Amanda Wachter's Project 2 for EDU 528

8/14/2019 Amanda Wachter's Project 2 for EDU 528

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Lesson Title: Integrating Peace at Last by Jill Murphy & Sleepy time Poetry

Teacher Name: Amanda Wachter

Subject: English Language Arts Grade Level: 1Time Required (days; time/day): 1 day; ELA Session; 25-30 minutes

Topic: Bedtime Discussion and Dreams

Essential Question: Will students be able to take the bedtime situation in the story Peaceat Last and apply it to their life?Pre-requisites (Prior Knowledge):

Students will need to be able to comprehend the story Peace at Last in the Harcourt text.

Students will need to know their five senses (hearing, seeing, touch, smell, taste).

Students will need to be able to organize their thoughts in a picture and chart format.

STAGE 1 - DESIRED RESULTSA. Content Area Standard(s): (include complete standard, not just standard #)NYS ELA Standards:

Standard 1: Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas; discover relationships,

concepts, and generalizations; and use knowledge generated from oral, written, and

electronically produced texts. As speakers and writers, they will use oral and written

language to acquire, interpret, apply, and transmit information.

Standard 2: Students will read, write, listen, and speak for literary response and

expression. Students will read and listen to oral, written and electronically produced texts

and performances, relate texts and performances to their own lives, and develop an

understanding of the diverse social, historical, and cultural dimensions the texts and

performances represent. As speakers and writers, students will use oral and written

language for self-expression and artistic creation.Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues

presented by others using a variety of established criteria. As speakers and writers, they

will present, in oral and written language and from a variety of perspectives, their opinions

and judgments on experiences, ideas, information and issues.

Standard 4: Students will read, write, listen, and speak for social interaction.

Students will use oral and written language for effective social communication with a wide

variety of people. As readers and listeners, they will use the social communications of

others to enrich their understanding of people and their views.B. Intended Learning Outcome Define what students will know and be able to do and at what

level of mastery they should be able to do it. NOTE: Add/subtract rows from below each columnheading,Student will know Student will be able to

-the plot and situational problem in the story

Peace at Last-their past experiences at bedtime when they

couldnt fall right to sleep-what a poem looks like and sounds like

-the purpose of a poem

-share their bedtime experience to the class and

teacher-listen to peer experience when they couldnt

get to sleep at bedtime-figure out who had similar experiences to their

own experience at bedtime


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-the description of their perfect dream -pin point who has different experiences than

they do at bedtime-chart similarities and differences by the end of

the lesson

STAGE 2 - ASSESSMENT EVIDENCEStudents will demonstrate their learning/understanding in the following way(s):A. Teacher-Created Assessments:Pre-test:

Teacher will informally assess by creating a

chart entitled Awake at Bedtime. Theteacher will assess students as they help fill

in chart with responses generated from a

journal entry read prior. They will explain

what Miss Wachter did when she couldntsleep, what she heard at night while she was

wide awake, and what she saw as she laid

awake.

Post-test:

Teacher will give students a chart to fill in as

they converse with peers about a time when

they couldnt fall asleep. Students will fill in

three different columns of information that

will ask them to discuss their experiences,

experiences that are the same as theirs, and

experiences that contrast their own.

B. Performance Assessments:Pre-test: Students will be informally assessed on their comprehension of the journal entry

read to them at the opening of the lesson.

Post-test: The teacher will assess student ability to apply the situation in the story Peace atLast to their own life. Students will be asked to think of their own strategy when they cant

seem to fall asleep at night. After students record their experience, they will meet in small

groups to discuss all experiences together. Students will need to take what was said in the

conversation and decide who had similar experiences as them and who had different

experiences as them. They will need to fill in the last two columns of the chart with

information gathered from the small group discussion. Students will be assessed on

application of real life events to the story read prior and the ability to differentiate between

similarities and differences.

C. Other Assessments (e.g., Peer, Self): NoneD. Assessment Adaptations:-Students will be allowed to pictorially draw their information in on the chart sheet if

specified as best practice in the IEP. (Adaptation for visual learner)

-Students will also be allowed to conference with the teacher and orally tell their

information for each column in the table if specified as best practice in the IEP. (Adaptationfor audio learner)

-Students will be able to role play their experience, experiences that are the same as theirs,

and experiences that are different than their own if specified as best practice in the IEP.

