Dear Mr. Henshaw

Title: Dear Mr. Henshaw

Author: Beverly Cleary

Subject: Text Factors for Fictional Texts

Grade Level: 3rd

IEP Classification: ADHD; Specific Learning Disability

Common Core Standard: CCSS.ELA-LITERACY.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Lesson Goals: The students will describe the characters and explain their actions contributing to the events in their journal with 80% accuracy.

Lesson Materials: SmartBoard, Graphic Organizer, Anchor Chart, Markers, Journals (1 per student), and ELMO.

Instructional Lesson Methods and Assessment

Anticipatory Set (5 to 10 minutes)

I will begin the lesson by introducing the book to the class. I will lead them into the idea of the book by bringing up their letters they wrote the day before to their favorite author.
I will pass out a copy of the book to each child and they will spend the rest of the week reading the book in class and outside of class.
I will dismiss them to the carpet with their book and show them the video below:
We will begin an anchor chart and I will explain that we will be keeping track of the characters in the book and their characteristics.

I will explain some characteristics that they may look out for such as the traits of characters, motivations of characters, and or the feelings of characters.

Recognition "What" Multiple Means of Representation	Strategic "How" Multiple Means of Action and Expression	Affective "Why" Multiple Means of Engagement
1.2: Provide alternatives for auditory information The students will have a written visual of the video for them to look at. 1.3: Provide alternatives for visual information The students will have an auditory version of the video as I will read the bits out loud.	4.1: Provide varied ways to respond The students can respond by raising their hand when they believe they have an answer to the questions such as if they know what kind of characteristics there are.	8.3: Foster collaboration and communication The students will collaborate with me with the Anchor Chart.
3.1: Provide or activate background knowledge The students will have written a letter beforehand to their favorite author. This is what the character is doing in the book.	4.3: Integrate assistive technologies The video will be available through the SmartBoard and YouTube.

Introduce and Model New Knowledge (15 to 20 minutes)

During our first time on the carpet, we will read pages 48 through 53. The pages will give the students an idea of the character.
After reading the book together with the students following along in their books, we will start filling in the anchor chart of the characters.
I will have a poster posted that shows characteristics of a person as well as feelings. They serve words that can be used to describe feelings and characteristics of someone.

If a child struggles to name the feeling or characteristic, I will ask another student to help and then the poster can be used. They will learn new words of describing characters.
I will allow them time to learn the newer trait names before moving on to group practice.

Recognition "What" Multiple Means of Representation	Strategic "How" Multiple Means of Action and Expressions	Affective "Why" Multiple Means of Engagement
1.1: Customize the display of information The anchor charts will be customized.	4.1: Provide varied ways to respond The students can respond by raising their hand when they believe they have an answer to the questions such as if they know what kind of characteristics there are.	8.3: Foster collaboration and communication The students will be able to help each other out when I ask them about characteristics of someone.

Guided Practice (30 minutes)

Group time: Split the class into four or five people/5 groups.
I will have the students look back over the pages that we covered in the book and read about Leigh a little more.
I will then pass out a graphic organizer for the students fill out about the character. I will encourage them to use new vocabulary words when filling in the bubbles about the person's feelings, motivations, and/or traits.
After the students fill in the graphic organizer, they will write two or more sentences about the character's actions and what happened because of them.
When the students are finished, then they will be asked to go to their desks and begin independent work.

Recognition "What" Multiple Means of Representation	Strategic "How" Multiple Means of Action and Expressions	Affective "Why" Multiple Means of Engagement
3.3 Guide information processing The teacher will explain instructions to students to ensure they understand what to do.	5.2: Provide appropriate tools for composition and problem solving. The teacher will supply the class with a graphic organizer to fill in with traits, feelings, and motivations.	8.3: Foster collaboration and communication The students will collaborate with one another to get information to fill in the graphic organizer.

Independent Practice (10 minutes)

On your own: The students will write a letter to Leigh giving him tips on how to change his view on the events that happened so that they may get the results they wanted (such as getting the thief to stop stealing his lunch).
The will be required to write in their journals the letter to the character.
They will write as much as they can in 10 minutes.
When completed, we will wrap up.

Recognition "What" Multiple Means of Representation	Strategic "How" Multiple Means of Action and Expression	Affective "Why" Multiple Means of Engagement
3.1: Provide or activate background knowledge The students will use their background knowledge of writing letters from the day before.	5.1: Allow choices of media for communication The students will have the opportunity to type up their work the next day or later that week.	7.3: Reduce threats and distraction I will keep the to a minimum by posting that we are working quietly and remind everyone to work quietly.
3.3 Guide information processing The teacher will explain instructions to students to ensure they understand what to do.

Wrap- Up (5 minutes)

I will ask the class as a whole to come to the carpet again.
We will discuss the character and what he struggled with in the pages we read.
I will then bring up the anchor chart and ask the students to give me some of the words they used to describe Leigh.
I will place them on the anchor chart and then ask them to tell me what he could've done to react differently. Basically what would be the opposite reaction for Leigh to get what he wanted.
I will allow some of the children to come up to the front and read their letter to the class, using the ELMO and SmartBoard to show the work.
The next day in class, they will type up their letters using their classroom laptops.

