UDL
Lesson Plan (Format Outline)
Title: Charlie and the Chocolate Factory
Author: Roald Dahl
Subject: Writing
Grade
Level: 4th
Grade
State
Standard(s):
CCSS.ELA-Literacy.W.4.1.a- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.1.a- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Lesson
Goals
After reading Charlie and the Chocolate Factory by Roald Dahl, the students will write an opinion piece with supporting facts and information with 80% accuracy.
After reading Charlie and the Chocolate Factory by Roald Dahl, the students will write an opinion piece with supporting facts and information with 80% accuracy.
Instructional
Methods
Prior Knowledge
The students will have prior knowledge on what a persuasive essay is, how to write a persuasive essay, and what a persuasive essay includes. The students will also need to know how to include details and reasoning within an essay.
Prior Knowledge
The students will have prior knowledge on what a persuasive essay is, how to write a persuasive essay, and what a persuasive essay includes. The students will also need to know how to include details and reasoning within an essay.
Anticipatory
Set
The students will begin as a whole group on the carpet at the front of the room.
- I will then introduce the book, Charlie and the Chocolate Factory by Roald Dahl.
- I will ask the students "How many of you like chocolate?"
- Then I will ask the students "How many of you eat chocolate daily?"
- I will ask the students "If you were to write a persuasive essay what would you need to include?"
- I will also ask the students "If you were to write a persuasive essay over this book what would it be about?"
- I will make sure to allow time for students to think about and answer each question after I have asked it.
- We will then go over the Persuasive Notes anchor chart to make sure students understand what persuasive writing is.
To refresh the students memory of the book we will watch a short clip over the book. The students will also have their own copy of the book to refer to as they write their essay.
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
There is a video provided for the students to watch about the book. 3.1 Activate or supply back ground knowledge The students are asked about their knowledge of persuasive essays and if they like chocolate or not. |
6.4 Enhance capacity for monitoring progress
The students will be questioned to help guide their thinking process and reasoning. |
7.3 Minimize threats and distractions
Make sure all students are involved by asking questions to the whole class for a group discussion. The teacher will also separate students who are misbehaving. |
Introduce
and Model New Knowledge
I will explain to the students what we are going to be doing today in class.
- "Today, we will be writing a persuasive essay on the book Charlie and the Chocolate Factory. I want each of you to choose your favorite character from the book and explain why the character you choose is your favorite. With this essay you will be trying to persuade me, the teacher, as to why I should agree with you as to who my favorite character should be. You will include three reasons about why this character is your favorite along with supporting details from the book to justify each reason. Make sure to include the page number as to where you found each of your supporting details within the book."
Once the activity has been explained the students will return to their seats. I will then give them instructions on how to complete the next activity.
- "Using the information you have read in the book I want you to decide who your favorite character is. I am passing out an activity that is going to help you organize your thoughts as to why that character is your favorite. On this handout you will need to list three reasons as to why they are you favorite along with supporting details from the book."
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 will use their background knowledge of the text to choose their favorite character. 3.4 Maximize transfer and generalization The students are provided a graphic organizer to help organize their thoughts and supporting details. |
4.1 Vary the method for response and navigation If a student has trouble with writing they will be able to use a computer to complete this activity. If a student needs longer then others to complete this activity the teacher can also provide this. 6.2 Support planning and strategy development I will provide students with a handout to help organize their thoughts before writing. 6.3 Facilitate managing information and resources The students are given a graphic organizer to organize their thoughts. |
7.1 Optimize individual choice and autonomy
The students are allowed to use their opinion to choose their favorite character. 9.1 Promote expectations and beliefs that optimize motivation Students are expected to provide supporting evidence for each of their three reasons. |
Guided
Practice
The students will then watch a video about the OREO method we are about to use.