(Adaptation for mobile learner)STAGE 3 - LEARNING PLAN

A. Learning Activities1. Instructional Strategies/Learning Activities:


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(e.g., demonstration, discussion, small groups, role play, etc.)-Whole group discussion

*Charting responses

*Discussing poetry examples and its meaning

*Listening to poems off of the C.D. player

-Small group discussion*Charting responses to be turned in (adaptations include drawing, orally conferencing, and

role play)

-Wrap-up extension activity about dreams

2. Introducing the Lesson: (capturing students attention, activating students priorknowledge).

The teacher will have the children gather around as she turns out the lights and grabs a

flashlight. She will explain that the following journal entry was written by her when she

was a little girl. The journal entry will describe a nightwhen she couldnt fall asleep. Her

entry will help children recall a time when they were in a similar situation.

3. Instructional Sequence:(Representingthe content: teaching/learning activities, connecting to students prior knowledge,etc.) Complete the following two columns, showing teacher activity in correspondence withstudent activity. Add/subtract rows as needed.

Teacher activity (The teacher is doing.) Student activity (The student is doing)1. Teacher will gather students on the

floor and open the lesson by reading a

journal entry from her diary.

2. Teacher will chart responses that

students give to her during whole classdiscussion.

3. Teacher will discuss the significance ofa poem.

4. Teacher will play a few examples ofwhat a poem sounds like off of the C.D.

player.

5. Teacher will assign children to smallgroups to hold discussions about

bedtime experiences. She will hand out

the three column chart to be completed

by the end of the discussion.

6. Teacher will move around the roomand monitor student discussions;

redirecting if necessary. Teacher will

do an over the shoulder check to see

that students are filling out their charts.

7. Teacher will collect and check to makesure that all columns are filled in.

Teacher will be available to hear oral

adaptations to the chart. Teacher will

1. Students will listen to the teacher readher journal entry about a night time

experience she had when she was a

little girl.

2. Students will respond with a raisedhand to chart prompts addressingcomprehension of the journal entry

read to them.

3. Students will respond to poemdiscussion by asking any further

questions they may have about poetry.

4. Students will listen to the few poetryexamples played on the C.D. player.

5. Students will move to groups assignedand begin by filling out the middle

column about their own experiences.

6. Students will share each of theirbedtime experiences by going around

the table and giving each person a turn

to speak.

7. Students will fill in the remaining twocolumns on their chart worksheet and

turn in when finished.

8. Students will begin working on theirSweet Dreams pillow pattern


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also take this time to take role players

aside and watch their role playing

response.

8. Teacher will hand out pillow patternworksheet to early finishers.

worksheets if they finish early.

B. Adaptations to the Instructional Sequence to Differentiate:Instructional sequence was created while keeping the multiple intelligences in mind.

Delivery methods such as having directions read to the student or extra time given for

lesson segments will be used throughout the lesson for students in need. If the child tends

to not work well in groups then the child may discuss with an aide if present or the teacher.C. Discussion and Assessment of Learning: (Pointing out to students how what they arelearning is related to the driving question; assessing students learning as a result of the lesson)

Driving Question: Will students be able to take the bedtime situation in the story Peace at

Last and apply it to their life?

-Teacher will make a point to mention to the students that they are applying the storyscontent to their lives and that is an important skill to be learned. They will be told that their

ability to compare their experiences to others experiences is another needed skill. This will

all be stated before students move to their small discussion groups.

