Week+13+-+Nov+21st

=Group Activity:=

Using a variety of resources, including:
 * Your textbook
 * UDL Exchange from CAST.org
 * Internet resources
 * anything else you can think of!

Create a UDL Lesson Plan - with supporting materials - in ONE of the following content area.

As a group, you will compile the information and resources and present this project as part of your portfolio on December 5th.

Resources must include a completed UDL lesson plan form. One is provided below for example (you can search for / or make your own if you choose!)

__**Science**__
===Teaching Science Through Picture Books: A Rainforest Lesson - Grade 3-5 === //from readwritethink.org//

OVERVIEW
This lesson introduces third- through fifth-grade students to a study of the tropical rainforest. Prereading activities, which allow students to access and build upon prior knowledge, include listening to sound effects of the rainforest, writing, and drawing. During reading, students use simple note-taking strategies, vary the reading structures, find patterns in text structure, and learn vocabulary in context. During postreading activities, students demonstrate synthesis of the text by writing efferent and affective responses to the text. As an extension to this lesson, students generate a list of questions to be pursued in small group research on the Internet.

FROM THEORY TO PRACTICE
Guillaume, A.M. (1998). Learning with text in the primary grades. // The Reading Teacher //, //51//(6), 476–486. > >
 * It is appropriate for primary and intermediate students to learn from a wide variety of content area texts.
 * Content area texts provide a meaningful context for reading and language arts goals.
 * Content area reading helps children develop the ability to process and analyze information.

__**Math**__
=Draw a Math Story: From the Concrete to the Symbolic - Grade 1-2 = //from readwritethink.org//

OVERVIEW
Students identify key mathematical vocabulary heard in read-alouds of math-oriented stories. The teacher then models math story writing by soliciting characters, setting, and plot from students, then drawing a series of images depicting students' story and paying special attention to the objects that increase or decrease. Students retell the story as the teacher writes their words under the pictures. When the story is complete, the teacher highlights the math vocabulary used in the story and helps students to write an equation to represent what happened. Students then work in small groups to create their own math stories using the process the teacher modeled. Each group draws a series of pictures that depict adding more or taking away objects; they then write a correlating story to go with the pictures they’ve drawn. Finally, students share their stories aloud and write equations to symbolize the adding and subtracting written into the stories.

FROM THEORY TO PRACTICE
NCTE and IRA call for children to use reading, writing, speaking, and listening for a variety of purposes. These skills are not limited to the Language Arts block, but are essential tools for all areas of the curriculum. Similarly, communication as a mathematics tool is considered an essential standard by the National Council of Teachers of Mathematics.

Phyllis and David Whitin write: "Writing and talking are ways that learners can make their mathematical thinking visible. Both writing and talking are tools for collaboration, discovery, and reflection." (2). Effective mathematics problem solving often depends on understanding of key mathematical terms. This is especially true in solving story problems, which can be difficult even for students who are very proficient with mathematical procedures. Linking art, stories, and math concepts can help students construct meaning and improve mathematics problem solving.

**Further Reading** Whitin, Phyllis, and David Whitin. 2000. // Math Is Language Too: Talking and Writing in the Mathematics Classroom .//Urbana, IL: NCTE.

__**Language Arts**__
===<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 1.4em; line-height: 1.5;">Improve Comprehension: A Word Game Using Root Words and Affixes - Grade 6-8 === //from readwritethink.org//

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em;">OVERVIEW
<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em;">Middle school students love friendly competition, and word games can be an ideal context to help them study the meaning, structure, and spelling of words. In this lesson, students practice analyzing word meanings by learning root words and affixes. They work in a variety of ways with a list of about 20 common but challenging words to learn the definition and spelling of each. Then they get in small groups to design and play the Make-a-Word card game, during which they must form complete words with three cards: a prefix, a root word, and a suffix.

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em;">FROM THEORY TO PRACTICE
<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em;">Pressley, M. (2001). Comprehension instruction: What makes sense now, what might make sense soon. // Reading Online //, //5//(2). Available: @http://www.readingonline.org/articles/art_index.asp?HREF=handbook/pressley/index.html > >
 * <span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; font-size: 16px; vertical-align: top;">Word-recognition skills must be developed to the point of fluency if comprehension benefits are to be maximized. In this way students can use their cognitive skills to focus on comprehension of the text.
 * <span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; font-size: 16px; vertical-align: top;">A first recommendation to educators who want to improve students' comprehension skills is to teach them to decode well.
 * <span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; font-size: 16px; vertical-align: top;">Experiments have shown that comprehension improves as a function of vocabulary instruction.

__**History**__
<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 1.2em; line-height: 1.5;">**Chasing the Dream: Researching the Meaning of the American Dream - Grade 9-12** //from readwritethink.org//

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em;">OVERVIEW
<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em;">In “ Paradox and Dream ,” a 1966 essay on the American Dream, John Steinbeck writes, “For Americans too the wide and general dream has a name. It is called ‘the American Way of Life.’ No one can define it or point to any one person or group who lives it, but it is very real nevertheless.” Yet a recent cover of //Time// Magazine reads “The History of the American Dream – Is It Real?” Here, students explore the meaning of the American Dream by conducting interviews, sharing and assessing data, and writing papers based on their research to draw their own conclusions.

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em;">FROM THEORY TO PRACTICE
<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em;">In her book //Genre Theory: Teaching, Writing, and Being//, Deborah Dean describes writing “mini-ethnographies,” saying, “Ethnography is a way to look at a culture; Wendy Bishop describes it as ‘a representation of the lived experience of a convened culture’ (3). Reiff, citing Beverly Moss, explains that ‘the main purpose of the ethnographic genre is ‘to gain a comprehensive view of the social interactions, behaviors, and beliefs of a community or a social group’’”(“Meditating” 42). This lesson allows students to explore this idea of shared beliefs within a culture and to then use genuine research (one-on-one interviews) to produce a paper that examines the shared belief in the American Dream. As Dean states, “…conducting research for ethnography requires students to use genres for authentic purposes, which provides them with clear connections between genres and contexts and helps them see genres as actions more than forms.” <span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em;">**Further Reading** <span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em;">Dean, Deborah. // Genre Theory: Teaching, Writing, and Being //. Urbana, IL: NCTE, 2008.