Author: Beth Ann White
Subject: Literacy {reading and writing}
Grade Level: 3rd
Common Core CCSS.ELA-LITERACY.RI.3.2
State Standards: CCSS.ELA-LITERACY.SL.3.2
Lesson Goals: Using the powerpoint presentation, students will identify the main idea and supporting details in several passages. Then students will write their own stories, about an event that took place in their lives paying special attention to the main idea and supporting details.
Materials Needed: Smart Board, copies of Powerpoint (in a larger font), chart paper, whiteboards, Main Idea worksheet
INSTRUCTIONAL LESSON METHODS & ASSESSMENT
Anticipatory Set:
1. Get the class settled on the carpet and tell them a story I made up about something that happened to me. I will include a main idea and supporting details. Establish main ideas by asking my students what they think the main idea of my story is, and why it is important to the rest of the story. On chart paper, I will write down the students responses to hang in the room for future reference.Then I will read the students the definition of the main idea and supporting details.
2. After the video, I will have students transition back to their desks where I will give each student a copy of the powerpoint and we will read several passages from the presentation together and students will choose the main idea and supporting details in each. Students will write their choice down on their whiteboards and share with the class.
4. Students will then come back to the group and we will talk about some of their ideas, and other students will narrow down what they want to write about later on in the lesson.
Recognition “What”
Multiple Means of Representation
|
Strategic “How”
Multiple Means of Action &
Expression
|
Affective “Why”
Multiple Means of
Engagement
|
1.1 Customize the display of information
I provided each student with a copy of
the PowerPoint presentation
|
4.1 Provide varied ways to
respond
My students will be able to respond to
questions in a written or verbal manner
|
8.2 Vary levels of challenge
and support
When my higher level students have chosen 3 supporting details, I
will challenge them to choose 2 more details for their writing assignment.
|
1.2 Provide alternatives for visual
information
I put the book up on the document camera so that everyone could see
|
6.2 Support Planning &
Strategy Development
When students break into groups, they
will brainstorm what they are going to write about and plan.
|
8.3 Foster collaboration and
communication
When students are in groups, I will encourage them to discuss their
writing pieces
|
Introduce and Model New Knowledge
1. To allow my students the chance to demonstrate what they have learned/are learning about main idea, I will read Junie B. Jones and the Turkeys We Have Loved and Eaten (and Other Thankful Stuff) by Barbara Park. Before we read the book, we will go over the vocabulary in the story that students might not have heard before or may not understand in that story. I will also pass out the Main Idea worksheet I copied off so that students can write the main idea and 3 supporting details down while we read.We will also put the book up on the document camera and look at the pictures and read the story so that everyone can see.
Recognition “What”
Multiple Means of Representation
|
Strategic “How”
Multiple Means of Action &
Expression
|
Affective “Why”
Multiple Means of
Engagement
|
2.1 Define vocabulary and symbols
Before we read the story, the students
and I will discuss any words that they might not understand quite yet
|
4.3
Integrate assistive technologies
I will project the book up on the
document camera and will use the microphone so that my students will hear the
discussion and story.
|
7.1 Increase individual choice
and autonomy
Students will be encouraged to choose different supporting details
from the story to complete their worksheet
|
2.4 Provide cross-linguistic
understanding
Discuss words students might not understand in the context of the
story, but normally would.
|
6.3 Facilitate Managing
Information and Resources
I will provide my students with a
worksheet to manage their thoughts for further discussion
|
7.3 Reduce threats and
distractions
Students who are bothering others and causing a distraction will have
to finish the assignment on their own.
|
Guided Practice
1. As the students discuss supporting details from their worksheets, I will write them on the Smartboard in case someone did not hear what another student was saying.
2. Students then will think back to their group work from earlier in the lesson and decide what event they want to write about happening in their life along with three supporting details.
3. I will pass out to each student two pieces of different colored construction paper along with a pair of scissors and three pieces of yarn.
4. When each student has the proper materials, I will introduce the "Main Idea Mobile" project.
5. Each student will write their main idea and three supporting details on a sheet of notebook paper so that I can check what they are writing about before they complete their final copy.
6. When they have been checked off, the students will begin writing their main idea on one piece of construction paper and the three supporting details on the other piece of construction paper.
7. After the students have completed that task, I will come around and punch holes in the main idea strip of paper and the supporting detail papers so that students can tie them together.
