Author: Jaime Watson
Subject: Language Arts
Grade Level: 3rd grade
IEP classification(s): ADHD, Specific Learning Disability
Common Core Standard(s): {CCSS. ELA-LITERACY.W.3.1.A} Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Lesson Goals: The students will construct an opinion piece where they will state their point of view and follow an organizational structure, including topic and concluding sentences, to write the evidence supporting their opinion with 85% accuracy.
Lesson Materials: SmartBoard, document camera, chart paper, marker board, writing template, sticky note.
Instructional
Lesson Methods and Assessment
Anticipatory
Set
- The lesson will start by reviewing "point of view," which the students have previously discussed. Students will raise their hands and explain what a point of view is.
- Next, the teacher will explain to the students that we will be looking at two different points of views using a Fractured Fairytale.
- The teacher will then explain to the students that a fractured fairytale takes a classic tale and changes the story in an unexpected, often humorous way, either by changing the characters, the language used, or the events in the story.
- The teacher will tell the students the fairytale they are looking at is "The Three Little Pigs” and will have a chart paper on the board outlining the main events of this story.
- The teacher will ask the students if they know this story and will review the main events with them.
- The teacher will invite the students to read along with the repeatable dialogue in the story: "Little pig, little pig, let me in!" "Not by the hair of my chinny-chin-chin!" "Then I'll huff and puff and blow your house down!"
- After reviewing the story, the teacher will then ask the students what point of view this story in: the three little pigs or the big, bad wolf.
- The teacher will confirm to the students after they answer that this original fairytale is in the three little pigs' point of view.
- The teacher will inform the students that there is another version of this story from the big, bad wolf's point of view called The True Story of The Three Little Pigs by Jon Scieszka.
- The teacher will have a video pulled up on Youtube to be displayed on the SmartBoard.
- The teacher will explain that this video is the author narrating the story with the illustrations from the story.
- The students will also be given a transcript copy of the story to follow along with the video if necessary.
- The teacher will tell the class that they will need to pay close attention as they will be discussing the ways in which the story changed after the video.
- Once the video is done, the teacher will ask the students as a reminder whose point of view this story was told in, the three little pigs or the bad wolf. We should be able to confirm that this story was in the big, bad wolf's point of view.
- The teacher will then ask the class to raise their hands to tell how the wolf's point of view differed from the three little pigs.
- The teacher will write what they say on the marker board beside the chart paper of the three little pigs' point of view and will prompt the students for certain answers if necessary.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.1 Customize the display of information
The teacher
will adjust the volume on the video so it is not too loud but loud enough for
everyone to hear.
1.3 Provide alternatives for visual
information
Written
transcript of the story is provided for students. The lights will be dimmed
during the viewing of the video so everyone can see it properly.
2.1 Define
vocabulary and symbols
The teacher will define “Fractured
Fairytale” for the students.
|
6.2 Support planning and strategy
development
When students
are giving examples of how the wolf’s POV differed from the pigs’, I will
also be checking for comprehension by asking “why?” or “how?” certain events
occurred as they are mentioned by the students. This will also help them
build their support in later deciding their opinion on whose POV they agree
with.
|
9.1 Guide personal goal-setting and
expectations
Students will
be told they will be discussing the video afterwards, which should let them
know they will be expected to have retained information about the video for
the discussion.
|
3.1 Provide or activate background knowledge
The teacher
will have the students explain what point of view is, which they have learned
in previous lessons.
3.2 Highlight critical features, big ideas,
and relationships
The teacher
will outline the main ideas of The Three Little Pigs and The True Story of
The Three Little Pigs, including how the events of the stories differ according
to the respective POV’s.
3.4 Support memory and transfer
Carrying what
they know about The Three Little Pigs into their viewing/listening of The
True Story of The Three Little Pigs.
|
Introduce
and Model New Knowledge
- The teacher will explain to the students that with most stories that have two different points of views, people will form an opinion on which point of view they think is true and which isn't.
- The teacher will then ask the students to raise their hands and explain what an opinion is.
- The teacher will listen to a couple students' responses and if they haven't answered sufficiently, will explain that an opinion is what you personally think about a topic, such as whether a book or movie is good, if you like certain items of clothing, etc.
- The teacher will also explain that people usually have reasons or evidence for having their opinions and will give an example, such as "I liked the video we watched of The True Story of The Three Little Pigs because I liked the voice/accent the narrator used in reading the story."
- The teacher will clarify that the opinion was liking the video of The True Story of The Three Little Pigs and the reasons or evidence for the opinion was liking the voice/accent that the narrator used in the story.
- The teacher will then ask the students to raise their hand and provide another example of an opinion they have and listen to some of their responses.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.1 Define vocabulary and symbols
The word “opinion” will be defined and
discussed.
|
6.4 Enhance capacity for monitoring progress
The teacher
will gage student understanding of “opinion” by allowing them to come up with
their own examples of an opinion to share with the class.
|
7.2 Enhance relevance, value, and
authenticity
|
Guided
Practice
- The teacher will have the students pair up (with partners that are already picked out) and will give them three minutes to "Think-Pair-Share."
- First the teacher will tell students to raise their hand if they agree with the three little pigs' point of view. Next the teacher will have students raise their hand if they agree with the big, bad wolf's point of view.
- The teacher will then tell the students who their partner is, review the "Turn and Talk" rules, and have the students discuss with each other for a couple moments whose point of view they agree with and why.
