Subject/Course: Differentiation UDL- Language Arts Group: Mary Cameron, Beatriz Bonilla, and Jon Campbell Lesson Outcomes

/ Purpose of the lesson; Key Ideas to be learned: The Write Traits, Word Choice: Introduction/ Setting Title of Lesson: Introducing Word Choice (Setting) Curriculum Outcome: Speaking and Listening 2 Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. Reading and Viewing 5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. Reading and Viewing 7 Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. Writing and Representing 8 Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imaginations. Writing and Representing 10 Students will be expected to use a range of strategies to develop effective writing and other ways of representing, and to enhance clarity, precision, and effectiveness. Class Objective: Big Ideas, Key Assessment (Products): Questions: The students will be Students will fill out a sum-it-up form as introduced to the write trait of word formative assessment. choice. As a class we will discuss the importance of word choice and the effect it has on our writing. We will look at a sample piece of writing about setting. Materials/ Resources: The Hunger Games http://www.youtube.com/watch?v=9dEqVy66HW8 SMART Board Thesaurus Methods / Structure: The students will work individually to understand the importance and use of word choice. Text/Audio/Video-based Features: Vocabulary: Resources: See Connections Work Sensory Materials/Resources sheet, Sum-It-Up Enhancing Worksheet Word Choice Thesaurus Instructional Strategies/ Procedure for the Class: I Listen, I Draw, I See Using a very descriptive reading. As a class we will read the assigned reading with a focus on the description in the passage. After that students will work in small groups to read the reading again to underlining adjectives they think indicate the setting. Students will have the opportunity to volunteer to go to the SMART Board and underline the adjectives; this represents multiple means of engagement. Discuss with the students how these words

help develop the setting. Students will then be asked to draw a rough sketch of what this setting looks like. After the students have had a chance to do a rough sketch. Once students have completed their drawings they will share their drawing of the setting with an elbow partner; this shows the inclusion of multiple means of action and expression. This activity is meant to help students see the importance of Word Choice. Some important questions to raise might be: Does the writing make a clear picture in your mind? Does the writers word choice enhance the voice of the piece? At the conclusion of the activity ask the students what in the piece of writing helped them to draw their picture. Are there any words you drew from to draw your picture? Time: 20 min. Explaining Word Choice Word choice is a tool authors use to help enrich their writing. All writers use word choice, some are just pickier than others. When you use the thesaurus to choose better words for your own work you are actively making word choices. Word choice can help an to create a picture in your mind, change the mood of the story, or project the voice of the characters. The language of a research paper isnt the same as the language of a love letter. Define Word Choice Word Choice refers to the words, and phrases a writer uses to create images, define concepts, or express thoughts. In this particular lesson we are focusing on adjectives. Effective words are clear, precise, and vivid. They fit the moment. As with any trait, appropriate word choice depends on audience and purpose. Time: 15 min. Watch the Clip Use this activity to introduce the class to the idea of word choice. Show video clip of Hunger Games: Arena (only until 1:35); this is an example of multiple means of representation. Afterwards ask the students to discuss with a small group, what parts of the film did not match the parts in the paragraph. Then go back to the paragraph and ask the students to add adjectives or make substitutions to better match the paragraph with the video clip; or simply make the paragraph more descriptive [The teacher may ask the students to choose an adjective to describe the lake]. Time: 10 min. Sum-It-Up (Dodge 46) Teacher will use the sum-it-up style of exit slip as a quick assessment tool to see if students have understood the concepts taught about word choice in this lesson. Students will be provided with a graphic organizer with a place to write the topic of the days lesson with an adjacent box to make notes of what they learned (they may add a drawing to this box if that helps them to better explain themselves). This will be used as a formative assessment tool. References: Collins, Suzanne, and Phil Falco. The Hunger Games. New York: Scholastic Press, 2008. Print.

Differentiation: I Listen, I Draw, I See This activity begins by the teacher reading the paragraph aloud, which is beneficial for auditory learners who absorb more by listening. Having the students re-read the paragraph independently serves students who are verbal-linguistic learners that retain material by seeing it in written form. This can also benefit students with LDs, such as dyslexia allowing them to more easily read the paragraph (as its typed and in front of them) and adapt its information. Having students come up to the board to underline descriptive words in the paragraph gives kinesthetic and tactile learners an opportunity to shine in this activity. Having students draw what they visualized from reading the paragraph helps particularly visual students, but also all students, as they put on paper the images they created in their mind. Doing the drawing activity first on the SmartBoard makes the activity interactive and kinesthetic, and also helps students find a starting point if the struggle with drawing or visualizing. This also appeals to the naturalist learner as they are dealing with nature in the form of setting. Watch the Clip Auditory and Visual learners will benefit from watching a video clip. Spatial learners will benefit from this activity as they enjoy the use of video clips and multimedia resources. It is also an interactive activity using technology and it will engage students, as the topic is modern and relevant to the times. Sum-It-Up The sum-it-up formative assessment tool is useful to all learners because it helps to reiterate and reinforce the new material they learned that day. It also helps the teacher to gauge whether or not students have understood the new material on word choice with regards to setting. In terms of differentiation, the sum-it-up slip appeals to visual and spatial learners as it helps them to see what they have learned, and to put it into forms of both writing and drawings. The combination of individual and pair-share activities shows flexible groupings in this lesson appeals to interpersonal learners who gain more in conversation with others, while also respecting students who often prefer to work and think independently. ATTACH any materials you created to use with the lesson.

Word Choice: Setting For instance, only a few steps from my feet lies a three-foot square of plastic. Certainly it could be of some use in a downpour. But there in the mouth, I can see a tent pack that would protect from almost any sort of weather Were on a flat, open stretch of ground. A plain of hard-packed dirt. Behind the kids across from me, I can see nothing, indicating either a steep downward slope or even a cliff. To my right lies a lake. To my left and back, sparse piney woods.

Word Choice: Setting For instance, only a few steps from my feet lies a three-foot square of plastic. Certainly it could be of some use in a downpour. But there in the mouth, I can see a tent pack that would protect from almost any sort of weather Were on a flat, open stretch of ground. A plain of hard-packed dirt. Behind the kids across from me, I can see nothing, indicating either a steep downward slope or even a cliff. To my right lies a lake. To my left and back, sparse piney woods.

**Highlighted text indicates a point for conversation. [What does nothing look like? How do you describe nothing?

SUM-IT-UP!
Topic: Word Choice
Topic/Question Date: Feb. 6, 2014 WORD CHOICESetting What I Learned Statement/Answer (Write or Sketch)

How Word Choice is used using adjectives to describe setting. Were on a flat, open stretch of ground.

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