Learned-Case Study Part 1 and 2!

Case Study Part 1 and 2 UDL for Learning EDU 721 10/9/11

Learned-Case Study Part 1!

Model Choice and Brain Theory Connections: The Universal Design for Learning (UDL) is the model of choice for this case study. UDL allows students to construct meaning and make connections that are signicant to their own personal development and growth as a learner. CAST explains in their video on Universal Design at a Glance, that UDL can be broken down into basic parts to be able to understand what it is as a whole. CAST (2011) puts into perspective how to look rst at the word Universal, which brings us to understand the the curriculum can be used and attainable by all learners. Learning needs to be stimulated with the how, what and why parts of the brain being engaged and sharpened. If these three parts of the brain are stimulated, in the end you will have students that are capable, learned, goal-oriented, and committed learners that strive to gain more knowledge.

Technology use in UDL is also an integral and important piece. As the National Center for Universal Design states online Technology has permeated all aspects of our economy and







culture. Every learner now in school needs a range of literacies that are much broader and more inclusive of our changing culture. Further an understanding of these technologies leads to a greater understanding of the possible non-tech options that can be utilized (2011). In UDL, the use of technology becomes

natural, not an additional thing. It is a resource as common as a pencil or pen in the average classroom. This is signicantly important for the 1:1 environment that the students in my classes function in.

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UDL directly connects with the brain theory connections outlined in the Rose and Meyers text. This model focuses on ways to engage students in learning by minimizing their barriers and cultivating stronger connections to their environment. When the three principles of UDL are being put into motion, students have ways to see and utilize different presentations of knowledge, strategize how to make connections and engage in learning through different options that are presented to them (Rose and Meyer, 2002). These three principles consist of providing multiple means of representation, providing choices for language, mathematical expressions, and symbols and providing options for comprehension (CAST, 2011). When the different facets of these principles are taken into account, a comprehensive lesson that engages all learners is created.

With this being said, the UDL format is an ideal one to choose for a diverse group of learners in a small classroom. With this model, students will utilize a more knowledge rich world with the tools that they have accessible to them, and become better masters of their learning. As plain as this may seem, even Rose and Meyer (2002) state in chapter four how it was overlooked in a world where we tried to accommodate for our population with handicaps. It seemed ironic to us that legislators and architects were working very hard to ensure that educational buildings were universally accessible, but no such movement pursued universal accessibility for the curriculum methods and materials used inside the buildings, the curriculum (Rose and Meyers, 2002).

Student Prole(s): Class E Language Arts Class is a small group of fteen students that is co-taught with a special education teacher. Five of the fteen students have IEPs. One students IEP is based upon his

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hearing loss. His reading skills have suffered signicantly over the years due to his hearing impairment and he is reading far below grade level. He needs to be sitting at the front of the room, away from audible distractions. Another students IEP states that he has decits with his working memory, and following verbal directives due to a limited vocabulary development. The other three students all fall under Other Health Impairment with an ADHD diagnosis. They need frequent breaks, small chunks of information and movement incorporated into their lessons. The remaining ten students in the classroom all receive Title One Services through the school. They are involved with intervention classes to target their decits with reading skills.

Classroom Environment: The classroom is on the rather small side. There is room enough for four tables that accommodate sixteen students. Each table has enough space for four individuals to work at it. Some of the furniture is more comfortable than others (some chairs are metal folding chairs, others are older classroom models with the wire rack underneath for book storage). Three of the tables are rectangular, one is horseshoe shaped. The classroom is equipped with a SmartBoard and a projector that is mounted to the ceiling, portable speakers and two dry erase boards. The hallway that the classroom opens out to is a rather busy avenue, as it is also a common hall between high school and middle school in the shared building. The science classrooms of Telstar High School is right down in the adjacent wing.

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Case Study Part 2

Lesson Plan for Decoding Literary Devices Grade 7

Lesson Plan Title: How Coyote Stole Fire Concept / Topic To Teach: Identify literary devices Standards Addressed: RL.7.4. Determine the meaning of words and phrases as they are used in a text, including gurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specic verse or stanza of a poem or section of a story or drama. General Goal(s): To familiarize students with the use of literary devices in stories and writing and how authors use them to convey meaning. Specic Objectives: Have students identify different literary devices such as metaphor, simile, alliteration, and personication. Required Materials: Teach Us, Amelia Bedelia by Peggy Parish Copies of the folktale How Coyote Stole Fire Literary Devices Paper Exit Tickets Internet access Headphones/ear buds ELMO Projector/SmartBoard

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TECHNOLOGY USED: UDL Editions version @ http://udleditions.cast.org/ INTRO,how_coyote_stole_re.html# UDL Editions take advantage of the exibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up (CAST, 2008).

