UDL
Lesson Plan Writing 4th Grade
Title: Esperanza Rising
Author: Pam Munoz Ryan
Subject: Writing
Grade
Level:
4th grade
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 text Esperanza Rising
the students will write an essay relating with Esperanza to a time in their life
where something dramatically changed. The students will make text to self analysis
in giving an example of what changed their life why and how they adjusted to
what was new.
Instructional
Methods
Prior
Knowledge: Have read Esperanza Rising
How to write a 5 paragraph essay
Anticipatory
Set:
·
The students will have read Esperanza
Rising over the past few weeks. Now that the class as a whole has finished the
book we will discuss how her life changed and it effects. I will make sure
students are aware of how much her life changed so that they can relate and
prepare for writing.
·
First I will ask the students to gather their
copy of Esperanza Rising and journal with notes from the story and come to the
front of the classroom to have a whole group discussion.
·
The students will group at the carpet
where the smart board is located and pre pare to watch a short video that recaps
the book to jog their memory.
·
Once students have watcher the summary
of the book we will then start a discussion.
·
As the teacher I will lead the
discussion by asking questions
o
What is the first thing that changed in
Esperanza’s life?
o
How does this affect her?
o
What is another event that takes place
that changes Esperanza’s life?
o
How does this affect her?
o
Where do Esperanza and her mother move?
o
What is happening at the time they move
to the United States
·
This is when I will introduce a history back
ground mini lesson on The Great Depression. The students will watch a short
clip over the great depression and then we will discuss characteristics of what
a depression is.
·
As the teacher I will lead the
discussion by asking questions?
o
What was The Great Depression?
o
What was an effect of The Great
Depression?
o
What is unemployment?
o
What are traits of being poor?
·
I will then lead students back to
thinking about Esperanza living in The Great Compression. The students will then be asked to pair share
what is different about her life now as to what it used to be when she lived happily
in Mexico.
·
Once students are done they will then go
back to their desk to be introduced to New Knowledge.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.1 Activate or supply background
knowledge
The
students are recalling information from the text Esperanza Rising. The
students are also learning back ground knowledge in The Great Depression to
better relate to the story.
|
5.1 Use multiple media for
communication
The
students are watching two different videos. One is a summary of the book
Esperanza Rising, second is a short clip from the History Channel of
historians discussing The Great Depression.
|
8.3 Foster collaboration and
communication
The
students are engaged in conversation with teacher and other students. Each
are sharing what they know or think about the book and the videos.
|
Introduce
and Model New Knowledge:
·
The students will now be at their
individual desk. The students are now going to be introduced to Cause and
Effect and Text to self in a mini lesson.
·
I will start with Cause and Effect and
ask students what they may already know about it. The student will raise hands
and answer when called on
·
I will then make an anchor chart
explaining cause and effect
·
Once students have established an
understanding for cause and effect we will continue to move on to Text to self.
·
The students will now be introduced to
text connections. They will need to know this for their writing assessment.
·
I will create another anchor chart for
text connection.
·
Once students have mastered the concept of
text connections. I will then direct the students to focusing on only text to
self. The students will communicate at their tables with what exactly text to
self means and a time they have related to a book, with their table groups.
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
The
students will see two different anchor charts as representation of cause and
effect and text connection.
1.3 Offer alternatives for visual
information
Written
anchor charts for students to be able to look at for representation.
|
6.3 Facilitate managing information
and resources
The
students will use the information and anchor chart resources for writing
their essay.
|
9.2 Facilitate personal coping skills
and strategies
The
students are learning to make connections with themselves from the text. This
is giving the students engagement in coping skills.
|
Guided
Practice:
·
Frist students will watch a short clip
about text to self-connections to reinforce the prior learning.
·
Then the students will practice text to
self by filling out the provided work sheet.
·
The students are to find three things in
the book Esperanza Rising that they can connect to them. The students will use
the book to help them find events that they can relate to. I will walk around
the classroom checking working and making sure students understand the concept
of making text to self-connection.
·
Before moving on I will have checked
every students work to make sure that they have connected to Esperanza Rising
and have mastered text to self.
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 text to self-connections.
3.4 Maximize transfer and generalization
The
students are to transfer their new knowledge of text connection to just
relating to text to self.
|
6.1 Guide appropriate goal-setting
It
is appropriate that the students are only making three short text to self-connection.
|
7.3 Minimize threats and distractions
The
students are back at their own seats and almost independently working with
the help of me walking around to each to check and make sure they are on the
right page.
|
Independent
Practice:
·
For independent practice the students
are to now practice writing their about a time that their life changed
dramatically like Esperanza’s. The students are to give specific details from
the text that relate to a cause and effect in their own person life.
·
I will pass out an essay out line. This
is for the students to organize their idea and prepare for their essay.
·
The students will independently work on
filling out the outline. This is a way for the students to clearly organize their
thought before writing the real 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
students are getting a clear structure outline of how the essay will be that
they are writing over the given topic tied to Esperanza Rising.
|
7.1 Optimize individual choice and
autonomy
The
students are getting the freedom to write about any personal experience that
he or she may have relating to the topic of the essay.
|
9.2 Facilitate personal coping skills
and strategies
The
students are recalling what can be a tragedy that has happened in their life.
The students will need to be accepting of the topic he or she chooses.
|
Wrap-up
·
To wrap up the lesson I will as every
student to individually meet with me at the back table.
·
This will be a pre-conference to their essay
writing.
·
I will look over students essay outline.
·
I will check to see if students are
going in the right direction with their topic choice, as well as, guide them if
they need assistance.
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
I
will make sure students are on the right track with essay. If not I will be
guiding them to a better understanding of the topic.
|
6.1 Guide appropriate goal-setting
The
students are being guided to their goal of writing an essay. I am guiding as
to creating steps and check points along the way to help students.
|
8.3
Foster collaboration and communication
The students are collaborating with me the teacher
in communicating the thought process they are using to prepare for writing.
|
Assessment
Formative
(Informal - written):
·
Assessment for this lesson is a final
draft essay.
·
After reading the text Esperanza Rising
the students will write an essay relating with Esperanza to a time in their
life where something dramatically changed. The students will make text to self-analysis
in giving an example of what changed their life why and how they adjusted to
what was new.
·
I will grade the essay using a Rubric
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
Using
a rubric I can display feedback and information as to why I gave a certain
grade.
|
4.1 Vary the methods for response and
navigation
The
rubric provides me with a way to respond to the students writing and score as
I navigate through their essay.
|
9.3 Develop self-assessment and
reflection
The
students will be given their essay back with a rubric they can then reflect
on their scores and grading.
|
Materials
·
Copy of Esperanza Rising
·
Journals
·
Smart Board
·
Internet
·
Large paper for anchor chart
·
Markers
·
Text to self worksheet
·
Outline of essay worksheet
·
Rubric
·
Paper
·
Pencil
