Kelsi Boyles SPED 500 Chapter 3 Application Assignment Chapter 3 Application 1.

After reading Chapter 3, do you think incorporating UDL in your classroom/work place is important? Why or why not?

Universal Design for Learning makes sense and it is extremely important. This is a design to make education work for ALL students. It may have started out specifically for special education, but many students, not just special education students, can benefit from universal design strategies. 2. Which of the six principals for designing instruction for diverse learners do you think is the most important in an inclusive classroom? Explain your answer.

This is a difficult question, because all six principals work together and have great advantages to being used in an inclusive classroom. Also, I think it also depends on the discipline area. If I had to choose one as most important, to me, as an English teacher, Id say strategic integration. This is most important because it involves students putting it all together and developing those higher-level thinking skills. Students may have to look back and review previously taught information (re-learning information on their own) in order to create the final product. It also allows me, as the teacher, to watch their progress and see which students get it and which students need more help to get it, Id then be able to guide the learning process even more helping those struggling students get to the finished product. 3. Differentiating Content, Process, and Product Application Exercise.

** Dr. Taylor. Please see attached document: Boyles_LessonPlanWorksheets_Chapter3 for Lesson Plan, Worksheets and Links to Resources for differentiated content, process, product application exercise. Please note the KEY. (KEY is also located at bottom of page two of the attached document.) KEY: Black Font Base Lesson Plan Middle-Level Learners Highlighted Blue Differentiated Strategies -Advanced Learners, Need a Challenge/Know the Basics Highlighted Yellow Differentiated Strategies - Struggling Learners, Need more guidance and review. Highlighted Green - Differentiation for all students.

Mrs. Boyles Objectives /Standards

Monday10/03/11 Objectives English 7 1. Students will review the characteristics of adjectives. 2. Students will define the literary term character trait and explore how to provide details that support their inferences. 3. Students will analyze literary works while utilizing knowledge of adjectives. 4. Students will explore perspective by writing descriptive word lists from the point of view of a character in a novel theyve recently read. SAS Standards English 7: 1.1.7.D 1.5.7.B 1.2.7.A 1.5.7.F 1.2.7.D 1.6.7.A 1.3.7.C 1.8.7.B 1.4.7.B 1.9.7.A

Lesson Plan Period 2, 3, 5/6, 10 and 11

Periods 2, 3, 5-6, 10 and 11, English 7 Students will watch Grammar Rocks Adjectives Video as a hook into the lesson about Adjectives. Students will take notes on adjectives by looking at Smart Board slides with characteristics of adjectives. - Independent Research - Go to the Capital Community College Website and write in your notebooks important notes/new information about adjectives. - Fill in the Blank Notes. Students will find the adjectives and the word the adjective is modifying by coming to the Smart Board and circling the adjective and underlining its modifier. - Write five of their own sentences using adjectives and their modifiers correctly. Circle the adjective and underline its modifier. - Use worksheet provided to write down answers from Smart Board exercise.

Refer to Mondays objectives Tuesday10/04/11

Refer to Mondays objectives Wednesday10/05/11

Periods 2, 3, 5-6, 10 and 11, English Introduce F. Scott Fitzgeralds quotation, Action is character taken from one of Fitzgeralds journals. Ask students to discuss what he meant and how this idea connects to literary characters in their recent reading of Harry Potter and the Sorcerers Stone. Pass out the Identifying Character Traits instructions to explore the connection between a character and the actions that character takes (or doesnt). Ask students to begin the assignment. Give an example of two or three actions from the novel and two character traits those actions reveal. Allow students to use List of Character Traits to help them. - Refer students back to the one example on the instruction sheet and ask them to find other actions from the novel and write three adjectives for every action they find utilizing the Identifying Character Traits Worksheet. - Direct students to back of classroom where strips of large font/typed words are scattered and a piece of construction paper is located. Ask students to tape/glue the scattered pieces of paper under the correct column action and character trait/adjective that the action reveals about the character. Periods 2, 3, 5-6, 10 and 11, English 7 Continue with activity from previous day. Ask students to expand their lists of adjectives by using online resources such as an Internet thesaurus or Microsoft Word thesaurus to discover two additional descriptive adjectives for each action of their characters.

Refer to Mondays objectives Thursday10/06/11

Choose is highlighted green to represent differentiation for all students allowing students to CHOOSE instead of choosing for them allows more engagement of all students.

Friday10/07/11

Periods 2, 3, 5-6, 10 and 11, English 7 Choose a character from the book to become. List eight adjectives that describe yourself, the character that youve become. - List twelve adjectives that describe yourself. - List eight adjectives that describe yourself, utilizing the List of Character Traits worksheet. List eight adjectives each for two other characters, describing them as the character that youve become would describe them. - List twelve adjectives that describe two other characters. - List eight adjectives that describe two other characters utilizing the List of Character Traits worksheet. Look over your list for accuracy; remember that you need strong adjectives and that you need to choose your adjectives from the perspective of the character youve chosen. Finish lists from previous day. Number the papers and assign each list a letter, so that everyone can refer to a particular list easily. Allow time for students to examine the posted lists and on a piece of paper attempt to identify who is being described. Be sure before the end of class time that the author of each list gives the right answer. If times allows ask students to discuss the adjectives in each list and cite specific events and details from the text which supports or calls into question the accuracy of those adjectives. - Allow students to look back on their Identifying Character Traits Worksheet prior to class discussion. - Allow students to look back to their construction paper with taped/glued actions and character traits/adjectives for the discussion.

Resources: Identifying Character Traits Instructions Handout http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-1.pdf Identifying Character Traits Worksheet http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-2.pdf Sample Character Traits http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf Become a Character Instructions Handout http://www.readwritethink.org/files/resources/lesson_images/lesson168/912-becomecharac.pdf Capital Community College Website http://grammar.ccc.commnet.edu/grammar/adjectives.htm

KEY: Black Font Base Lesson Plan Middle-Level Learners Highlighted Blue Advanced Learners, Need a Challenge/Know the Basics

Highlighted Yellow Struggling Learners, Need more guidance and review.

Fill in the Blank Notes Adjectives

______________ - a word that modifies (describes) a noun or a pronoun What ______? Which one? ______ many? How _______?

famous actress these tomatoes three weeks little time

heavy rain those few several records much patience

_________________ point out such things as size, __________, shape, ownership and position.

Sometimes _________________ are used to create a picture in your ________.

An _________________ is USUALLY located right in front of the word it modifies. A huge, ugly monster was the star of the movie. Sometimes, however, an _________________ will follow the word it modifies. A monster, huge and ugly, was the star of the movie. An ________________ can also follow a linking verb (be, was, is, look, am, are, etc.) The monster was huge and ugly in the movie. Do you know what the three most common adjectives are? * _______, _______, _______ * These are a special group of adjectives called ARTICLES.

Finding Adjectives 1) A fierce hurricane begins over the ocean in the hot parts of the world. 2) Strong winds come from opposite directions and smash together. 3) Then the wild winds move in a circular pattern. 4) The center of the hurricane, called the eye, is calm and quiet. 5) The eye is an area of light breezes and puffy clouds. 6) If the mighty winds of a hurricane hit land, they can cause severe damage. 7) Tall, sturdy buildings have collapsed because of the huge waves or terrible winds of a hurricane. 8) With a hurricane comes heavy rain that often causes additional damage to property. 9) The rains often cause many rivers to overflow. 10) After a hurricane hits land, the powerful storm begins to weaken.

Write five of your own sentences using adjectives and their modifiers correctly. Circle the adjective and underline its modifier. 1.

2.

3.

4.

5.