Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9th, 2014 Subject: English Language Arts NYS Common Core Standard:

RL.5 Reading Standards for Literature Cluster – Key Ideas and Details Standard – RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Behavioral Objective: Student will be able to … 1- Utilize and complete a graphic organizer as a strategy for identifying the main idea (1) and

three supporting details.

Materials Needed: 1- Mystery Flats by Rosalyn Hart Finch passage

a. http://www.nylearns.org/module/assessment/questions/Search/#assessmentsearch

2- Malaria is Still a Problem in Africa article a. http://kids.nationalgeographic.com/kids/stories/spacescience/malaria/ b. Malaria is Still a Problem in Africa voice thread -

https://voicethread.com/share/5637327/ 3- “Main Idea and Supporting Details” graphic organizer – paper version and computer word

processor version a. Pencil/ black pen (one per student)

4- Voki – text to speech web application a. http://www.voki.com

Procedures: -- Activating Prior Knowledge: - I will start the lesson with a guided discussion in regards to reviewing the strategy we practiced last week. I will tell students that today we will be practicing the same skill, however we will be approaching the text a little differently than we did last week.

- Students will engage in a short activity in which they will be given the choice to tell their classmate a short summary of either a favorite chapter of a certain book, a favorite part of a movie/television show, or something they did over the weekend. (Culturally Responsive) - Upon completion of the short summary, the listener’s role is to determine the main idea of what their classmate just recited. Students will switch roles so that both have a turn to tell a story and determine the main idea.

- The purpose of this short introductory activity is to have students start thinking about what it means to determine the main idea of a bulk of information.

- As a means of building off of the student’s prior knowledge, I will refer back to the passage from last session titled, “Mystery Flats” as I model the strategies students will be learning during this lesson. Teacher Modeling - Next, I will present students with the “Main Idea and Supporting Details” graphic organizer. I will walk students through each component of the graphic organizer and model how to complete it using the passage, Mystery Flats.

- I will have students turn and talk to each other for a minute to discuss parts of the story they remembered from last week, closely listening to their brief conversation. I will then redirect students attention back to me and repeat some of the parts of their discussion highlighting the important information. - I will then read aloud the story, Mystery Flats. At the end of the reading I will jot down the main idea in the appropriate section on the graphic organizer.

- The main idea of this story was that it was about a boy and his uncle and they were trying to solve a mystery of who was creating flat tires in the Uncles old truck.

- Notice how right after I read the story, the first thing I did was jot down what my thoughts were on the main idea of this passage. This is what you will be practicing today. - My next step is to find evidence from the story that supports the main idea I just determined. I will now refer back to specific parts of the story that prove my main idea to be true.

- In the supporting detail 1 box I will record, “Ken, did you let the air out of two tires in my old truck?”

Guided Practice - For the guided practice activity, I will have students continue in the completion of the Main Idea and Supporting Details that I provided during the teacher modeling. There will be two more spaces for supporting details that each student will have a chance to determine. This work will be done in a collaborative group.

- In the event that both students are successfully able to pull one supporting detail each from the text, they will move onto the independent practice activity. - In the event that one or both students are unable to determine a supporting detail, I will provide support by further explaining the reason why I chose my first piece of evidence and how I know it relates back to the main idea. I will also encourage the students to underline the supporting details, making it easier for them to transfer the information onto their graphic organizer. - Possible response for supporting detail 2 box, “Now three of my tires are flat! Who would be pulling such a nasty trick?” - Possible response for supporting detail 3 box, “With its sharp yellow beak it pressed against the tire valve. Sssst!”

Independent Practice:

- Students will be given the choice to either silently read or listen to a voice thread of the passage; Malaria is Still a Problem in Africa (Culturally Responsive). - Students will be required to determine a main idea for the passage and list three supporting details that support the main idea.