-Students learning will be assessed by reviewing the post-test chart worksheet. Theinformation present on that handout will help the teacher see what the student got out of

the lesson and peer discussion.D. Closure:

1. Overall Closure Plans:

The lesson will close with students finishing up their post-test worksheet and by starting

the pillow pattern handout. This pillow pattern sheet will show illustrations of what their

sweetest dream includes. This activity is a contrasting extension to the trouble sleeping

lesson.2. Extensions for Early Finishers:

Students will begin drawing images in their Sweet Dream pillow handout.3. Alternate strategies for struggling students or those who learn differently:

Students may start to brainstorm their Sweet Dream ideas and orally tell a classroom aidor teacher. The aid or teacher can take note of their ideas so that the student has record of

their thinking.E. Procedures: (both already established procedures to be used, and procedures to be taughtfor this lesson)

Already established:

-Whole group discussion procedures

-Group work procedures

-Completing assignments to be graded

-Early finisher procedures

Procedures to be taught:

-Poetry concepts


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LESSON DEVELOPMENT RESOURCESA. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)C.D. player for poetry listening segment of the lessonB. Parent/Community Resources:

Teachers journal from her childhoodC. Contact Information:Teacher Contact:[email protected]. Resources:

English Language Arts Standards. Retrieved April 1, 2008, from Web site:

http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html.

Harcourt, (1995). Treasury of Literature. New York: Harcourt Brace.
mailto:[email protected]:[email protected]:[email protected]://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.htmlhttp://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.htmlhttp://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.htmlmailto:[email protected]


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Lesson Title: Integrating Peace at Last by Jill Murphy, Dreaming & Digital Booking

Teacher Name: Amanda Wachter

Subject: English Language Arts, Technology Grade Level: 1Time Required (days; time/day): 1 day (or additional 2 days depending on teacher) ELA

Session 1; 25-30 minutes; ELA Session 2 Lab 30 minutes; Session 2 Digital Booking 30-45

minutesTopic: Bedtime Discussion and Dreams

Essential Question: Will students be able to take the bedtime situation in the story Peaceat Last and apply it to their life?Will students successfully take their pillow pattern ideasand insert them electronically on a digital booking Internet site?Pre-requisites (Prior Knowledge):

Students will need to be able to comprehend the story Peace at Last in the Harcourt text.Students will need to know their five senses (hearing, seeing, touch, smell, taste).

Students will need to be able to organize their thoughts in a picture and chart format.

Students will need to be familiar with navigating through the CAST UDL Book Builder site.

STAGE 1 - DESIRED RESULTSA. Content Area Standard(s): (include complete standard, not just standard #)NYS ELA Standards:

Standard 1: Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas; discover relationships,

concepts, and generalizations; and use knowledge generated from oral, written, and

electronically produced texts. As speakers and writers, they will use oral and written

language to acquire, interpret, apply, and transmit information.

Standard 2: Students will read, write, listen, and speak for literary response and

expression. Students will read and listen to oral, written and electronically produced textsand performances, relate texts and performances to their own lives, and develop an

understanding of the diverse social, historical, and cultural dimensions the texts and

performances represent. As speakers and writers, students will use oral and written

language for self-expression and artistic creation.

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues

presented by others using a variety of established criteria. As speakers and writers, they

will present, in oral and written language and from a variety of perspectives, their opinions

and judgments on experiences, ideas, information and issues.

Standard 4: Students will read, write, listen, and speak for social interaction.

Students will use oral and written language for effective social communication with a widevariety of people. As readers and listeners, they will use the social communications of

others to enrich their understanding of people and their views.

ISTE NETS*T Standards:

1. Facilitate and Inspire Student Learning and Creativity


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Teachers use their knowledge of subject matter, teaching and learning, and technology to

facilitate experiences that advance student learning, creativity, and innovation in both face-

to-face and virtual environments. Teachers:

a.promote, support, and model creative and innovative thinking

and inventiveness.

b.engage students in exploring real-world issues and solving

authentic problems using digital tools and resources.

c.

promote student reflection using collaborative tools to reveal and

clarify students' conceptual understanding and thinking, planning,

and creative processes.

d.

model collaborative knowledge construction by engaging in

learning with students, colleagues, and others in face-to-face and

virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment

incorporating contemporary tools and resources to maximize content learning in context

and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers:

a.

design or adapt relevant learning experiences that incorporate

digital tools and resources to promote student learning and

creativity.

b.

develop technology-enriched learning environments that enable

all students to pursue their individual curiosities and become

active participants in setting their own educational goals,

managing their own learning, and assessing their own progress.

c.

customize and personalize learning activities to address students'

diverse learning styles, working strategies, and abilities using

digital tools and resources.

d.

provide students with multiple and varied formative and

summative assessments aligned with content and technology

standards and use resulting data to inform learning and teaching.

