Elementary English and Language Arts UDL Instructional Unit - Lesson 5 - Culminating Activity

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Contents

Overview

Objectives:

  • Students will identify main ideas and summarize the supporting details.

    • Common Core State Standards: RI.3.1, RI.3.2 and RI.4.1, RI.4.2

  • Students describe aspects of the author's purpose across a variety of texts.

    • Common Core State Standards: RL.3.4, RL.3.6, RL.3.7, RL.3.9 and RL.4.4, RL.4.6, RL.4.7, RL.4.9

  • Students will recall information from their personal experiences for use in answering an open response question.

    • Core Content Connectors: 3.W.h1 and 4.WL.h1

    Essential Question(s): What is the author's purpose? In what ways do the author's craft help the reader to determine the theme or message?

    Vocabulary: Review vocabulary from previous lessons

    Materials:

    • Theme sorting charts: Saturdays and Teacakes and Children of the Dust Bowl
    • Chart paper
    • Markers
    • Class "A Story Map"
    • Main Idea graphic organizer
    • Paper
    • Book, Saturdays and Teacakes
    • Book, Children of the Dust Bowl
    • Culminating Activity: Open Response Question
    • Pencils

    Introduction

    Activate Previous Knowledge

    1. Review the concept of the author's purpose (persuade, inform, entertain). Ask students:
      1. What is the author's purpose in Saturdays and Teacakes? (to entertain)
      2. What is the author's purpose in "Our School" from Children of the Dust Bowl? (to inform)
    2. Explain to students that even though the author's purposes differed in the two texts, some of the themes overlapped when we sorted the theme strips in our prior lessons. Show students the two T-charts:

      3. Saturdays and Teacakes

      Theme Not Theme
      Childhood Memories Bravery
      Relationships Farm Life
      Family Traditions Historical Events
      Friendship
      Coming of Age


      Children of the Dust Bowl

      Theme Not Theme
      Childhood Memories Family Traditions
      Relationships Bravery
      Friendship
      Coming of Age
      Historical Events
      Farm Life

    Multiple means of representation – theme t-charts from both texts, word strips

    Multiple means of expression – discuss in large group

    Multiple means of engagement – Students define author's purpose and compare themes from two texts.


    Additional Consideration for Emerging Readers

    1. As the teacher reviews the concept of author's purpose, provide the same accommodations as in Lesson 2, Introduction, step 1.

      2. As the teacher asks the two questions about Saturdays and Teacakes and Chapter 8, Children of the Dustbowl, provide the appropriately accommodated choices of "persuade", "inform" and "entertain" together for the student to choose from.

    2. Provide the two theme/not theme T-charts just as developed and provided in Lesson 2, Body, step 6 (Saturdays and Teacakes) and Lesson 4, Body, step 4 (Children of the Dustbowl).


      3. Additional Consideration for Emerging Communicators

    3. As the teacher reviews the concept of author's purpose, provide the same accommodations as in Lesson 2, Introduction, step 1.

      4. As the teacher asks the two questions about Saturdays and Teacakes and Chapter 8, Children of the Dustbowl, provide the appropriately accommodated choices of "persuade", "inform" and "entertain" together for the student to choose from. If the student has difficulty in making choices, provide the correct purpose and one other purpose instead of all three together.

    4. Provide the two theme/not theme T-charts just as developed and provided in Lesson 2, Body, step 6 (Saturdays and Teacakes) and Lesson 4, Body, step 4 (Children of the Dustbowl).


    Establish Goals/Objectives for the Lesson

    Inform students: "Today we are going to compare our T-charts on the themes from these two texts. With a partner, you will decide which theme best fits both texts. You must be able to justify the theme you have chosen using key events or details from the texts."

    Multiple means of representation – theme t-charts from both texts, sticky notes with key events and supporting details

    Multiple means of expression – discuss in small group then share with large group

    Multiple means of engagement – Students compare themes from two texts by using key events and supporting details to make a choice.

    Body

    Direct Instruction and/or Facilitation of the Lesson Activity(ies)

    1. Students compare the T-charts and tell the teacher which themes appeared in both texts. The teacher lists the themes (childhood memories, relationships, friendship, and coming of age) on chart paper, board, etc. Keep these themes posted in an area where students can refer to them easily.
    2. Post the large version of "A Story Map" with student responses recorded on it. Review results with students. Ask students:
      1. Who were the characters? (Mammaw, boy)
      2. What was the setting? (Mammaw's house/yard in the 1960's)
      3. What were the key events? (answers will vary, reiterate the class consensus on key events written on story maps)
    3. Post the Main Ideas graphic organizer. Ask various students to read aloud the main ideas and supporting details that the groups shared from the prior jigsaw activity.
    4. Remind students that in prior lessons they identified key events and details in the two texts. They wrote these on sticky notes and placed it next to the appropriate theme.


    Multiple means of representation – theme t-charts, sticky notes, large graphic organizers, chart paper or projected onto screen

    Multiple means of expression – compare themes in small groups, discuss prior lessons with large group

    Multiple means of engagement – Students compare data from t-chart and review graphic organizers from prior lessons.

    Additional Consideration for Emerging Readers

    1. Have student match themes across both T-charts. For example, if the T-charts have themes attached with hook-and-loop tape, the student can peel off "Childhood Memories" from the Saturdays and Teacakes T-chart and match to the "Childhood Memories" on the Children of the Dustbowl T-chart. Then that theme gets placed on a "common themes" folder or in an envelope.
    2. Provide the personal Story Map developed in Lesson 1, Practice, steps 2-4.