- The activity sheet in which students will record this information will be available in two different formats; paper and pencil, or a digital version on Microsoft word. Students will be given the option to either type their responses into the computer, or write the information onto the paper version.

- As students are recording the main idea and supporting details, they will be given the opportunity to copy and past their responses into the text to speech website, “Voki” (Culturally Responsive). Students will be encouraged to listen carefully to the way their responses sound to ensure they make sense. The incorporation of this website into the lesson is due to the fact that it is highly motivating for both students.

Assessment: - As students complete the guided practice activity as well as the independent activity task, I will carefully observe the following areas; determining main idea (1), and providing supporting details (3). Students will have an opportunity to score a total of 16 points (if they receive a 4 in

all four areas). The following rubric describes the breakdown of the points each student can receive. Multiple Means of Representation: (write in terms of UDL guide-lines; use guideline #s) *Guideline 1: Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information - Visual/Graphic organizer containing a structured outline in which students record the

Main Idea and

Details

1

Novice

2

Apprentice

3

Practitioner

4 Expert (work exceeds grade

level expectations) Interpreting Main

Idea Inaccurately

communicates main idea, response

provided does not align with the content of the

passage.

Communication of main idea is

limited; some of the response

provided aligns with the content of the passage.

Communicates main idea satisfactorily;

most of the response provided

aligns with the content of the

passage.

Communicates main idea in a well-

developed manner; response provided fully aligns with

the content of the passage.

Determining 3 supporting details from the text

Student records information from the passage that does not support

the main idea.

Student includes 1 detail supporting

the main idea.

Student includes 2 details supporting

the main idea.

Student includes 3 details supporting the main idea.

appropriate information (main idea and supporting details) -Images accompanying the article students will be reading. Checkpoint 1.2 Offer alternatives for auditory information - During the modeling and guided practice potions of the lesson I will speak the instruction as well as post the information for students to refer to by means of a chart. - During the independent practice section of the lesson, I will provide students with an auditory clip they can listen along to on the computer of myself reading the passage they are working with. *Guideline 2: Provide options for language, mathematical expressions, and symbols Checkpoint 2.1 Clarify vocabulary and symbols - As students read through the passage, they will be prompted by myself and through a reminder posted on a chart, to circle and unknown words in red (this is a skill from last weeks lesson that will be reinforced during this specific lesson). Students will be guided to look up the definition of unknown words on their computers through a word processing program. Checkpoint 2.3 Support decoding text, mathematical notation, and symbols - Students will be provided with a digital text with an accompanying human voice recording during independent practice for the article titled, Malaria is Still a Problem in Africa. - Allow the use of text-to speech online tool (Voki) *Guideline 3: Provide options for comprehension Checkpoint 3.1 Activate or supply background knowledge - Linking the story, Mystery Flats, to today’s instruction serves as a means to activate relevant prior knowledge. Students are familiar with this story. - Providing a culturally responsive text; the article takes place in Africa, which is these students cultural background. Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships - The use of a graphic organizer to emphasize key ideas and relationships. Checkpoint 3.4 Maximize transfer and generalization - Provide template/graphic organizer to support note taking. - Provide explicit, supported opportunities during modeling and guided practice for students to generalize the skill of identifying main idea and supporting details of a text. Multiple Means of Expression: (write in terms of UDL guidelines; use guideline #s) *Guideline 5: Provide options for expression and communication Checkpoint 5.2 Use multiple tools for construction and composition - During independent practice, students will be given the choice to either write their responses on paper or type their responses onto a template on their computers. They will be encouraged to use the spell check on the computer regardless of which choice they make for the communication of their responses. - Usage of text to speech web application (Voki) *Guideline 6: Provide options for executive functions