- The point to this is to get the students to achieve a higher-level of thinking, help them build their evidence to support their opinion, and possibly bounce different ideas off of each other.
- The teacher will call the students back to attention. The teacher will ask the students who agree with the three little pigs' point of view to raise their hands and will then ask the same for the students who agree with the big, bad wolf's point of view. Some students may have changed their opinion after talking with their partner; it would be interesting to see how many were influenced by others' ideas or thoughts enough to change their opinion.
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
Students will
be sharing their opinions and discussing which parts of the stories support
those opinions. Having the students discuss it with another will help them
organize their thoughts for the future writing prompt.
|
5.3 Provide ways to scaffold practice and
performance
Students will
“Think-Pair-Share” with each other in partners about whose POV they agree
with, discussing evidence from the stories posted on the marker board to
support their opinion.
|
7.1 Increase individual choice and autonomy
Students will
be encouraged to develop their own personal opinions on whether they agree
with the pigs’ POV or the wolf’s POV.
|
8.3 Foster collaboration and communication
Students will be discussing their
opinions, encouraging each other if they agree on the reasons why they have
the opinion they have, and allowing for accepting of differences during
explanations if they do not agree with each other’s opinion.
|
Independent
Practice
- The teacher will pass out a writing template to each student.
- The teacher will then use the Elmo (document camera) that will project from the SmartBoard to model for the students the outline they need to use in writing their opinion piece using that same writing template.
- Everyone will start with either topic sentence: "There are two sides to the story of The Three Little Pigs." or "Did you know there are two sides to the story of The Three Little Pigs?" They can choose either topic sentence to start their paragraph, or come up with a different variation of the two examples. They would just need to convey the concept of there being two sides to the story of The Three Little Pigs.
- Their next sentence will say: "My opinion is that ________'s point of view is true."
- Their next three sentences will include evidence to support their opinion. They will be outlined as "The first reason is _________. The second reason is _________. The third reason is ________." The teacher will express to the students that they need to pull evidence from both stories to fully support their opinion.
- The students will write their own concluding sentences. The teacher will have them raise their hands to give a couple suggestions of what the concluding sentence could be (ex: "Clearly the big bad wolf's point of view is true.") and write those suggestions down.
- Although the different parts of the paragraph will be split apart for instructional purposes, the teacher will explain to the students that they are to write one continuous paragraph that is indented on the writing template provided for them.
- The model outline of the assessment will be left on the Elmo for the students to refer to, as well as the list of main events from both stories for students to use as their evidence to support their opinion.
- Students will also be given a rubric that explains the expectations for their work. The teacher will quickly go over the section they need to focus on the most, emphasizing what is expected of their writing.
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
The teacher will set up the structure
for the writing prompt the students will follow.
|
5.3 Provide ways to scaffold practice and
performance
The teacher will model an example topic
sentence to get the students on the right track for creating their own.
|
7.1 Increase individual choice and autonomy
Students will
work by themselves on the writing prompt, using their personal opinion with
the evidence they personally have decided supports that evidence.
|
3.4 Support memory and transfer
Students will
use their skills for writing topic and concluding sentences to come up with
their own for this writing prompt.
|
5.2 Provide appropriate tools for
composition and problem solving
Students will
be provided with a writing template to complete their writing prompt with.
6.1 Guide
effective goal setting
Students will be given a specific
writing prompt: to write whether they believe the pigs’ POV or the wolf’s POV
and to give at least three pieces of evidence from either story to support
their opinion. They will know they must also have a topic and concluding
sentence appropriate for the topic.
|
Wrap-Up
- Students will turn in writing prompts as they finish.
- The students will be directed to grab a sticky note and self-assess their performance on the writing prompt in a few short words. They will find their writing prompt and attach the sticky note to it.
- Once all students have finished, the teacher will review opinions and why it is important to have evidence to support them, referring back to the story and the video that was watched to accompany it.
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
After students
have turned in their prompt, the teacher will review the definition of an
opinion and its evidence.
|
6.3 Facilitate managing information and
resources
Students will
have a designated area where they are to turn in their writing prompts. They
will know that while they are in that area, they are to take one sticky note
back to their seats for the self-assessment portion.
|
8.1 Heighten salience of goals and
objectives
The teacher will discuss the importance
of having solid evidence to back up an opinion the students may form in order
for that opinion to be taken seriously as well as believable.
|
9.3 Develop self-assessment and reflection
Students will
take a sticky note to their seats after turning in the writing prompt and
write a few words on whether they thought they completed the assignment to
the best of their ability.
|
Assessment
- The teacher will observe and listen for student responses to check for understanding during the whole class activity.
- The teacher will grade the writing prompts when they are completed using the rubric provided for the students to use when writing.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.1 Provide or activate background knowledge
The teacher
will assess prior knowledge through observation during whole group
instruction.
|
6.2 Support planning and strategy
development
The teacher
will provide students with a rubric for understanding what is expected of
them in their writing prompt, including all the specific elements that need
to be included.
|
7.2 Enhance relevance, value, and
authenticity
The teacher
will grade the writing prompts, which will later be handed back to the
students, along with a rubric with comments specific to each student’s performance.
|
6.4 Enhance capacity for monitoring progress
The teacher
will collect the writing prompts and the sticky notes to assess student
understanding, as well as their self-reflection of their performance on the
assessment.
|
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
|
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Brain Network
|
UDL Principle
|
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Recognition Networks
“What”
 |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
|
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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)
|
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Affective Networks
“Why”
|
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
|
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