Erik Keller

UDL Lesson Plan

SPED
4/12/2014
UDL Lesson Plan
Description
This lesson is a comprehension lesson where students learn to ask and ask questions about a text
to help increase comprehension. Then the teacher will read a text. The teacher will model how to
find a good comprehension question and answer the question with text evidence. Then the
teacher will then the teacher will lead the class in some group practice. Then the teacher will
have the class finish the text on their own, write down some good questions, and answer a
worksheet using text evidence
Prerequisites
The students should already have a knowledge of asking good open ended questions.
Students should also have knowledge of pre-reading strategies
Estimated time
This lesson should take 45 minutes to complete.
Purpose
Classroom Instruction
Grade
This lesson was created for third grade students.
Content Area
English/ Language Arts
Common Core
CCSS.ELA-Literacy.RL.3.1 (grade 3): Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the answers
Instructional goals
Students will learn to ask and answer questions about the text to increase their understanding of a
text.
Also students will learn to use text evidence to support their ideas and thoughts when answering
open ended questions about a text they have read

Objectives
SWBAT demonstrate the understanding of a text through asking and answering questions using
text evidence.

Variability
Throughout this lesson there are a lot of varied activities and the information will be given in
multiple ways so all students will have the opportunity to be engaged in the text and read the
text. The students will engage in the text through pre-reading strategies and classmate
interactions. When reading the text students will have different places to track the text from the
class board and their individual text and student will have differentiated text if needed, which
they will self-regulate their tracking and if promoted how the students use their assistive
technology. Also students will be able to complete their assignment with multiple means of
action by being allowed to write or type their work with paper and pencil or using a classroom
computer. That is how this lesson has variability.
Formative Assessment
For the formative assessment the students will answer the open ended comprehension questions
at the end of the story using text evidence. This will show the teacher is the students understand
the parts of this lesson and if the students have met the objective for this lesson. Student will
need to do two things when answering questions. The first thing they will need to do is answer
the question. Then the students will need to use text evidence to support their answer. If the
student does both these things correctly the techer will give the student full credit for their
answer. That is the formative assessment for this lesson.
The teacher will look through the students assessments to see if the students have completed
their assessment correctly and to see if the class has met the lesson's objective. This will show
the teacher the effectiveness of the lesson and if the teacher will need to do any remediation

Summative Assessment
Students will read a text write down 3 good open ended questions about the text then answer
three open ended questions using evidence from the text that another student has
written. Student will need to do two things when answering questions. The first thing they will
need to do is answer the question. Then the students will need to use text evidence to support
their answer. If the student does both these things correctly the teacher will give the student full
credit for their answer.

The teacher will look through the students assessments to see if the class has met the learning
goals from the lesson. This will show the teacher the effectiveness of the goals and if the teacher
will need any future remediation.

Beginning

To engage students into todays lesson the teacher will have the class gather in the front
of the classroom.

Then the teacher will ask the students what is the difference between a good (Open
ended) or not as good (close ended) question? (The students should already know the
difference from an earlier lesson).

Then have students to review the last day lesson and tell the teacher three things they
learned about good questions. (Activating students prior knowledge)

The students should say..

A good question should have a long answer, so no yes and no answers.

Good questions often use why or how.

By answering good questions it will help students better comprehend the text. (During
this time When Jamal is talking he will be encouraged to use his laptop to type his thoughts
so the class can understand them completely).

This will be used as a pre-assessment the teacher will check off if the student is engaged
and say the correct answers about good open ended questions.

Transition: Now that we have talked about good questions we are going to practice asking and
answering good questions about a text.
During

Now once the students have finished the engagement the teacher will present the students
with their Ned and Rover and Jack and then text project the text on the board using the
Document Cameras. (For the ELL Student the teacher will also give the student a copy of
the text in Spanish so they can have a more comfortable reference to work with and the
Gifted and Talented student will have a higher leveled version of the text to work with).

The teacher will then ask the students to think pair share with the person next to them
about what they think the story will be about and why. The teacher will encourage students

to use their pre-reading strategies to analyze the text. (Jamal will be welcome to use his
laptop or speak using his own voice to communicate with his partner).

Then the teacher will ask the class what do they think the story will be about? (The
teacher will take a couple of answers then move on).

Now that we have all these ideas about the text lets begin to read the text and ask good
questions about the text. (Kamle will follow along using her reading helper to follow along
and decode to text as the teacher reads).

After the teacher will read the first paragraph to the class.