Checkpoint 6.4 Enhance capacity for monitoring progress - The rubric I will be using to assess the students understanding throughout this lesson will be shared with the students. Upon completion of the lesson and the specific tasks involved, I will share with students how they scored on the different activities. In having them become aware of their own progress, it will allow learners to monitor their own progress and use the information to guide their efforts and future practice. - Students will be presented with a before and after sample of what a graphic organizer looks like before the main idea and supporting detail is identified, and after this information is recorded. This is a representation of progress. Multiple Means of Engagement: (write in terms of UDL guidelines; use guideline #s)

*Guideline 7: Provide options for recruiting interest - Both the use of Voki as well as the voice thread serves as methods to recruit student’s interests. After observing the students engagement with the computers during the first couple of weeks, the websites was incorporated into this lesson to entice learners. Checkpoint 7.2 Optimize relevance, value, and authenticity - The text, Malaria is Still a Problem in Africa, was chosen due to it being culturally relevant and responsive. This text is appropriate for the racial and cultural group of students who will be engaging with it. It is also age and ability appropriate (derived from national geographic for kids). Checkpoint 7.3 Minimize threats and distractions - I will vary the level of sensory stimulation by providing students with a voice thread of my voice reading along to the passage they will be working with. Students will wear their headphones when they listen to the passage, blocking out all of the excess noise-taking place in the classroom allowing for them to focus on the task at hand. *Guideline 8: Provide options for sustaining effort and persistence Checkpoint 8.3 Foster collaboration and communication - During guided practice, students will be working in a cooperative learning group as they practice the identifying main idea and supporting details strategies. Through this cooperative learning group students will be encouraged to support their classmate if they are struggling. *Guideline 9: Provide options for self-regulation Checkpoint 9.3 Develop self-assessment and reflection - In providing students with the main idea and details graphic organizer, they are given the opportunity to self-regulate. If they need a reminder of what an example of this strategy looks like when it is completed, they can refer back to sample completed during modeling which explicitly displays the information in which students are supposed to complete independently.

Main Idea and Details Graphic Organizer

Name Date

Main Idea:

Supporting Detail 1

Supporting Detail 2

Supporting Detail 3

Malaria Is Still a Problem in Africa Catherine Clarke Fox Mama Berta lives in a village in the African country of Tanzania. She cares for her three grandchildren, who are two, five, and seven years old. You might be surprised to learn that her biggest worry is something very tiny: mosquitoes.

Though tiny, mosquitoes in Africa pose a big danger. Many of them carry a parasite that causes a disease called malaria. When one of those mosquitoes bites a person, the parasite gets into the person’s bloodstream and makes them very sick.

In many parts of Asia, Europe, and the Americas, this awful disease is under control or simply gone. But in Africa, where malaria is still a big problem, the insects spread the disease quickly and easily.

In the past year, Beatrice (age two) has had malaria twice. She was lucky, because she survived. A child dies every 30 seconds in Africa from malaria—3,000 die every day. Adults die, too. And many others get very, very sick with headaches, fever, and vomiting. One time, Beatrice had to spend a week in the hospital.

But a program called “Malaria No More” has an answer: mosquito nets. The organization gives the nets to families. One net is big enough for two or three family members to sleep under.

Most of the mosquitoes, which carry malaria, come out between ten at night and four in the morning. The bed nets stop the mosquitoes from getting through so they can’t bite, and the nets are treated with chemicals that make the mosquitoes stay away and kill them on contact. So these nets protect people from malaria while they are sleeping.

Malaria No More gave Mama Berta a net to hang over the children’s’ bed. “The mosquito net not only means healthy children who are strong enough to play and learn, but a grandmother who can rest a little easier, knowing that they are safe,” says Martin Edlund of Malaria No More.

We have vaccines to protect us from many diseases, but so far no one has been able to develop one for malaria. Until then, Malaria No More and other organizations are working hard to teach African families how to protect themselves from mosquitoes and stay well.

Fast Facts Each year there 300 million cases of malaria worldwide One million of those cases result in death; 90 percent of the deaths are in Africa Malaria also exists in Central and South America, parts of Asia and Southeast Asia, and the

Caribbean