B. Intended Learning Outcome Define what students will know and be able to do and at whatlevel of mastery they should be able to do it. NOTE: Add/subtract rows from below each columnheading,

Student will know Student will be able to

-the plot and situational problem in the story

Peace at Last-their past experiences at bedtime when they

couldnt fall right to sleep-what a poem looks like and sounds like

-share their bedtime experience to the class and

teacher-listen to peer experience when they couldnt

get to sleep at bedtime-figure out who had similar experiences to their


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-the purpose of a poem-the description of their perfect dream

own experience at bedtime-pin point who has different experiences than

they do at bedtime-chart similarities and differences by the end of

the lesson-take Sweet Dream items in their pillow

pattern and transfer it to a digital book page on

the CAST UDL Book Builder site

STAGE 2 - ASSESSMENT EVIDENCEStudents will demonstrate their learning/understanding in the following way(s):A. Teacher-Created Assessments:Pre-test:

Teacher will informally assess by creating a

chart entitled Awake at Bedtime. The

teacher will assess students as they help fillin chart with responses generated from a

journal entry read prior. They will explain

what Miss Wachter did when she couldntsleep, what she heard at night while she was

wide awake, and what she saw as she laid

awake.

Session 2

Pre-test:

An informal assessment will take place in

the school computer lab as the CAST UDL

site is explained to the students. Teacherwill conclude if students understand how to

navigate around the site based on their

observations.

Post-test:

Teacher will give students a chart to fill in as

they converse with peers about a time when

they couldnt fall asleep. Students will fill inthree different columns of information that

will ask them to discuss their experiences,

experiences that are the same as theirs, and

experiences that contrast their own.

Session 2

Post-test:

A checklist assessment will take place after

the student finishes their page in a digital

book created by every member of the class.The checklist will have the following

criteria:

Page reflected what was drawn on the

pillow pattern ______

Page was creative _______

Page expressed mood of dream effectively

______

Page was original ______

Page included a sentence or two describing

their sweetest dream _______B. Performance Assessments:Pre-test: Students will be informally assessed on their comprehension of the journal entry

read to them at the opening of the lesson.

Pre-test 2: Students will be assessed on their ability to pay attention during the CAST UDL

Book Builder tutorial session.

Post-test:The teacher will assess student ability to apply the situation in the story Peace atLast to their own life. Students will be asked to think of their own strategy when they cant


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seem to fall asleep at night. After students record their experience, they will meet in small

groups to discuss all experiences together. Students will need to take what was said in the

conversation and decide who had similar experiences as them and who had different

experiences as them. They will need to fill in the last two columns of the chart with

information gathered from the small group discussion. Students will be assessed on

application of real life events to the story read prior and the ability to differentiate betweensimilarities and differences.

Post-test 2: The student created digital book page will be assessed using the following

criteria stated above.

The checklist will have the following criteria:

Page reflected what was drawn on the pillow pattern ______

Page was creative _______

Page expressed mood of dream effectively ______

Page was original ______

Page included a sentence or two describing their sweetest dream _______C. Other Assessments (e.g., Peer, Self):

An extended activity in response to Session 2 could have students peer evaluate the classmade digital book. They could describe what they liked about the book, what their favorite

page was, etc.D. Assessment Adaptations:-Students will be allowed to pictorially draw their information in on the chart sheet if

specified as best practice in the IEP. (Adaptation for visual learner)

-Students will also be allowed to conference with the teacher and orally tell their

information for each column in the table if specified as best practice in the IEP. (Adaptation

for audio learner)

-Students will be able to role play their experience, experiences that are the same as theirs,

and experiences that are different than their own if specified as best practice in the IEP.

