Culminating+Activity+2

= UDL in the classroom. Lesson Plans =

**Culminating Activity 2-UDL Lesson Plan** **Laura** **Goal: Students will be able to:** **Methods:** **Materials:** **Assessment:**
 * 1) define an earthquake.
 * 2) scientifically explain what causes an earthquake.
 * 3) evaluate the effects an earthquake has on society.
 * 4) locate major earthquake zones and explain why these zones are also areas of major volcanic eruptions.
 * 1) Create a **//__search cube__//** for “earthquakes”.
 * 2) Peruse the pages of information.
 * 3) Log on to my website and find the Earthquake Data Sheet/Search Cube.
 * 4) Complete data table and save in Shared by All folder.
 * 1) Laptop Cart
 * 2) Earthquake Data Sheet
 * 1) Discussion
 * 2) Exit Card
 * 3) Earthquake Data Sheet
 * 4) Check each student’s earthquake search cube

__**Ronnie and Courtney ~ Determining Point of View**__ Goals: Given passages to read, the students will state the point of view.

Objectives: Describe key information of a text from a prescribed viewpoint Discuss differing viewpoints

Materials: short passages/books with different points of view, paper, colored pencils, post-its, have set up online timer and virtual spinner

Methods: 1) Show power point on point of view to students. Have students write or draw in pictures the three different points of view 2) After power point students discuss /share three points of view 3) Teacher check in to make sure all students have correct understanding of three by reading examples and having student’s respond with one, two or three fingers 4) Randomly group 3-4 students to work together taking in to consideration their reading skills 5) Provide each group with a selection of books and stories to read and post its. Tell each group they are responsible for determining the point of view and providing proof. 6)Have each group read and determine the point of view of their first selection using their notes and classmates. Set timer for appropriate length. 7) Use virtual spinner to determine who will share their story and point of view with proof. 8) Do class check for accountability using thumbs up or down for agreement. Assessment: Exit ticket- Teacher provides verbal and written examples(on overhead) of point of view for a quick assessment

Teacher: Joseph Page Course: Algebra I Topic: Graphing Linear Inequalities

Objectives: SWBAT…
 * 1) Determine whether an inequality is dashed or solid
 * 2) Determine which side of the inequality to shade in order to represent the sample set or solutions for the linear inequality.
 * 3) Interpret the graphs of linear inequalities

Standards (PA):
 * 1) Graphing Linear Inequalities
 * 2) Solve Linear Inequalities

Anticipatory Set (ATB):
 * 1) Have students log onto the following website to complete the checkpoint quiz.
 * 2) []

Body of Lesson:


 * 1) Have students log onto the following site to get initial exposure to objectives.
 * 2) []

2. Students will complete the following examples with the facilitation of the educator (Mr. Page) Name Date Pd.
 * Graphing Inequalities**

Remember, if the graph is y > __, shade up and use a dotted line (≥ uses a solid line).__ __If the graph is y <__, shade down and use a dotted line (≤ uses a solid line).
 * Graph each inequality. Solve for y when necessary!!**

1. y ≤ 3 - 2x


 * x ||  || y ||

2. x + y > 1


 * x ||  || y ||

3. y ≥ x - 1


 * x ||  || y ||

4. y ≤ 3x - 1

5. 3x + y > 1
 * x ||  || y ||


 * x ||  || y ||

6. 2x + 3y ≥ -2


 * x ||  || y ||

7. 4y + x < 4


 * x ||  || y ||

8. 3y ≤ 2x Conclusion/Summary:
 * x ||  || y ||
 * 1) Students will complete the following examples with the assistance of a peer.
 * []
 * []
 * 1) Students will complete the following examples with the assistance of a peer.
 * []
 * []


 * 1) Students will complete the exit assessment via the following:
 * http://teachers.henrico.k12.va.us/math/HCPSAlgebra1/Documents/examviewweb/ev6-6.htm


 * Adam's UDL Lesson - Culminating Activity 2**

- Students will be able to explain the conditions people faced during the Great Depression
 * //Objective://**

__1. Introduction:__ Teacher will give a five minute lecture giving an overview of the problems people faced in the Great Depression. //UDL features:// notes presented in PowerPoint; notes printed out for students with audio comprehension issues; pictures shown for benefit of visual learners; graph shown of the poverty increase for strong mathematical students
 * //Procedure and Methods://**

