April 23, 2015: I designed a lesson that incorporated UDL principles. Some activities included (a) students building a visual resume, expressing a character’s objectives/skills, experiences and education/perspectives and (b) converting a worksheet into an interactive wall, requiring students to match quotes from the novel, Esperanza’s Rising, to character traits and the effects on the character. Following is the lesson write-up:
Lesson Plan Format
Teacher: C. Walton Date: 4-23-15 Subject: ELA 6
Objective: Students will trace development of a character throughout the novel in order to explain how change has influenced her perspectives.
Alternate Objective (if only get to the resume): Students will be able to analyze a character in order to determine how that character has changed throughout a novel.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
It is important for students to recognize how life changes influence a person’s perspective. In addition, students need to be able to convey these changes and perspectives in writing.
Students have been engaging in writing activities regularly. Also, they have previously discussed the many challenges faced by immigrants and Esperanza in particular. Their learning will be extended through specifically outlining Esperanza’s experiences and creating and comparing resumes of her former and current self.
*Intro Question: Is change good or bad?
*Read and explain lesson objective
*Connect the idea of change to Esperanza.
*Give examples of changes that have taken place (examples: setting, fruit, people)
(Focus: Esperanza’s changes/growth and affects; record collective answers)
*As a class, build Esperanza’s resume (former self) on board with sentences strips. Students will place sentence strips in correct sections (Objective/Goal, Skills/Experiences/Education, Perspectives).
*Transition: We/students need to figure out how she’s changed to her current self.
*Esperanza: My, How She’s Changed! / model
1. Read quotes from the novel.
2. Assign Esperanza 1 or 2 character traits based on quote.
3. Summarize plot support.
-create big graphic organizer (chart paper): quote (given), character trait(s), plot support
-1 for Devin, Sara: They will place cards in proper categories.
-1 for Allie, Mehki, Ka’Heim: They will discuss and write in the answers.
*As a class, compose Esperanza’s resume (current self) on board. Given a blank sentence strip, students will write a phrase or statement that fits in one of the following sections: Objective/Goal, Skills/Experiences/Education, Perspectives.
*Closing: Independently, students will write their answer to the following question: How have Esperanza’s experiences influenced her perspectives?
*accuracy of information on graphic organizer
*Is information from graphic organizer accurately translated to resume?
*Is the objective met through the exit ticket? Did students recognize the correlation?
*There is a combination of speaking, listening and writing activities.
*Students will work independently and in groups.
*Students are separated into 2 groups based on individual needs in order to more successfully complete graphic organizer.
-quotes (simplified wording)
-graphic organizer (comprehension & writing space)
-statements for resume (Esperanza’s former self)
(3) encouraging active student engagement, and (4) enriching vocabulary.
This lesson has students actively engaged in reading, composing statements for a resume as well as an independent comprehension question, and sharing and discussing their answers. There are opportunities for self- and peer-correction in addition to student-choice and peer interaction.