(Adaptation for mobile learner)-Criteria set up for evaluating the digital book page can be omitted or modified depending

on the student assessed. This modification would be done on a case by case basis.STAGE 3 - LEARNING PLAN

A. Learning Activities1. Instructional Strategies/Learning Activities:(e.g., demonstration, discussion, small groups, role play, etc.)-Whole group discussion

*Charting responses

*Discussing poetry examples and its meaning

*Listening to poems off of the C.D. player

-Small group discussion*Charting responses to be turned in (adaptations include drawing, orally conferencing, and

role play)

-Wrap-up extension activity about dreams

Session 2 Lab:

-Whole group CAST UDL Book Building demonstration

Session 2 Book Building:

-Independent work time on the computer


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2. Introducing the Lesson: (capturing students attention, activating students priorknowledge).

The teacher will have the children gather around as she turns out the lights and grabs a

flashlight. She will explain that the following journal entry was written by her when she

was a little girl. The journal entry will describe a night when she couldnt fall asleep. Herentry will help children recall a time when they were in a similar situation.

Session 2 Lab:

The teacher will have students watch on their computer screens as the teacher controls

where the tutorial leads. The teacher will start off by showing the students some model

digital books that other classes have done and posted on the site.

3. Instructional Sequence:(Representing the content: teaching/learning activities, connecting to students prior knowledge,etc.) Complete the following two columns, showing teacher activity in correspondence withstudent activity. Add/subtract rows as needed.

Teacher activity (The teacher is doing.) Student activity (The student is doing)1. Teacher will gather students on the

floor and open the lesson by reading a

journal entry from her diary.

2. Teacher will chart responses thatstudents give to her during whole class

discussion.

3. Teacher will discuss the significance ofa poem.

4. Teacher will play a few examples ofwhat a poem sounds like off of the C.D.

player.

5. Teacher will assign children to smallgroups to hold discussions about

bedtime experiences. She will hand out

the three column chart to be completed

by the end of the discussion.

6. Teacher will move around the roomand monitor student discussions;

redirecting if necessary. Teacher will

do an over the shoulder check to see

that students are filling out their charts.

7. Teacher will collect and check to makesure that all columns are filled in.

Teacher will be available to hear oral

adaptations to the chart. Teacher will

also take this time to take role players

aside and watch their role playing

response.

8. Teacher will hand out pillow patternworksheet to early finishers.

9. Teacher will show the students a few

1. Students will listen to the teacher readher journal entry about a night time

experience she had when she was a

little girl.

2. Students will respond with a raisedhand to chart prompts addressing

comprehension of the journal entry

read to them.

3. Students will respond to poemdiscussion by asking any further

questions they may have about poetry.

4. Students will listen to the few poetryexamples played on the C.D. player.

5. Students will move to groups assignedand begin by filling out the middle

column about their own experiences.

6. Students will share each of theirbedtime experiences by going around

the table and giving each person a turn

to speak.

7. Students will fill in the remaining twocolumns on their chart worksheet and

turn in when finished.

8. Students will begin working on theirSweet Dreams pillow patternworksheets if they finish early.

9. Students will follow along with theteachers digital book tutorial on their

computer screen.

10.Students will begin working on theirdigital book page and will wait until the


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examples of what digital books look

like.

10.Teacher will show students how to getto a blank digital book page template.

11.Teacher will show students where theycan find tools to jazz up their digital

book page.

12.Teacher will give students 30-45minutes to create their digital book

page.

13.Teacher will save each students pageas they finish so that she can upload

and combine all student work to create

one class-written Sweet Dreams

digital book.

teacher saves their work before closing

out of the CAST UDL Book Building site.

11.Students will have free time on ateacher-approved gaming site until all

students are done with their digital

book page.

B. Adaptations to the Instructional Sequence to Differentiate:Instructional sequence was created while keeping the multiple intelligences in mind.

Delivery methods such as having directions read to the student or extra time given forlesson segments will be used throughout the lesson for students in need. If the child tends

to not work well in groups then the child may discuss with an aide if present or the teacher.

Session 2 Lab & Book Building:

Close monitoring by teacher or class aid will be done for students needing extra assistance

during the lab tutorial and book building segment. Re-explanation will be made available to

students that need extra scaffolding and academic support.C. Discussion and Assessment of Learning: (Pointing out to students how what they arelearning is related to the driving question; assessing students learning as a result of the lesson)

Driving Question: Will students be able to take the bedtime situation in the story Peace atLast and apply it to their life?