__2. Classwork Activity:__ Students will work with a partner to explore the conditions people faced in the Great Depression (a more detailed examination than Teacher gave in the lesson introduction) and present their findings in one of these ways: create a Glog, make a podcast, write a report, make a comic book by finding photographs and adding captions to create a story, other methods can be discussed with Teacher. //UDL features:// a goal provided that tells the outcome (learning about the Depression conditions) but various methods to achieve that goal are provided; multiple options (with multiple media) for presenting their findings

__3. Conclusion:__ Students will find a classmate they did not work with in the Classwork Activity, and they will share the most important and/or most interesting fact they learned about the conditions people faced in the Great Depression with their new partner (Think-Pair-Share). Finally, as a whole class, students will have the opportunity to share their information by giving one word to describe their findings, More detailed presentations of their work will be done on subsequent days. //UDL features:// the conclusions taps into the strategic network by making students reflect on their learning and converse, which forces them to making determinations about what to share.

- Student laptop computers (with a list of appropriate websites to explore) - Textbooks (with page numbers to read provided)
 * //Materials://**

- A formative assessment will be used by Teacher to monitor students while working and during the Think-Pair-Share. Teacher will make a note of students who need more assistance and follow-up in subsequent days.
 * //Assessment://**

End of Adam's UDL lesson

__//**Becky**//__ __//**Growth and Development Unit**//__ Students will describe 3 kinds of changes you go through during the teen years Students will identify the structure and function of the endocrine system. Students will explain how inherited traits are passed along. Students will identify changes to the developing baby. Students will recognize stages in the life cycle. Students will identify the body’s building blocks. Students will create 2 mind maps with their Purple Partners using the bubbl.us website, or on paper, one mind map for each lesson. Standards: 10.1.6.A. 10.1.6.B. Finish Reading in the textbook pages 132-135, 144-148 Students will go to (I plan on using the smart board if I cannot secure the laptop cart) the bubbl.us site to create mind maps outlining lesson 1 & 3 for Chapter 5. We just finished reading the lesson 1. They will then put them in my drop box. If I have to use the smartboard, students will volunteer to come up to the smart board and create their own bubble... resulting in a class mind map about the lesson. The students as a class will be in charge of making sure the flow is correct, but I will let them know what they are missing. I use the bomb app timer on my iPad to help students keep track of how much time they have. <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Then, we will go through the power point on our Growth and Development Unit which ends with Brainpop. <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">At the end of each unit we have a brainpop class period (sometimes it takes 2 days), they get to watch the videos and take the quizzes at the end of each video for all the videos about the topic we are learning about. <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Our last unit, I had a student say to me "oh i get it Miss... you're showin us what we learned in the book and our projects on video... right?" Then I asked the class if they agreed with that and every student agreed that the Brainpop videos made the textbook come to life in a sense.

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Sascha--talking to the text ( I am not sure if there is a better way to save stickies, I could not find it during the time allowed.)

Objective: Using the websites students found on the previous day utilizing the given criteria from the previous days instruction; students will use the free download “Stickies” to “talk to the text”, a reading apprentice strategy, when approaching new reading materials. Procedure:


 * 1) Students will observe a brief tutorial on how to use “Stickies” (program installed on a previous day) to understand the text of a found website.
 * 2) Students will then Practice on their own highlighting text and placing stickies on the screen with questions or comments on the text. The procedure for talking to the text has already been taught to all students.
 * 3) Students will then do a screen capture and load this image onto the class Moodle site to demonstrate “talking to the text”.
 * 4) Students will then define unfamiliar terms or use other supplementary materials to understand reading.
 * 5) They will then attach new stickies to the webpage to respond to questions and attach this screen capture to the Moodle.

Evaluate: Teacher will look over each screen capture to make sure students were able to use stickies and talked to the text.

