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UDL LESSON PLANNING TEMPLATE

Name: Ms. Crouch


Subject: ELA
Grade Level: 8

IDOE Standard for Lesson:

Teaching Goal(s) for Lesson: (What


you want students to know/understand.)

Identify Barriers to Learning for Students:

Students will realize that many children


face conditions that are systematic
effects of social or political oppression.
Students will form connections between
the children they read about in old
fairytales and in the modern age.
Students will realize that this includes
children living near them as well as
abroad.
Learning Outcomes: (Measurable
objectives to be assessed.)

8.RN.2.1 Cite the textual evidence that most


strongly supports an analysis of what a text
says explicitly as well as inferences drawn
from the text.
8.RN.2.2: Analyze the development of a
central idea over the course of a text,
including its relationship to supporting ideas;
provide a detailed, objective summary of the
text.
8.RL.3.1: Compare and contrast the
structure of two or more related works of
literature, and analyze and evaluate how the
differing structure of each text contributes to
its meaning and style.
8.RN.3.1: (Previously taught standard) Apply
knowledge of text features in multiple print
and digital sources to locate information,
gain meaning from a text, or solve a
problem.
8.RV.2.4: Use common, grade-appropriate
Greek or Latin affixes and roots as clues to
the meaning of a word.

Time needed to complete stations


Lack of materials (pencils)
Classroom distractions

Assessment(s):
Formative

1. Students will practice multiple


annotation strategies.
2. Students will ask questions about
the text.

Annotation notes
Exit tickets

Summative

Materials/Resources:
-

NPRs Is Corporal
Punishment Abuse?
Sticky notes
Highlighters
Writing utensils

Later in the semester, students will write


a letter to an authority figure asking for
an improvement in a childs situation.
Students will use the knowledge theyve
cumulated throughout the grading period
to provide evidence on why a child needs
certain improvements.

Differentiation:
Recognition: Reading the beginning of the text
aloud; Providing examples of annotation
methods
Strategic: Practicing method with a partner with
teacher available for questions
Affective: Applying new method of working with
text in testing situations

Introduction: (Time 5-7 minutes)


In The Juniper Tree and The Rose Tree, the stepmother punishes the child by killing him.
Is this fair? Does it solve her problem? Explain why or why not.
Modeling/Guided Practice: (Time: 15 minutes per station/30 minutes total)
1. Students will be given the article, Is Corporal Punishment Abuse?
2. The teacher will model for students how to create an annotation key.
3. The teacher will model for students how to annotate the title and first paragraph of a
piece of nonfiction.
4. Students will complete the reading with annotations with a partner.
Conclusion/Assessment:
The teacher will ask students to
practice annotation the next time
nonfiction writing is read in class.

Reflection: (For example, based on the


evidence from the assessments, what are your
next steps in the learning cycle?)
The teacher will revisit the concepts taught in
this weeks lessons throughout the grading
period. Students will continue to discuss the
rights of children through fiction and nonfiction.

Reflection for Unit Plan:


Although this sort of lesson has been one Ive considered teaching for some time, I
generated this lesson after attending a team meeting of teachers who were
encouraged by administrators to help students navigate physical test documents.
Many teachers have noticed that when our students are taking tests they often
dont read the questions or passages fully. I created this lesson on annotation to

respond to this suggestion and to help students begin to prepare for their researchbased unit assessment.
The modeling and guided practice stages of this lesson happened smoothly.
Students were engaged in the process as I modeled what do and responded with
great suggestions on how to annotate as we moved into the guided practice stage.
However, when students were given the opportunity to collaborate to finish
annotating the reading, many students found that they were sure how much
annotation to do. I intentionally left this direction vague so as to not pressure
students to over annotate.
Next time I teach this lesson I might do a better job of stressing that its important
to discover what annotation style works best for you and that process often takes
many attempts. This is something I tried to reinforce in the remaining class days. I
believe that my mentor teacher is also accepting students to continue to annotate
their papers as the semester continues.
*For the Honors version of this lesson, I modeled annotating the beginning of a
chapter in The Hunger Games. The students worked in pairs or small groups to
annotate the rest of the chapter. Students were encouraged to annotate future
chapters as well.
At first, the Honors class put up quite a fuss about the lesson in annotation. Many
students said that annotation is for beginning readers. It took several different
approaches for me to show them the value in annotation. A couple students also
already had their own methods of annotating that I allowed them to stick with.

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