-Teacher will make a point to mention to the students that they are applying the storyscontent to their lives and that is an important skill to be learned. They will be told that their

ability to compare their experiences to others experiences is another needed skill. This willall be stated before students move to their small discussion groups.

-Students learning will be assessed by reviewing the post-test chart worksheet. The

information present on that handout will help the teacher see what the student got out of

the lesson and peer discussion.


Driving Question: Will students successfully take their pillow pattern ideas and insert them

electronically on a digital booking Internet site?

The teacher will explain to students that they will take their ideas from a previous activity

and transfer them onto a new platform.D. Closure:

4. Overall Closure Plans:

The lesson will close with students finishing up their post-test worksheet and by starting

the pillow pattern handout. This pillow pattern sheet will show illustrations of what their

sweetest dream includes. This activity is a contrasting extension to the trouble sleeping

lesson.



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The teacher will end the computer lab activity by saving all student work manually. She will

upload every students page and put the class-made book together during prep periods. She

will have students play quietly on approved gaming sites until all students are done with

the digital book task.

5. Extensions for Early Finishers:Students will begin drawing images in their Sweet Dream pillow handout.


Students will be allowed to have free time on teacher-approved gaming sites until the

whole class has finished their task.6. Alternate strategies for struggling students or those who learn differently:

Students may start to brainstorm their Sweet Dream ideas and orally tell a classroom aid

or teacher. The aid or teacher can take note of their ideas so that the student has record of

their thinking. *If students are not hands on or visual learners, they may opt to showcase

their book page in another way. A conference with the teacher is needed to gain approval of

alternate route.*

E. Procedures: (both already established procedures to be used, and procedures to be taughtfor this lesson)

Already established:

-Whole group discussion procedures

-Group work procedures

-Completing assignments to be graded

-Early finisher procedures

Procedures to be taught:

-Poetry concepts

-Navigation throughout CAST UDL Book Builder site

-Building a digital book page (Session 2 Lab & Book Building)LESSON DEVELOPMENT RESOURCES

A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)C.D. player for poetry listening segment of the lesson

Prep: Scheduling computer lab sessions

Planning tutorial demonstration before involving students

http://bookbuilder.cast.org/

B. Parent/Community Resources:

Teachers journal from her childhood


Parent permission to have their child access the Internet and work on the computerC. Contact Information:

Teacher Contact:[email protected]

Digital Booking Website:http://bookbuilder.cast.org/D. Resources:

CAST UDL Book Builder Web site:http://bookbuilder.cast.org/

English Language Arts Standards. Retrieved April 1, 2008, from Web site:
http://bookbuilder.cast.org/http://bookbuilder.cast.org/mailto:[email protected]:[email protected]:[email protected]://bookbuilder.cast.org/http://bookbuilder.cast.org/http://bookbuilder.cast.org/http://bookbuilder.cast.org/http://bookbuilder.cast.org/http://bookbuilder.cast.org/http://bookbuilder.cast.org/http://bookbuilder.cast.org/mailto:[email protected]://bookbuilder.cast.org/


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http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html.

Harcourt, (1995). Treasury of Literature. New York: Harcourt Brace.

ISTE NETS*T Standards. Retrieved October 20, 2009, from Web site:

http://www.iste.org/AM/Template.cfm?Section=NETS

Student Handout:
http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.htmlhttp://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.htmlhttp://www.iste.org/AM/Template.cfm?Section=NETShttp://www.iste.org/AM/Template.cfm?Section=NETShttp://www.iste.org/AM/Template.cfm?Section=NETShttp://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html


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Sweet Dreams Pillow Pattern for end of Lesson 1/Beginning of Lesson 2

(Will be enlarged for student use.)

Name: ________________


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Student Handout:

Group Comparison Chart for Lesson 1

Name: __________________________________________

Who?

How is your classmate the

same as you during times when

you cant sleep?

Why couldnt I sleep?

What did I see?

What did I hear?

Other interesting information:

Who?

How is your classmate different

from you during times when

you cant get to sleep?

Same as

Me

MyBedtime

Experience

Different

than Me


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*****Snips taken from CAST UDL Book Building site for Session 2****

Documents

Amanda Wachter's Project 2 for EDU 528