Then the teacher will ask the class why did Ned ask Rover if he wanted to go on a fun
ride? (Jamal can use his laptop to answer if called on and the ELL student will use his
Spanish to English dictionary/translator software if needed).

Then the teacher will walk through finding text evidence to answer the question with the
class and the teacher will use the projector to model for the students how to correctly
highlight the answer in the text so they all can see. (The answer should involve Ned getting
a new wagon and saw Rover in the road). (Kamla Will continue to use her Reading Helper
and tracking skills to follow the teacher as the teacher finds the text evidence).

Then the teacher will read the next paragraph as the students follow along. (Kamla will
follow along using her reading helper to follow along and decode to text as the teacher
reads).

At the end of the paragraph the class will work together with the teacher to find a
question. (The ELL student will use all of his assistive technology to find a question from
the text and Kamla will use here Reader Helper to decode the text and create a question
from the text).

Then the teacher will have students will highlight the text evidence and write it on a
sticky note and put the sticky note on the board. (Jamal will use his keyboard to type his
answer on the computer and the teacher will write it on a sticky note and Jamal can post it
on the board or the teacher can stick it on the board for him).

Then the teacher will have a student pull off a sticky note and read it and the class will
give a thumbs up or a thumbs down is they agree or disagree with the text evidence.

Then once they find the answer the teacher will highlight the answer in the text for all
the students to track and highlight in their text evidence as well. (Students will use
Highlighters or Highlighter Tape to highlight the text evidence. The ELL student will use
the teachers highlighting on the board and his two different copies of the text and his
English to Spanish to English translator to help him find the text evidence. Also Kamla will
continue to use Her Reading Helper to decode the text and highlight the text evidence).

Then the class will continue reading the text. (Kamla will use here Reader helper to help
her read and decode the text with fluency. The student who is an ELL student will use both
his text and English to Spanish Translator to complete reading the text).

Once the class has completed the teachers question the students will pair up with a
partner for some independent practice in asking and answering good open ended
questions. Students will be able to write their questions on a piece of paper or type their
questions on one of the classroom computers. (Kamla will use her Reading Helper to helper
her decode the text to find open ended questions using text evidence. My ELL student will
use his two versions of the text and his English to Spanish Translator to ask open ended
questions. Also Jamal will use his laptop to write his questions).

The students will look through the text and find three open ended questions

Then each student will trade open ended questions with their partner and answer the good
open ended questions, using text evidence. Students will self-regulate each other by
checking to see if their classmate has asked good open ended questions. (For finding the 3
comprehension questions the students will get 6 minutes and the students will get the same
amount of time to answer the 3 questions). (Kamla will use her Reading Helper to helper
her decode the text to answer open ended questions using text evidence. My ELL student
will use his two versions of the text and his English to Spanish Translator to answer open
ended questions. Also Jamal will use his laptop to answer his questions).

Then once the students have answered the questions the students will bring their work the
teacher for the teacher to check. The teacher will check their questions and answers to check
if the students answers are correct, if the students are asking good open ended questions, if
the students have comprehended the text, and used correct text evidence to support their
answers for the questions.

Transition: Now that we have finished practicing asking and answering comprehension questions
and reading Ned and Rover and Jack we will fill out a quick worksheet.
Closing

Once the students time is up and the teacher has checked their classwork. The teacher
will bring the class back together and review what the students have learned through
completing this lesson and how asking and answering these questions can help students
comprehend a text.

Then the teacher will then tell the students to turn to the story questions and answer the
questions using text evidence.

Students will answer four questions, which are.

1. Why did Ned call to Tom?

2. Why didnt Rover stop when Jack asked him to?

3. How are the two stories about Rover alike?
4. How are the two stories about Rover different?
(Jamal will type his questions and answers on the laptop and the teacher will upload the file
to their computer to check. Kamla Will use here Reading helper to help her decode the text
to answer the question. The ELL student will use both copies of the text and the English to
Spanish Translator to help him answer the questions. Then the student who is gifted and
talented will used the higher level text to answer the questions then if the student has
completed their work the student will be allowed to walk around and help their classmate
who are struggling).
Once the students complete these comprehension questions the students will hand it into
the teacher to be graded before they can move on to their next activity. Also students will
be graded on the questions they wrote about the text as well.
Materials and supplies
Promethean Board
Document Camera
Ned and Rover and Jack text
Ned and Rover and Jack Questions
Highlighter and Highlighter tape
Sticky notes
Student laptop and laptop Speakers
Spanish to English translator
Spanish translated text
Higher Level text (for the student that is Gifted and Talented)
Reading Helper
Young Readers edition of Quick Reader
Classroom computers