Recognition "What" Multiple Means of Representation	Strategic "How" Multiple Means of Action and Expression	Affective "Why" Multiple Means of Engagement
3.1: Provide or activate background knowledge. We will bring back their prior knowledge of what they read and about characteristics.	4.3: Integrate assistive technologies The students will use the ELMO and the SmartBoard to show their letters to the class.	8.3: Foster collaboration and communication The students will collaborate with me with the Anchor Chart
	4.3: Integrate assistive technologies The students will use the classroom laptops to type up the letters they wrote.

Assessment (10 minutes)

For an assessment, the students will create their own character and add them to the story. They will create some traits about their characters and then tell me if their character would help Leigh out not, why or why not.
They would write as much as they could in 10 minutes.
I will collect their letters and grade them for errors and if they were able to make a character and if they answered the questions.

Recognition "What" Multiple Means of Representation	Strategic "How" Multiple Means of Action and Expressions	Affective "Why" Multiple Means of Engagement
3.1: Provide or activate background knowledge The students will use their background knowledge of creating a character by using traits from characters they have read about before.	6.2: Support planning and strategy development The teacher will plan out lesson prior to the start of class to ensure a smooth lesson.	7.2: Enhance relevance, value and authenticity The teacher will grade them fairly for genuine scores.

UDL Principle

I. Multiple Means of Representation ensures that the Recognition networks of students are supported.

Specific UDL Accommodations (1.1 - 3.4) Recognition Networks "What"

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
Provide options for perception
1.1 Customize the display of information	X	Introduce and Model New Knowledge
1.2 Provide alternatives for auditory information	X	Anticipatory Set
1.3 Provide alternatives for visual information	X	Anticipatory Set
Provide options for language and symbols
2.1 Define vocabulary and symbols	X	Introduce and Model New Knowledge
2.2 Clarify syntax and structure
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic understanding
2.5 Illustrate key concepts non-linguistically
Provide options for comprehension
3.1 Provide or activate background knowledge	X	Anticipatory Set, Independent Practice, Wrap Up, Assessment
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing	X	Guided Practice, Independent Practice
3.4 Support memory and transfer

II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported

Specific UDL Accommodations (4.1 - 6.4) Strategic Networks "How"

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
Provide options for physical actions
4.1 Provide varied ways to respond	X	Anticipatory Set, Introduce and Model New Knowledge
4.2 Provide varied ways to interact with materials
4.3 Integrate assistive technologies	X	Anticipatory Set, Wrap Up
Provide options for expressive skills and fluency
5.1 Allow choices of media for communication
5.2 Provide appropriate tools for composition and problem solving	X	Guided Practice, Independent Practice
5.3 Provide ways to scaffold practice and performance
Provide options for executive functions
6.1 Guide effective goal setting
6.2 Support planning and strategy development	X	Assessment
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress

III. Multiple Means of Engagements ensures that the Affective networks of students are supported

Specific UDL Accommodations (7.1 - 9.3) Affective Networks "Why"

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
Provide options for recruiting interest
7.1 Increase individual choice and autonomy
7.2 Enhance relevance, value, and authenticity	X	Assessment
7.3 Reduce threats and distractions	X	Independent Practice
Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary levels of challenge and support	X	Assessment
8.3 Foster collaboration and communication	X	Anticipatory Set, Introduce and Model New Knowledge, Guided Practice Wrap Up
8.4 Increase mastery-oriented feedback
Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection

UDL Assignment Rubric

Evaluation Areas	Exceeds Expectations A	Meets Expectations B	Does Not Meet C	Points	Comments
	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

Heading	Overview	Comments
6 UDL Phases	Methods
1) Anticipatory Set 5-10 minutes	Provides an introductory activity, which stimulates the classes’ thinking about the lesson and connects the lesson to his or her students’ prior knowledge/experience.
2) Introduction and model new knowledge 15-20 minutes	Completely yet concisely describes the new concept that will be the topic of the day’s presentation along with any new vocabulary terms or concepts.
3) Guided Practice 20-30 minutes	Model’s various ways that students can engage with the new content. Then guides the students as they interact with partners or groups practicing the new material in various meaningful ways.
4) Independent Practice 5-10 minutes	Students in the class are provided with the opportunity to engage with the content independently.
5) Wrap Up 5 minutes	Reviews all important points of the lesson as reflected by the lesson’s objectives for all students.
6) Assessment of Student Learning – Formative 5-10 minutes	Describes an assessment plan that directly matches the lesson’s objectives (it must be a written assessment of some kind which accurately assesses the students understanding of what was taught) – measurable.
Technology	Lesson incorporates a wide variety of element(s) of technology in the instruction/practice (power point, prezi, wiki, elmo, smartboard, youtube, etc)
Differentiated-Accommodation Strategies	Provides specific UDL accommodations in each of the six phases of the UDL lesson plan targeting each of the brain networks (see above)
Materials	All materials are listed and clearly relate to the lesson.