**<span style="font-family: Arial,sans-serif;">Literary Elements **


 * <span style="font-family: Arial,sans-serif;">Standard: ****<span style="font-family: Arial,sans-serif;"> 1.3.3.B.Write narrative pieces (e.g., stories, poems, plays). Include detailed descriptions of people, places and things. Use relevant ** **<span style="font-family: Arial,sans-serif;">illustrations, Include literary elements **

<span style="font-family: Arial,sans-serif;">3 Given this lesson on literary elements, the students will write a short story using literary elements.)
 * <span style="font-family: Arial,sans-serif;">Objectives: **
 * <span style="font-family: Arial,sans-serif;">1) Given this lesson on literary elements, the students will identify literary elements. **
 * <span style="font-family: Arial,sans-serif;">2) Given this lesson on literary elements, the students will give an example of each literary element. **


 * <span style="font-family: Arial,sans-serif;">Materials: ****<span style="font-family: Arial,sans-serif;"> Elements of a story website, graphic organizer, computers, story prompts **

<span style="font-family: Arial,sans-serif;">Elements of a story: [] <span style="font-family: Arial,sans-serif;">Graphic Organizer: [] <span style="font-family: Arial,sans-serif;">Story Prompts: []
 * <span style="font-family: Arial,sans-serif;">Websites: **

<span style="font-family: Arial,sans-serif;">1) Introduce the story by showing the story book online. <span style="font-family: Arial,sans-serif;">2) Go over the story a second time questioning what they think they elements are. Have them work in pairs to try and figure out what they are. <span style="font-family: Arial,sans-serif;">3) Students go onto the computer and work under each of the individual tabs and review each literary element individually and in depth with interactive activities. <span style="font-family: Arial,sans-serif;">4) Give students time to explore the website. <span style="font-family: Arial,sans-serif;">1) Complete graphic organizer which explains what each literary element is so they can use it as a reference when writing their short story. <span style="font-family: Arial,sans-serif;">2) Hand out 7 index cards to each child. <span style="font-family: Arial,sans-serif;">- Have students write the title of literary elements on the card (one title per card) <span style="font-family: Arial,sans-serif;">- Have students come up with what they would use for each literary element. <span style="font-family: Arial,sans-serif;">1) Using the cards which they completed, have them put cards in sequential order. <span style="font-family: Arial,sans-serif;">2) Students will combine all cards to write a short story. <span style="font-family: Arial,sans-serif;">3) Students will go back and add big fat juicy sentences for details.
 * <span style="font-family: Arial,sans-serif;">Methods: **
 * <span style="font-family: Arial,sans-serif;">Guided Class Practice: **
 * <span style="font-family: Arial,sans-serif;">Direct Instruction: **
 * <span style="font-family: Arial,sans-serif;">Independent Work: **

<span style="font-family: Arial,sans-serif;">Their final writing and seven cards will be considered their assessment. They will also be monitored by class participation and interaction in class discussion.
 * <span style="font-family: Arial,sans-serif;">Assessments: **

<span style="font-family: Arial,sans-serif;">Lyndsay Trenge and Maria Sproat Lesson Plan: Hand Washing

__**Rocks and Their Properties**__ __**Objectives:**__ __**UDL inclusion**__ Lesson will begin with students filling out a KWL chart to ensure that they are on the right track and to reinforce what they have learned and where they are going (what they will learn in the future lessons) Students will work in small groups to encourage students to work together as well as support each other. They will also write information on worksheets as well as share orally information that they learned previously. They will also do a think pair share structure to answer basic knowledge of the properties of rocks.
 * CCCS: 6.2**
 * Students will be engaged in a cooperative research projects in oder to work out the properties of rocks and the 3 types of rocks and how they are formed. Options will be available for students to ensure that ALL students understand the nature of rocks.**
 * __Materials__: different types of rocks, hand lens, note paper, evaluation rubric.**
 * 1) **presentation options to make information accessible to ALL students**
 * 2) **varies strategies and techniques to reach ALL students**
 * 3) **motivational options to ensure the students are engaged**
 * 4) **flexible classroom management techniques that increase opportunities for ALL students**
 * Methods**
 * Ongoing assessment**
 * Students will be observed by teacher and checks will be made to see how well they are working together as a team (groups of 5) as well as how information is gathered. They will also have a worksheet to filled out regarding**

UDL lesson plan: 8th grade Technology Class

Goals: The students will understand and demonstrate an understanding of what cyberbullying is, how it is carried out and what can be done to handle these situations. (Recognition, identification & action)