As a class we will go over the OREO anchor chart that I have completed prior to this lesson. I will then hand out a graphic organizer that uses the OREO method for the students to complete as a rough draft for their essay. I will model how to use the graphic organizer along with how to start each paragraph before I let my students being working. I will leave out the anchor chart for students to see as they complete their graphic organizer.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
1.2 Offer alternatives for auditory information
The students will have both visual and auditory models of the OREO method. 2.5 Illustrate through multiple media The students are provide an anchor chart about OREO which helps them understand persuasive writing. They will also watch a video about OREO. |
6.1 Guide appropriate goal setting
I will model how to complete the graphic organizer before allowing the students to begin. 6.2 Support planning and strategy development To help students organize what they are going to write they will be provided with a graphic organizer. The students are also provided with an OREO anchor chart. |
7.1 Optimize Individual Choice and Autonomy
There is no write answer for who the students choose as their favorite because it is their opinion. 9.3 Develop self-assessment and reflection The students are provided with an anchor chart to help them understand the process of writing a persuasive essay. |
Independent
Practice
The students will use the model I provided on how to complete their graphic organizers along with the OREO anchor chart to complete their graphic organizer. The graphic organizer will be used as a rough draft for the students final essay.
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 provide the students with a graphic organizer. 3.4 Maximize transfer and generalization
Students are provide an anchor chart and graphic organizer to enter information
|
5.1 Use multiple media for communication
Students are provided with an anchor chart about how to use OREO along with a graphic organizer. 6.1 Guide Appropriate Goal Setting I will work with students as a whole to model how to complete their graphic organizers. 6.3 Facilitate managing information and resources Students are to fill out a graphic organizer to organize their thoughts. |
7.3 Minimize threats and distractions
To eliminate confusion students are provided an anchor chart to see how OREO works. 9.3 Develop self-assessment and reflection Students are given graphic organizers to support their understanding of OREO |
Wrap-up
To wrap-up this lesson I will be walking around the classroom looking at the students work to make sure they have provided three reasons as to why the character they choose is their favorite along with supporting details from the text and the page number they found the supporting details on.
Once the students have finished their graphic organizer I will have them find someone in the classroom who choose a different character then they did to do a pair-share with to check their work and provide constructive feedback. Once the students finish their first pair-share I will have them complete the same process as before but with someone who has chosen the same character as they have.
Once the students have completed both of their pair-shares I will pass out a couple of handouts the students can use in their essays to help enhance their writing.
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 are able to use the anchor chart to help them with their planning and writing. 2.2 Clarify syntax and structure The students will be provided with words to use in their essay to enhance their writing. 3.4 Maximize transfer and generalization Students will revisit their reasons and supporting details with their pair share partner |
5.2 Use multiple tools for construction and composition
Provide students with a list of words to help enhance their writing. 5.3 Build fluencies with graduated levels of support for practice and performance Students will participate in pair-share |
7.2 Optimize relevance, value, and authenticity
Students are choosing a character that is their favorite. 8.3 Foster collaboration and communication Students get collaboration over their complete graphic organizer before they begin their essay with their pair share partners and the teacher. |
Assessment
Formative
(Informal - written)
For the assessment students will write a persuasive essay trying to persuade me, the teacher, to like their favorite character from the book Charlie and the Chocolate Factory. The students will be able to use the anchor chart, graphic organizer, and the handouts to complete their essay. The essay should include three reasons as to why they choose that character along with evidence from the text to support their reasons providing the page number where they found their supporting evidence. Once the students have complete their essay they will type them in a word document and print them out so I can put them in their folders to show their parents an example of their persuasive writing the next time we have a parent teacher conference. Students will be able to decorate their essay in word to fit their liking (e.g. font, images, layout).
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 be able to type their essay in word and customize it to fit their wants. |
5.2 Use multiple tools for construction and comprehension
Students can use word to check their spelling and sentence structures. 6.4 Enhance capacity for monitoring progress Students will use information gathered throughout the lesson to complete their essay. |
7.1 Optimize individual choice and autonomy
Students choose who their favorite character is as well as how to complete their essay. |
Materials
- Charlie and the Chocolate Factory
- SmartBoard
- Internet
- Computers for the classroom with access to word
- Anchor chart persuasive writing
- Anchor chart OREO
- Graphic Organizer In My Opinion
- Graphic Organizer OREO
- Sentence starters
- Opinion Transition
- Youtube
No comments:
Post a Comment