The name of this lesson is writing about a Winter Activity and creating a drawing that matches it based off of opinion. After the first day being taught about opinions and on the second day being read Snowflakes Fall the students now on the third day will write a mini opinion description in great detail about their activity they chose. This mini description will require why they like to do this activity during the winter and also by using details on what it may look like to match there drawing but they have to use their own opinion.
Links to MA Curriculum Frameworks: Writing Standards Pre-K–5
Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about,state an opinion, …show more content…
Planner for Learner Variability:
Multiple Means of Representation: 2.5 illustrate through multiple media
I will provide an example of a brainstorm chart of what my favorite winter activity is that I like to do so the students can see how they would use a brainstorm chart like this to help them compose their mini-story.
Provide Multiple Means of Action and Expression: 6.1 guided options for executive functions
I have set goals throughout this lesson so the students will know exactly what needs to be accomplished to get this lesson done.
Provide Multiple Means of Engagement: 8.4 increase mastery-oriented feedback
As the students are coming up with ideas on their brainstorm list for their mini-story on their winter activity I will walk around the room and provide feedback to the students on if their details are good or bad to put into their stories.
Sources Utilized in the Design …show more content…
On the first day I used UDL guidelines for the planning for learner variability. I used one from each section and connected it to how I used three in my lesson plan for day one. Even though I used it for all three days some varied and some stayed the same. For the second day I used some inquiry based learning in the introduction part of the lesson. The way I used this for day two is that I asked questions to students based off of the book we have read before. The questions were used as a review and to get their minds thinking again about what we did the previous day. I am glad I used a little bit of inquiry based learning because I like asking questions to the students because they can give their feedback back to me. I also used multiple intelligences for day two. The multiple intelligence I used on day 2 lesson was visual intelligence. They used visual intelligence by asking them to draw out a winter scene/ activity of their choice that they may have seen from reading the book. For day three I also used a multiple intelligence in the assessment part of my lesson. They used linguistic intelligence when they were assigned their authentic assessment which was writing a mini-story on notebook paper about their favorite winter scene/ activity. This is considered authentic assessment because they are asked to give there own opinion on something. They will be
Links to MA Curriculum Frameworks: Writing Standards Pre-K–5
Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about,state an opinion, …show more content…
Planner for Learner Variability:
Multiple Means of Representation: 2.5 illustrate through multiple media
I will provide an example of a brainstorm chart of what my favorite winter activity is that I like to do so the students can see how they would use a brainstorm chart like this to help them compose their mini-story.
Provide Multiple Means of Action and Expression: 6.1 guided options for executive functions
I have set goals throughout this lesson so the students will know exactly what needs to be accomplished to get this lesson done.
Provide Multiple Means of Engagement: 8.4 increase mastery-oriented feedback
As the students are coming up with ideas on their brainstorm list for their mini-story on their winter activity I will walk around the room and provide feedback to the students on if their details are good or bad to put into their stories.
Sources Utilized in the Design …show more content…
On the first day I used UDL guidelines for the planning for learner variability. I used one from each section and connected it to how I used three in my lesson plan for day one. Even though I used it for all three days some varied and some stayed the same. For the second day I used some inquiry based learning in the introduction part of the lesson. The way I used this for day two is that I asked questions to students based off of the book we have read before. The questions were used as a review and to get their minds thinking again about what we did the previous day. I am glad I used a little bit of inquiry based learning because I like asking questions to the students because they can give their feedback back to me. I also used multiple intelligences for day two. The multiple intelligence I used on day 2 lesson was visual intelligence. They used visual intelligence by asking them to draw out a winter scene/ activity of their choice that they may have seen from reading the book. For day three I also used a multiple intelligence in the assessment part of my lesson. They used linguistic intelligence when they were assigned their authentic assessment which was writing a mini-story on notebook paper about their favorite winter scene/ activity. This is considered authentic assessment because they are asked to give there own opinion on something. They will be