The student will be able to: Timeline for steps 1-3: 2 class periods Timeline for step 4: 1 class period Timeline for step 5: 2 class periods Timeline for step 6: 3 class periods
 * 1) Utilizing the Internet: Search and find 5 different definitions for the term CyberBully (ing)
 * 2) Document website source in appropriate format
 * 3) Utilizing Googledocs the student will collaboratively work with a partner to break down the definitions and identify the parts which represent cyber (any form of technology) and bullying (any form/description of actions which are intended to harm)
 * 1) Identify 10 actions that a victim of cyberbullying can use to (tolerate, fight, compensate) for the bullying.
 * 1) Create a work of their choice to demonstrate their understanding. (IE. A poem, song lyrics, an acrostic, a story, a comic strip) The final product must demonstrate the use of 5 Cyber terms, 5 bullying terms, and 5 actions to take against it.)
 * 1) Utilizing the program Pages: The students will then create a document which creatively/visually communicates their ideas about cyberbullying to their peers.
 * 2) **If time permitted, I would incorporate the use of additional programs like: Imovie, voice thread, comiclife, or storymaker**

*** additional idea – do a presurvey using Wallwisherc.om checking to see what students thought cyberbullying is, and then do a follow up activity with wallwisher.com to see if their opinions, ideas had changed.

Materials: Internet Computers Article of what to do if you are Cyberbullied Pre-formatted definition page (definition, date, website)

Prior knowledge anticipated:
 * 1) How to use a search engine
 * 2) Use of Google Docs – uploading, sharing, collaboration of documents
 * 3) Basic word processing skills – copy/paste, highlighting
 * 4) Basic terms: Site address/URL,
 * 5) Knowledge of utilizing the Pages program

Assessments:
 * 1) Print out of Google Docs: visual demonstration by proper identification of the terms within the definitions:
 * 2) Cyber terms (technology) – highlighted yellow
 * 3) Bullying (actions which harm/intimidate) – highlighted blue
 * 4) Printout of Creative product of Creative work.
 * 5) Final product: (as of now) Print out of creative product in Pages

__Lechman Math Lesson: Days & Months__

__Objective:__ Review the //Days of the Week// and //Months of the Year//.

__Materials:__ [|www.youtube.com] via averkey/tv (classroom doesn’t have smartboard) 8.5 x 11 posters of weekdays Poster sized calendar of January 12 month calendar wkst of //Months of the Year// in non-consecutive order 25 sheets construction paper __Procedure:__ 1. Watch and sing along to //Days of the Week Song// on [] and []

2. Distribute posters of weekdays to 7 students non-consecutively.
 * Sing while pointing to each weekday and notice they are not in order.
 * Students give verbal directions to move the weekdays into correct order.
 * Sing again to determine if order is correct.

3. Recall our classroom calendar referred to during daily Morning Meeting and how the weekdays are listed in order at the top. Identify the name of the month at the top of the calendar is //January//.

4. Identify the months in order while turning pages of a 12 month calendar to determine what comes next.

5. Sing //Months of the Year Song// and dance the moves of the //Macarena// while watching []

6. Students will cut out boxes labeled with //Months of the Year// and glue them in order on tall sheet of construction paper.


 * UDL Lesson Plan: Immigration **

A. Grade 7 Reading/ELA B. Miss Bowman C. 1 Class Period (50 minutes)
 * I. Overview: **

- Through digital media, students will gain information to enhance their comprehension of our short story.
 * II. General Objectives: **

- Students will watch, listen, and respond to video encyclopedia clips about immigration to our country and Ellis Island. - Students will read and listen to the story “Immigrant Kids”.
 * III. Behavioral Objectives: **

Computer Projector Internet (www.qwiki.com) Notebooks Literature Textbook
 * IV. Materials: **

Background: n a previous lesson introducing our new nonfiction story, “Immigrant Kids,” a KWL chart proved that many students did not know about immigration at all, or had very skewed views of what immigration was. They had an assignment to ask any relatives about their family history.
 * V. Activity and Procedure **

A. Introduction: - To follow-up on Friday’s lesson, students will be asked to share any information they found over the weekend about immigration or their family’s history. - After students share what they know, I will tell them that I also did some research and found some information that may help them understand the process a little better.