2.2 Clarify syntax and structure
I will provide my own example of the
main idea mobile so that students have a model to go by
|
4.2
Provide varied ways to interact with materials
Students will interact with different materials while
constructing their mobiles.
|
7.2 Enhance relevance, value,
and authenticity
Students will complete a relevant project to help them understand the
concept of main idea and details.
|
3.4 Support memory and transfer
I will encourage students to remember their life events from earlier
and write them on their main idea mobile
|
5.2 Provide appropriate tools
for composition and problem-solving
Students will be given all the materials they need to complete their
mobiles.
|
8.4 Increase mastery-oriented
feedback
When I check the students work
before they complete their project, I will help them understand any concepts
they don’t understand.
|
Independent Practice
1. When students have completed their "Main Idea Mobile", we will have a writer's theatre where students present their mobiles to the class.
2. Students will then be given a sheet of paper where they can self assess their mobile and presentation, listing details about what they would have, or could have done differently.
3. Students will then discuss with a partner what they would have done differently on their presentation and mobile.
Recognition “What”
Multiple Means of Representation
|
Strategic “How”
Multiple Means of Action &
Expression
|
Affective “Why”
Multiple Means of
Engagement
|
3.1
Provide or activate background knowledge
When students are presenting, one student’s
story might activate background knowledge in another student or provide
another student with an experience they can connect to.
|
5.3
Provide ways to scaffold practice
&performance
When students fill out their self
assessment rubric, they will be provided ways to improve on their assignment
and performance.
|
8.1 Heighten salience of goals
and objectives
Students will notice how they are completing their goals and
objectives in a more entertaining way than just writing an essay.
|
3.2 Guide information
processing
I will ask students questions between
each presentation about their peers presentation and their understanding of
main idea and supporting details.
|
6.4 Enhance capacity for
monitoring progress
Students will think back on previous presentations and notice their
advances
|
9.3 Develop self assessment and reflection
Students will develop their self assessment skills when they complete the sheet on their presentation and project.
|
Wrap-Up
1. What did you learn about identifying the main idea and supporting details?
2. What are some ways you can identify the main idea? supporting details?
3. How do you distinguish between important and unimportant details?
4. How does identifying the main idea help you decide what are good supporting details?
5. When you completed your Main Idea mobile, what did you choose first? The main idea or the supporting details?
Recognition “What”
Multiple Means of Representation
|
Strategic “How”
Multiple Means of Action &
Expression
|
Affective “Why”
Multiple Means of
Engagement
|
1.3
Provide alternatives for visual information
I will ask the wrap-up questions
verbally for students who cannot see the Smartboard
|
4.1
Provide varied ways for students to respond
Students can choose to answer verbally
or on a sheet of paper or post-it note
|
8.2 Vary challenges and support
I will help students who are having issues answering the wrap-up
questions to complete the assignment
|
1.2 Provide alternatives for auditory
information
I will type the wrap-up questions and
display them on the Smartboard while we answer them
|
6.3 Facilitate managing
information and resources
Students will be encouraged to keep up with and be responsible for
their answers until it is time to turn them in.
|
8.4 Increase mastery-oriented feedback
The students responses should reflect their understanding of main
idea & supporting details based on the lesson and review.
|
Assessment
1. First, go through a short story in your basal reader (these are provided) and see if you can pick out the main idea and three supporting details.
2. Write (or type) the main idea on a piece of paper, sticky note, journal, or laptop.
3. Submit your answers
4. You may use your main idea mobile and prior knowledge to identify the main idea and details in the text.
5. For extra credit, complete steps 1-4 again using a different story in the classroom (can also choose from the class library or your library book, just remember to list the title)
Recognition “What”
Multiple Means of Representation
|
Strategic “How”
Multiple Means of Action &
Expression
|
Affective “Why”
Multiple Means of
Engagement
|
3.1
Provide or activate background knowledge
The assessment should activate all the
information we have covered in our previous activities to help students
complete it
|
4.2
Provide varied ways to interact with materials
Students will be able to interact with
a pencil and paper or post-it note or a laptop.
|
8.2 Vary challenges and support
Students will be given the opportunity to complete the extra credit
assignment for an extra challenge.
|
3.2 Highlight critical
features, big ideas, and relationships.
Students will be able to recognize and use erasable highlighters to
underline the main idea and supporting details in their short stories.
|
5.1 Allow choices of media for
communication
Students can also brainstorm ways to turn in their questions, outside
of the options I’ve provided (like a wiki)
|
9.1 Guide personal goal-setting and
expectations
Students will understand the expectations for their assessment and
complete it accordingly and to the proper expectations.
|
RUBRIC
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
|
|||
Please
submit the checklist below with your project (hyperlink for your UDL blog) and annotate
which elements you have incorporated and where:
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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