Pre-implementation: Based upon the learning styles and needs in the classroom, both teachers will determine collectively which level of support each student needs to complete the activity. Level 1 has the most support in place while Level 3 has the least amount of support. The URL of the CAST site will have already been emailed to the students as a group email. Their level will be in the message of their email. All of the students with IEPs will be using Level 1 supports. Intro: Mrs. Westleigh (co-teacher) will read a short story from Amelia Bedelia series called Teach Us, Amelia Bedelia. In this story Amelia Bedelia takes many things that are meant to be gurative and LITERALLY does them. Mrs. Westleigh will lead a group discussion about gurative language and how authors use them on purpose to convey meaning. Procedures:
Step 1: (Ms. Learned): Will explain how we will be reading a well known folktale about

how the coyote stole re for humans. It will be explained explicitly how students will need to be focusing on literary devices and think about they add to the meaning of the story. They also will be told to not forget their reading strategies and that they will be frequently asked to show their knowledge on the strategies throughout the online text.

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Step 2: Mrs. Westleigh will direct students to their email to access the UDL Editions

version of How the Coyote Stole Fire. And will model on the rst page or two of the story with the Texthelp Toolbar and the text supports that are embedded in the pages.
Step 3: Students will explore the story on their own. Mrs. Westleigh and I will monitor

the whole class, checking in with each student and where they are in the text. It is pretty much an independent activity for the students to explore on their own.
Wrap Up: Share as a whole group some of the quoted literary devices that are in the text

and discuss what they are trying to show. Mrs. Westleigh will write on the board, I will call on the students as I circulate the room.

-Assessment Based On Objectives: This lesson will have an informal assessment. Students will write out an exit ticket as they leave class for the day to show what they learned about literary devices. -Accommodations: Students on IEPs will be using the Level 1 supports to begin this exercise, ear buds and the speech to text tool will help J.M. focus in to listen with his hearing impairment. -Extensions: Using the resources attached in ACTIVITIES (page 8 in UDL text), students may complete one of those assignments.

BRIEF REFLECTION:

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This lesson will be implemented in the next few weeks of school, so a better assessment of how it went and what should be changed will be forth coming then. What keeps coming to mind is whether or not the UDL Editions is enough to get the point across of the lesson.

In some ways, it seems that it is, but in others, I wonder if the amount of information that is given to support the students (in terms of the glossary, strategy support and authors craft) takes away from the focus of literary devices, which is what I want to focus on.

What I enjoyed most about thinking about how I could use this text, was the bounty of things that could be done with it! Imagine, taking two other fables and reading them, nding other examples of literary devices or creating a Venn Diagram connecting and comparing the three stories. My mind had a hard time focusing in on one thing to do with it!

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Literary Devices
Here is a list of some common literary devices that are used to convey meaning. These, as well as others, play a key role in how an author or poet writes to convey message.

Hyperbole: an extreme exaggeration Im so in shape, I could run from here to California! Onomatopoia: words that sound like their meanings Boom! Boom! Pow! Pow! Tick Tock! Simile: a comparison using like or as I am quiet as a mouse. Personication: giving a non-living thing (a human ability) The sun whispered to the moon. Alliteration: repetition of consonants Peter Piper picked a peck of pickled peppers. Assonance: repetition of vowel sounds The bold soldiers told the whole story. Metaphor: A comparison of two unlike things, WITHOUT using the words like or as.

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EXIT TICKETS
Name: Name: Name: Date: Date: Date: 3 things I learned today: 3 things I learned today: 3 things I learned today:

2 things I will use in my writing:

2 things I will use in my writing:

2 things I will use in my writing:

1 thing I have a question 1 thing I have a question 1 thing I have a question about: about: about:

Name: Name: Name: Date: Date: Date: 3 things I learned today: 3 things I learned today: 3 things I learned today:

2 things I will use in my writing:

2 things I will use in my writing:

2 things I will use in my writing:

1 thing I have a question 1 thing I have a question 1 thing I have a question about: about: about:

Name: Name: Name: Date: Date: Date: 3 things I learned today: 3 things I learned today: 3 things I learned today:

2 things I will use in my writing:

2 things I will use in my writing:

2 things I will use in my writing:

1 thing I have a question 1 thing I have a question 1 thing I have a question about: about: about:

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Reference List CAST (2008). How coyote stole fire. UDL editions by CAST. Retrieved from http:// udleditions.cast.org/INTRO,how_coyote_stole_fire.html CAST (2011). UDL and technology: national center on universal design for learning. Retrieved from http://www.udlcenter.org/aboutudl/udltechnology CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. Retrieved from www.udlcenter.org CAST (2011). Videos from the national center on universal design for learning: UDL at a glance. Retrieved from http://www.udlcenter.org/resource_library/videos/udlcenter/ Rose, D. H., & Meyer, A. (2002) Teaching every student in the digital age. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http:// www.cast.org/teachingeverystudent/ideas/tes/