B. Development: - To begin, we will revisit the historical background on the previewing page of the textbook. This provides information about dates and specific places people immigrated to and from. - I will connect my computer to the projector, and show the students Qwiki (http://www.qwiki.com). I’ll explain that Qwiki is a talking online encyclopedia, like we talked about before. I will describe it as Wikipedia with a slide show of pictures and a voice. - First we will watch the clip “History of Immigration to the United States”. We have a brief discussion about the information in the clip and relate it to the historical connection in the book. - For the second clip, we will watch “Immigration to the United States”. We will again have a discussion about the pictures and information in the clip, relating it to what they already know. - For the last clip, we will watch “Ellis Island.” Several students said they heard of Ellis Island but did not know much else about it. At the conclusion, we will again discuss the pictures and information presented in the clip.

A. Since this particular class is a low-level group, some of the vocabulary in the video clips will need to be stopped and discussed throughout. We will pause and discuss the meaning of certain words to help build comprehension.
 * VI. Adaptations for Students with Special Needs: **

A. Once students have a better idea of immigration, its impact on our country, and the impact on their own lives, we will revisit their KWL chart. Students will have a few minutes to add anything they learned to their “L” column of the chart, and also to add any questions to the “Want to Know” section. B. We will begin reading/listening to the story “Immigrant Kids”.
 * VII. Summary and Conclusion: **

A. Students will share their updated KWL charts with a partner and then with the class in a think, pair, share activity. Assessment will be based on student observation.
 * VIII. Assessment: **


 * Lesson Plan: Hand Washing**

Goal: Students will understand the importance of washing their hands. Students will have the basic knowledge of how to wash their hands properly.
 * Method:**
 * 1) Discuss with students what a germ is and that it can make you sick
 * 2) Explain that germs are everywhere.
 * 3) You can not see germs.
 * 4) Washing their hands will get rid of germs.
 * Material:**
 * 1) Have puppet Peppe La Pew to help discuss with students that getting sick stinks.
 * 2) Read book germs make me sick.
 * 3) Sink
 * 4) Soap
 * 5) Show video on how to wash your hands []
 * How to wash your hands:**
 * 1) Use warm water running water
 * 2) Wet hands
 * 3) Use liquid or pump soap
 * 4) Rub hands together and sing “Happpy Birthday toMe.” Twice while washing hands.
 * 5) Make sure to scrub under nails, between fingers, and back of hands.
 * 6) Dry hands completely with paper towel.
 * 7) Turn water off with dry paper towel.
 * Assessment:**
 * 1) Ongoing evaluation of students.
 * 2) Have students periodically demonstrate to the class on how and why we wash our hands.
 * 3) Do a wordle [] with students by having them provide words to place in wordle and post it on bathroom door.

Traci Gabriel

Stephanie H.’s Lesson Plan (UDL style)

__Subjec__t: Atomic Structure, subatomic particles, isotopes

__Grade Level__: General level 10th and 11th grade chemistry students

__Goals and Objectives for Students__: By the end of this lesson, students will be able to:
 * 1) Identify the three basic subatomic particles by name, charge, and location in an atom.
 * 2) Define atomic number and mass number
 * 3) Describe how isotopes are alike and how they are different.

__Methods__: As my general level classes are quite small (fewer than 10 students), we can begin each class by sitting around a large lab table, reading about and discussing the topic at hand. For this lesson, we will take turns reading from the appropriate section of the text (sections 4.1 and 4.2), pausing to write new words and concepts on the SmartBoard. After we have read the text together, we move to the front of the room, and students take turns writing the definitions or brief explanations, in their own words, of the new words and concepts on the SmartBoard. During this portion of the lesson, some students may choose to write notes of their own in their notebooks, while others may prefer to only participate in the writing on the SmartBoard. Students who have difficulty with handwriting can choose to highlight their written contributions on the SmartBoard and have the writing transcribed by the SmartBoard. I will print these notes out for students and give them out at the beginning of the next class, at which time we will review what we wrote and put the copies of the notes in everyone’s 3-ring binder.

After taking notes together, we will watch a brief YouTube video about the history of the discovery of atomic structure. This video demonstrates the equipment used since the beginning of the 20th century to discover the electron, the proton, and the existence of a small, positively-charged nucleus.

Finally, students will use differently colored marbles to build models of nuclei for a variety of isotopes of different elements, given the mass number of each.

__Assessment__: After reviewing our notes at the beginning of the next class, I will ask each student to build (with different colored marbles), draw, or describe the nuclei of three different elements, given their mass numbers.