      3. Have the student answer questions referencing his or her Story Map, using the preferred mode of communication.

      Pre-plan a response for the student to contribute.

    3. Provide the personal Main Idea graphic organizer developed in Lesson 3, Practice, step 2.

      4. Have the student answer questions referencing his or her Story Map, using the preferred mode of communication.

      Pre-plan a response for the student to contribute.

    4. Provide the two texts with the sticky notes (or other annotations).

    Additional Consideration for Emerging Communicators

    1. Have student match themes across both T-charts. For example, if the T-charts have themes attached with hook-and-loop tape, the student can peel off "Childhood Memories" from the Saturdays and Teacakes T-chart and match to the "Childhood Memories" on the Children of the Dustbowl T-chart. Then that theme gets placed on a "common themes" folder or in an envelope.
    2. Provide the personal Story Map developed in Lesson 1, Practice, steps 2-4.

      3. Have the student answer questions referencing his or her Story Map, using the preferred mode of communication.

      Pre-plan a response for the student to contribute.

    3. Provide the personal Main Idea graphic organizer developed in Lesson 3, Practice, step 2.

      4. Have the student answer questions referencing his or her Story Map, using the preferred mode of communication.

      Pre-plan a response for the student to contribute.

    4. Provide the two texts with the sticky notes (or other annotations).

    Practice

    1. Students work with a partner to choose the theme that best fits both texts. They refer to the posted charts and graphic organizers to provide evidence to support their choice. Copies of Saturdays and Teacakes and Children of the Dust Bowl are also available for students to use.
    2. Partners write down author's theme and list evidence. They share their results with the large group. Discuss the overall results when all partners have shared. If there is not a consensus with the groups, have a discussion that leads students to the theme: coming of age.
    3. Present the following statements to students: "Don't worry, Mammaw. I won't ever forget" and "...they learned a most important lesson. They were as good as anybody else." Discuss the power of the author's word choice and how it supports the theme, coming of age.

    Multiple means of representation – anchor charts, graphic organizers, list theme/choice, books

    Multiple means of expression – discuss theme with a partner, share results with large group

    Multiple means of engagement – Students choose theme and list evidence from text.


    Additional Consideration for Emerging Readers

    1. Using the personal T-charts and the "common themes" bank developed in this lesson, Body, step 1, have the student work with his or partner and make a choice of the most appropriate theme. They could review each common theme in the context of each text and first sort into categories of "maybe" and "no". This should help narrow down the themes to compare and make a subsequent choice.

      2. Allow the student to voice his or her opinion using the preferred mode of communication.

    2. During the large group report-out and discussion, allow the student to provide information using his or her preferred mode of communication.
    3. Present the statements to the student in the accommodated form which has been used in all previous lessons.


    Additional Consideration for Emerging Communicators

    1. Using the personal T-charts and the "common themes" bank developed in this lesson, Body, step 1, have the student work with his or partner and make a choice of the most appropriate theme. They could review each common theme in the context of each text and first sort into categories of "maybe" and "no". This should help narrow down the themes to compare and make a subsequent choice.

      2. Allow the student to voice his or her opinion using the preferred mode of communication. A voice out-put device might be used with "yes" and "no" responses.

    2. During the large group report-out and discussion, allow the student to provide information using his or her preferred mode of communication.
    3. Present the statements to the student in the accommodated form which has been used in all previous lessons.

    Closure

    Revisit/Review Lesson and Objectives

    Ask: "How did the author's writing help us decide on a theme? (the key events and main ideas /supporting details) Explain that in both the texts, the author's ideas and word choice helped the reader to see that the children were able to grow into successful adults because they had someone special in their lives to help them.


    Multiple means of representation – books, theme list and strips, sticky notes

    Multiple means of expression – discuss in large group

    Multiple means of engagement – Students discuss author's craft and class rationales.

    Additional Consideration for Emerging Readers Provide the responses of "key events", "main ideas", and "supporting details" in the most appropriate accommodated format used in previous activities so the student can use these to answer the teacher's questions.

    Allow student to respond using preferred mode of communication.

    Pre-plan information for the student to contribute.

    Additional Consideration for Emerging Communicators Provide the responses of "key events", "main ideas", and "supporting details" in the most appropriate accommodated format used in previous activities so the student can use these to answer the teacher's questions. Allow student to respond using preferred mode of communication. Pre-plan information for the student to contribute.


    Adapted Rubric for both Emerging Readers and Emerging Communicators:

    4 Names a special person

    Explains why they felt special Provides at least three supporting details Utilizes appropriate language conventions: capitalization, punctuation, spelling, most of the time

    		Names a special person

    Provides two supporting details Explains why they felt special

    3 Names a special person

    Explains why they felt special Provides two supporting details Utilizes appropriate language conventions: capitalization, punctuation, spelling, most of the time

    		Names a special person

    Provides two supporting details

    2 Names a special person

    Attempts to explain why they felt special Provides several details but only one is a supporting detail Utilizes appropriate language conventions: capitalization, punctuation, spelling, some of the time

    		Names a special person

    Provides one supporting detail


    1 Names a special person

    Attempts to explain why they felt special Provides no supporting details Rarely utilizes appropriate language conventions: capitalization, punctuation, spelling

    		Names a special person


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