(http://lessonbuilder.cast.org/)
For this group assignment, I was responsible for creating day 4 (Thursday) lesson plan. Our group designed a week long unit lesson studying Early Explorers of Texas. Since I am not a school teacher, this assignment was very challenging for me personally. I had to research the terminology associated with lesson planning. I am not afraid to say, I was very overwhelmed at times with this portion of the assignment. Luckily, I have great group mates that were very patient and understanding. They helped me all along the way. Thank you very much - Cindy, Josie, and Tony! :)
I actually learned a lot from this assignment. Although I am not a school teacher, I do create and facilitate training for various topics. The knowledge I learned from the UDL lesson building project will help guide my future training "lesson" plans. As I was working on our group subject, I couldn't help visualize implementing this same concept to the training sessions I conduct. Just as there are different levels and needs of students in a classroom, I am sure there are different levels of needs for adults in a training session. I will take what I have learned this week and revisit my training plans. I will follow the guidelines outlined at the CAST website to incorporate the principles of learning.
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UDL Lesson Plan
Lesson Overview|
Title:
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Early Explorers – Who, When, What, Why?
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Author:
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Diann Brodnax
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Subject:
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Social Studies – Texas History
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Grade Level:
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4
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Duration:
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60 minutes, 1 Class Period - Thursday's Lesson
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Subject Area:
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Early Explorers of Texas
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Unit Description:
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In this unit, Early Explorers’ of Texas, activities and
assignments will be given to help students understand the courses, successes
and struggles for the lives of those who explored Texas. Students will access
websites that contain data-rich articles on each explorer. Students will be
tested on information within the articles to gauge their reading
comprehension level. Students will present a final media project of their
choice to the class on the knowledge that they acquired from their reading.
They will be able to choose to create a PowerPoint, or use an app to
create a photo card, trading card or typedrawing. The final product will be
presented to the class.
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Lesson Description for the
Day:
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Students will study early explorers by working in groups and
completing a tree map together.
Students will then work independently creating a Rhombus poem
incorporating the learned concepts from the lesson.
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State Standards:
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TEKS 113.6.b.2.B /
SS 4.2.B The
student identifies the accomplishments of significant explorers such as
Cabeza de Vaca; Christopher Columbus; Francisco Coronado; René Robert
Cavelier, Sieur de la Salle and explain their impact on the settlement of
Texas.
A: The student understands the causes and effects of European exploration and colonization of Texas and North America. B: Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion. C: Identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas. |
Goals
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Unit
Goals: |
Students will understand the causes and effects of European
exploration and colonization of Texas and North America. (TEKS §113.6. Social Studies, Grade 4.) Student will: (2.A.) Summarize motivations for European exploration and settlement of Texas. (2.B.) Identify the accomplishments and explain the impact of significant explorers on the settlement of Texas. |
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Lesson
Goals: |
Student will: study the early explorers, including Cabeza de Vaca, Francisco Coronado, Robert La Salle, and Christopher Columbus. Students will: complete a tree map worksheet while working in groups to: * research what country each explorer was born in. * calculate how many years of exploration for each explorer. * discover what each explorer found while on their expeditions. * identify the accomplishments and explain the impact the explorers made in history. * apply geographic tools to interpret maps. * organize and interpret information in charts and maps. |
Methods
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Anticipatory
Set: |
(Recognition Network) At
the beginning of class, students will take a short vocabulary quiz for
understanding of the unit terminology. After the quiz, students will
brainstorm and discuss what they know about each explorer studied this week. Students
will discuss routes taken by each explorer on a map. Students will be divided
into groups and complete a tree map worksheet. |
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Introduce
and Model New Knowledge: |
(Strategic Network) The
teacher will administer an online vocabulary quiz. This will assess their knowledge of
terminology learned this week. Students will work in four groups to rotate through different stations to take notes on the different explorers. The teacher will have stations set up with an online eBook titled Early Explorers of Texas, created by the teacher before class, for reference at each station. Students will take notes to include what country the explorer was from, years of expeditions, what the explorer found, and why the explorer was important. This data will be populated in a tree map as the groups rotate among explorers.. |
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Provide
Guided Practice: |
(Affective Network) Students
will be divided into four groups to work together filling in the facts about
each explorer on the tree map worksheet.
Each group will spend 5 minutes at each station collecting facts to
fill in the worksheet. After 20
minutes, the groups will stay at the current station. Each group will explain the facts about the
explorer they gathered at each station to the class. The station the group is located at when
time is up will indicate their explorer. |
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Provide
Independent Practice: |
Students will demonstrate their understanding of new concepts
learned by working independently creating a Rhombus poem about their favorite
explorer. Students will share their
poems with the class. |
Accommodations
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Teacher
with basic computer skills |
Work with teacher 2 days a week for 4 weeks. Create tutorials and lesson plans on laptop
usage, creating customizable worksheets and rubrics, CAST eBooks, Tagxedo
online tool, desktop shortcuts, online quiz, and creative software uses. |
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“Advanced”
technology student users |
These students will be the “leader” of the group to help
navigate on the laptop. |
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Low
to high ability range students |
Low ability – modifications are: students will only be
required to fill in 4 components of the Rhombus Poem worksheet. Provide students with standard word
processor with spell and grammar checker and a large keyboard.
Allow extra time to complete the poem worksheet. Teacher offers
assistance.
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Students
with disabilities, sight and hearing impaired |
Modifications are offered in the eBook: text to speech capabilities,
audio version of text, and images. Provide
student with talking word processor software.
Provide Braille translation
software and a Braille embosser. Use
picture communication symbols to support interactions.
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Assessment
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Formative/Ongoing
Assessment: |
Students will take a vocabulary quiz on terminology regarding
explorers’ lesson. Students will
receive immediate feedback. Use rubric to evaluate student’s performance on guided activities. |
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Summative/End
of Lesson Assessment: |
Use a rubric to evaluate student’s performance on independent
activities. |
Materials
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Laptops |
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Internet |
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Prevoiusly created eBook detailing early explorers, with link
included – Early Explorers of Texas |
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Map |
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Tree Map Worksheet |
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Rhombus Poem Worksheet (Alief ISD) |
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Assessment Rubric |
| Vocabulary Quiz |
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