the summary of the book as a quick review
• I will ask the students questions such as
  "What would you do if you were in the main characters position?"
  "How did the book make you feel?"
  "What do you think the moral of the story was?"
• Students will go back to their desk 

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 will watch the summary video of Shiloh as a quick review. 3.1 Activate or supply background knowledge The students are questioned about their background knowledge	6.4 Enhance capacity for monitoring progress The students will participate in group discussion while answering questions the teacher asks. I will walk around as they write their essay about how they would handle the conflict as a form of formative assessment.	8.3 Foster collaboration and communication The students are interacting with other students as well as the teacher. Each are sharing their own views on the story.

Introduce and Model New Knowledge

• Students will discuss what they know about cause and effect
• I will introduce the Cause and Effect anchor chart
• Once students are aware of how to use a cause and effect chart, we will use text to self real life connections
• We will discuss the main characters and how their personalities portray them as characters and their role in the story
• Students will create their own character trait paper about themselves to use as a text to world example 
  
   
  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Offer ways of customizing the display of information Students will see an anchor chart of cause and effect and create their own anchor chart about the book.  1.3 Offer alternatives for visual information Anchor charts will have pictures as well as description	6.3 Facilitate managing information and resources The students will write their essay based on what they put in their cause and effect anchor chart	9.2 Facilitate personal coping skills and strategies The students will relate to the characters in the text through real life experiences.

Guided Practice

• Students will watch a video over descriptive writing
• This will help them write detailed essays and express their thoughts

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate through multiple media The students will watch a short video on descriptive writing 1.2 Offer alternatives for auditory information Students who have auditory issues will be seated closer to the smartboard.	6.4 Enhance capacity for monitoring progress Students will refer to cause and effect chart while I ask them questions about the book such as "Who was the villain", "What what do you think their reasoning for their actions was", and so on. This will help them write their essay over the book.	8.3 Foster collaboration and communication Students will work in their table groups to form a story web to form what they will write about in their individual essays. This will give students a wider range of ideas.

Independent Practice

Students will watch a video over Chronological order before writing their essay

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 The video provides clarification of structure for their essays and what is expected from their writing form.	7.1 Optimize individual choice and autonomy The students have the choice over what parts of the book they want to write about. They can write about real life events they can use to relate to the story or just what they think about the story.	8.1 Heighten sailence of goals and objectives Students will revise through editing while staying focused on the goal of the papers topic.

Wrap-up

To conclude the lesson, I will walk around the room to check on students progress. I will check their web ideas and make sure they applied the given information such as the short videos we watched in class to form their essay. I will check students work to see if there is anything that needs to be corrected.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing, visualization, and manipulation The teacher will make sure students are on task, checking if their idea webs match their rough draft as well as staying on task in their writing.	6.1 Guide appropriate goal-setting By checking with the students and having them do the following assignments such as creating idea webs for their writing, I am reminding them of the goal they are to achieve while using a checklist as we go along.	8.3 Foster collaboration and communicationI will review students rough drafts one on one to make sure their paper flows and focuses on the topic they are discussing linking to the introduction. I will provide feed back so students can make corrections

Assessment
 Using formative assessment, I will check on the students work as they put their ideas in place by looking at their cause and effect charts as well as character traits they formed. I will walk around the room to see every student is staying on task. In their final paper, they will have fixed what was marked from their rough draft and used descriptive words to describe character traits in their paper. Students will pull out their personal traits paper they created previously to look back on if they need help describing their character.Students will wwrite a persuasive essay on why they chose to write about their character or relate to that character

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 I will provide students their own copy of the checklist I will use to grade their paper so they can double check their work before turning it in.	5.2 Use multiple tools for construction and composition Students will use their list of descriptive words they created about themselves to construct theirs on the character and make sure the words are in fact descriptive.	7.3 Minimize threats and distractions Students will present their character analysis to the class in their groups they work with and explain why they chose that character. Students will get participation points for listening while others present.

Materials

• Smartboard
• Checklists
• Graphic Organizers
• Pencils
• Papers
• Anchor Charts
• YOUTUBE 
• Class copies of Shiloh