Title: "Hoot" for Vocabulary
Author: Blaire
Bayham
Subject: Word Knowledge
Grade Level: 4th Grade
IEP classification(s):
State Standard(s):
•
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and
domain-specific vocabulary to inform about or explain the topic.
Lesson Goals
Students
will be able to identify the proper use for the vocabulary words in sentences from
"Hoot" in a summary with 80 percent accuracy.
Instructional Methods
Anticipatory Set
·
Begin the lesson by assessing the student’s prior knowledge
by asking them to recall what they have been reading in the book
"Hoot".
·
Have them turn to their table partner so they can discuss
the following
1. What is happening in the story?
2.
What is going on with Roy and Mullet-fingers?
3.
How were they able to overcome the conflict?
·
Show the recap of the book YouTube video.
·
Introduce the students to the new word list for the week.
·
Let them know that today in class they will be defining
these words in their groups and will be using them in a summary of the last
chapters in the book.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
1.3 Options that
provide alternatives for visual information
Instead of
just having the words listed on the board I will also have a sheet with the
words on them.
|
4.2 Options in the
means of navigation
Students
will be allowed to use the classroom computers, dictionary, and context
information from the book to navigate and try to find the definitions.
|
7.3 Options that
reduce threats and distractions
In order
to limit the
distractions
present in the classroom the teacher will roam the room as the students are
discussing the book to make sure they are staying on topic.
|
Introduce and Model New Knowledge
·
Read the list of vocabulary words to the class.
o Excursion
o Subterranean
o Intriguing
o Sheathing
o Furrowed
o Qualms
o Quizzically
o Reconnaissance
o Skulking
o Ruefully
·
As you read each word, read the sentence it comes from in
the book and ask students if they can infer what the word means.
·
Use the smartboard to project the pages so all students can
read the sentence containing the vocabulary word.
·
Let the students share and discuss what they think the words
mean.
·
As students discuss what they think the words mean, the
teacher will be monitoring the class making sure they stay on task.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
1.1 Options the
customize the display of information
When the sentences
are displayed on the smartboard, students will be given the page numbers if
they would like to read it from the book themselves.
|
6.3 Options that facilitate managing
information and resources
The teacher will only allow the students to
use the context clues found in the book and their knowledge to determine what
they think the definition is.
|
8.3 Options that foster collaboration and
communication
Students will talk and work together to come
up with a meaning that they believe fits the given words.
|
Guided Practice
·
After the students discuss what they believe the words mean,
the teacher will separate them into groups of three.
·
Once separated, each group will be given a white piece of
poster board and an assortment of
markers.
·
They will also be given a word from the vocabulary list to
define.
·
The teacher will demonstrate how to set up your poster
board.
o Put the word
“Word” at the top of the poster board, then write the given word next to it.
o Underneath
that write the word “definition”
o And finally
write the word “sentence”
·
After you are done demonstrating what they are to do it is
their turn to do it independently.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
2.3 Options for
decoding text or mathematical notation
Students
will be using the text to decode the meaning of given vocabulary words.
|
6.2 Options that support planning and strategy
development
The teacher will demonstrate how to most effectively
set up their poster board.
|
7.2 Options that enhance relevance, value, and
authenticity
Students will be given an assortment of
markers so they can make their poster board unique.
|
Independent Practice
·
After the definition with their group, the teacher will give
the students a paper with the words for the students to define.
·
Students will be able to use any means to define the words.
·
The teacher will walk around the room to make sure all
students are remaining on task.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
3.3 Options that
guide information processing
Students
information processing is guided by the list of definitions, but the way they
find the definition is totally up to them.
|
5.3 Options in the scaffolds for practice and
performance
Students will be given the option of many
means to find out the definitions in their practice of finding definitions.
|
7.1 Options that increase individual choice
and autonomy
Students get to decide how and what order
they define their vocabulary words.
|
Wrap-up
·
In closing, as a class, we will go back through the book and
use our new found knowledge to understand what they mean in the context of the
book.
·
Students will be able to share their thoughts freely
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
2.1 Options that
define vocabulary and symbols
Students
will be able to use dictionary, class computers, or context clues from the
book to define the vocabulary words.
|
6.4 Options that enhance capacity for
monitoring progress
Students will share what they think the
author tried to convey by using these words in those sentences.
|
9.3 Options that develop self-assessment and
reflection
Students are given the opportunity to put
their knowledge to the test and reflect over the definitions they found.
|
Assessment
Formative
(Informal – written)
·
Students
will have to write a summary of chapters 11-15 from the book “Hoot”.
·
Students will
be able to write their summary on either paper or the schools laptop which the
teacher will check out.
·
Students
will be allowed to use their definition sheet in order to know how to properly use
the word in a sentence.
·
The students
will be given a rubric on how their writing will be graded so they know what to
expect.
|
CATEGORY
|
4
|
3
|
2
|
1
|
Points Earned
|
Vocabulary
|
Student correctly uses 8 or more new words (at least one from the story) and can define them, if asked.
|
Student uses 6 or more new words, but may not be able to accurately define one of them.
|
Student uses 4 new word, but may not be able to accurately define it.
|
Student has not used any recently studied vocabulary in the book jacket.
| |
Structure
|
There are 3 or fewer spelling errors in the summary. The author\'s name and the title are spelled correctly throughout!
|
There are 3 or fewer spelling errors in the summary, but the author\'s name is is not always spelled correctly. The title is always spelled correctly.
|
There are 3 or fewer spelling errors in the summary, but the title and author\'s name are not always spelled correctly.
|
There are more than 3 spelling errors.
| |
Neatness and Effort
|
The summary has no distracting errors, corrections or erasures and is easily read. It appears the student spent a lot of effort getting things just right.
|
The summary has almost no distracting errors, corrections or erasures and is easily read. It appears the student worked hard on it.
|
The summary is fairly readable but the quality is not too good on some parts. It looks like the student ran out of time or didn\'t take care of it.
|
Very messy and hard to read. It looks like the student threw it together at the last minute without much care.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and
Expression
|
Affective “Why”
Multiple means of Engagement
|
1.2 Options that provide alternatives
for auditory information
The posters
the students made will be hanging in the classroom so they can read the
definition.
|
5.1 Options in the media for communication
Students will be allowed to either write or
type their summary. Under special circumstances students will be allowed to
say what they want to write and the teacher will write it down for them.
|
8.1 Options that heighten salience of goals
and objectives
Students will be allowed to use the words
more than once and in more in depth to make it more challenging if they see
fit.
|
Materials
·
The book “Hoot”
·
The smart board
·
Poster board
·
Markers
·
Computers
·
YouTube
·
Paper
·
Pencils
·
Rubric
·
Vocabulary worksheet
Brain Network
|
UDL Principle
| ||||||||||||||||||||||||||||||||||||||||||||||||
Recognition Networks
“What”
 |
I. Multiple Means of Representation ensures that the Recognition networks of students are supported
Specific UDL Accommodations (1.1 – 3.4)
| ||||||||||||||||||||||||||||||||||||||||||||||||
Strategic Networks
“How”
|
II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
| ||||||||||||||||||||||||||||||||||||||||||||||||
Affective Networks
“Why”
|
III. Multiple Means of Engagement ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
| ||||||||||||||||||||||||||||||||||||||||||||||||
UDL Assignment Rubric
Evaluation Areas
|
Exceeds Expectations
A
|
Meets Expectations
B
|
Does Not Meet
C
|
Points
|
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
| |||
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