Shannon Stadelmeier Jenna Platte ISTC 301 7/20/13 UDL Lesson Plan This lesson plan is targeted for

students in kindergarten. (5-6 years of age) Reading and Language Arts The students will be able to listen to the story by Eric Carle, Brown Bear, Brown Bear, What Do You See? in book and musical form. Then be able to review reading and spelling colors through a flipchart and coloring worksheet. In order to incorporate different learning styles and multiple means of representation, the lesson material will be presented in four different forms (hearing, seeing, doing, and speaking). First the students will hear and see a music video of the book. Then students will listen to the teacher read the story while viewing each page on the flip chart. Cluster: Phonics and Word Recognition RF3 Know and apply grade- level phonics and word analysis skills in decoding words. (SC, K) Cluster: Key Ideas and Details RL1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL1 With prompting and support, ask and answer questions about key details in a text. (SC, K) Kindergarten: B. Collaboration 1. Explore and use technology in an instructional setting to encourage collaboration a) Participate in a class or small group lessons using technology for shared writing or language experience stories

Grade: Subject: Lesson Objective:

Core Standards:

Technology Standards:

b) Participate in a class lesson using technology tools exploring, collecting, and displaying data The students will be working on identifying the Academic Language Demands: names of their colors in written form Story is on childrens frustration level; Knowledge of Academic Readiness: therefore, we will read the story to them as a whole. Knowledge of Subgroup or Individual Needs A few students are gifted and talented and are at a more advanced reading level than the rest (IEP accommodations, ELLs, G/T, other of the class. They will be completing a strengths/needs) different worksheet that requires them to recall events from the story, as well as read and identify colors. When colors are presented on the flipchart in their written form, an actual image of the color will be included, as well as examples of objects that portray that specific color. The fact that 2 worksheets are being implemented in the lesson, appeals to different types of learners. Students who are beginning readers and students who are on more of an advanced reading level. The fact that colors in presented in their written form will also be demonstrated through images and objects that are that specific color, will appeal to ELLs who may not make an automatic connection to colors spoken and written in English. Children can sit still for a story as long as they Knowledge of Age-Level Characteristics: can all hear the story being read and see pictures. Children can provide responses to this text with prompting and support. Interactive white board, ActiveInspire Instructional Materials and Technologies: software, Youtube Music video, Story book (Brown Bear, Brown Bear, What Do You See?), Worksheets, Flipchart, Crayons, Pencils. These are all multiple forms of engagement and representation. Teacher will begin lesson by clicking on the Music Video: link embedded into the flipchart. The link will direct the students to a music video on Youtube which will sing the story based on Eric Carles book, Brown Bear, Brown Bear, What Do You See? to the students. The music video depicts all of the colors included in todays lesson as well as animated animals

Storybook:

Flipchart:

Interactive White Board Activity:

Worksheet/Assessment (Closing Activity):

from the storybook. The music video provides engagement as well as conveys todays topic (colors) in a song. This appeals to auditory, visual, and musical learners. After the students listen to the music video, the teacher will read the story to them, Brown Bear, Brown Bear, What Do You See? from the Eric Carle book. The book that is being used for the read aloud contains hidden doors that reveal to the children the animals that are hiding behind them once they are slid open. Guessing what type of animal is behind each door will boost motivation within the classroom as well as cater to visual and spatial learners. Hearing the story read aloud will appeal to auditory and linguistic learners. The fact that the colors are being conveyed through animals will appeal to naturalistic learners. While one teacher is reading the story to the students, the other teacher will be flipping through pages of the flip chart. Each individual page of the flipchart will portray a specific color from the story book, as well as the spelling, and examples of objects that are that color. This serves as an engagement factor, as well as provides students with multiple means of representation. The reading and viewing of the book and flipchart will accommodate visual, spatial, linguistic, and auditory learners. An activity will be implemented within the lesson in which students will work interactively with the whiteboard to play a matching game. To incorporate different learning styles students will have the opportunity to partake in multiple means of expression. Each student will match the picture of the animal with its corresponding color by interacting with the interactive white board. Upon matching the animal with its color students will be asked to verbally spell the color. This exercise will accommodate visual, linguistic, auditory, spatial, and kinesthetic learners. This activity also serves as another form of engagement. Finally, the students will be asked to complete a worksheet that requires them to recognize the

color word in its written form and color in the animal with its corresponding color. The fact that the students will be able to color in the animals themselves, provides a form of intrinsic motivation, as well as incorporates different learning styles and multiple means of expression and representation. Learning styles being accommodated through this exercise include; spatial, linguistic, and kinesthetic. Upon completion of this worksheet, teachers will be able to assess the comprehension level of the students after todays lesson on identifying, reading, and spelling colors.