Wake me In spring*

Book Title: Wake me in spring, Author James Preller Illustrated by Jeffrey Scherer
Author: Kara Swearingen
Subject: Language Arts
Grade level: Kindergarten
IEP classifications: Hearing impaired, seeing impaired, specific learning disability
Common Core Standards:

CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-Literacy.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

 CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

Lesson goals: 

Students will discuss (Bloom’s taxonomy Level 2/Comprehension) key details of the book, Wake me in Spring.

In their journals, students will write (Bloom’s taxonomy Level 1/ Knowledge) 3+ sentences of reflection about the book, Wake me in Spring.

In their journals, students will illustrate (Bloom’s taxonomy level 3/Application) a scene depicting their understanding of the difference in Winter and Spring.

With their parents, students will compare and contrast (Bloom’s taxonomy level 6/ Evaluation) Winter and Spring by completing a worksheet. 

Lesson Materials:

Book; Wake Me in Spring Author James Preller Illustrated by Jeffrey Scherer (K-2 Grade level).

Journals

Pencils

Take home worksheet 

Document Camera 

Smart board  

Instructional Lesson Methods and Assessment

Anticipatory Set: 

I will begin by reviewing the 4 seasons with the students. 

I will ask a student to tell me the 4 seasons and ask how he/she knows when the season changes. 

I will explain to the students that we are going to read a book on the rug and today's journal will be about the material presented so we need to have good listening ears. 

Students with hearing disabilities will be seated closest to the sound.  

With this YouTube song the students can stand up and move while being reminded of the 4 seasons.

https://www.youtube.com/watch?v=_0zKV6j1MDg

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1      Customize the display of information I will adjust the video volume  so it is the right volume for everyone to comfortably hear. 1.3       Provide alternatives for visual information We will view the book closely using the document camera as we discuss the books scenes	6.2      Support planning and strategy development During discussion I will ask the students what season it is and how they know? I will ask them to give me specific things that the book told us that identified the season as winter.	9.1      Guide personal goal-setting and expectations I will tell my students to listen closely because they will be writing a journal prompt and drawing a picture about what they leaned after reading the book.
3.1      Provide or activate background knowledge I will review seasons to make sure all students understand what we are discussing before the book begins. 3.2       Highlight critical features, big ideas, and relationships I will emphasize spring and winter because those are the two seasons our book deals with specifically.  I will define specific features of these seasons.

Introduce and Model New Knowledge: 

                                                                            I will introduce the word Hibernation to the students.

I will then ask if anyone has ever heard of it?

If I get a hand raised I will ask the students for their definition, after hearing some definitions we will  watch a short YouTube video that will explain hibernation to the children more clearly.

https://www.youtube.com/watch?v=ywYYB8zUxAQ 

 

 

 

 

 

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1      Define vocabulary and symbols  I will define hibernation for the students and use a YouTube video to help with clarity.	6.4      Enhance capacity for monitoring progress I will give students a chance to tell me what they think hibernation means before I give them the definition.	7.2      Enhance relevance, value, and authenticity   Discussion about hibernation is relevant because the students need to understand this term before we read the book because the reason the bear is missing all of the winter fun is because he is going into hibernation.

 

 

Guided Practice:  

After getting all the students seated on the rug,  I will read the book to them.

Students with disabilities will be seated closest to me so they can better comprehend.

After reading the book, we will go over it again and discuss it thoroughly. 

I will use the document camera and smartboard so we can all view the pages/pictures of the book clearly. 

We will discuss how we know what season it is. 

We will conclude through the pictures that it is Winter. 

Using what we just learned about the word hibernation, we will talk about why the bear is missing snowmen, skating, hot chocolate, etc.  

We will draw pictures on the smartboard of things that represent to us individual seasons. 

Through discussion the students embrace the new content they have learned. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3      Guide information processing I will ask the students to discuss with someone next to them some things that helped them know what the season was and why the bear was going to sleep. Discussion is a guidance into knowledge.	5.3      Provide ways to scaffold practice and performance We will use the smart board during discussion to draw things that represent to us winter and spring.	7.1      Increase individual choice and autonomy I will ask the students what their favorite season is and why- and let them know it is their choice what time of the year they love the best.
		8.3      Foster collaboration and communication Group discussion is collaboration- and we are going to do a lot of it. There will be much communication about this book.

Independent Practice

 

After thoroughly discussing the book and its content, each student will return to his/her desk.

 I will ask them to take out their journals.

 I will explain to them that I want them to write today's entry pertaining to the book we just read. 

 They will be required to write 3 (or more if they wish) sentences independently regarding what they have learned from the book.

I will then ask them to illustrate a scene from winter or spring in their journal. 

This will let me know whether they know the difference in them.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3       Guide information processing I will explain the content I wish for the journal entry to contain and how long it should be.	5.3      Provide ways to scaffold practice and performance I will give an example journal entry on the smartboard and explain to the students that theirs has to be their own ideas.	7.1      Increase individual choice and autonomy Each student will work independently when it comes to their journal entry. It must be comprised of their own ideas and what each has learned for themselves.
3.4      Support memory and transfer Students will use their own words and compose their three sentences about the lesson we have just ad.	5.2      Provide appropriate tools for composition and problem solving I will provide each student with their journal and pencil. I will provide an example journal entry on the smartboard. 6.1       Guide effective goal setting I will be sure to help the students understand exactly what I expect of them 3+ sentences About the book and lesson A drawing of  a winter or spring scene

Wrap-Up

When the students have finished their journal entry and drawing entry I will ask them to turn them in. 

We will discuss some of the entries and what we liked the best about the lesson. 

I will explain to them that I am sending a worksheet home with them. 

I will give each student a worksheet to put in their take home folder.

The worksheet is to be done with and initialed by their parents.  

I will explain to them that it will be due in two days. 

We will review spring, winter and hibernation once more and close with a reminder again of the worksheet.

 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.2      Clarify syntax and structure When all students have completed their journals with entry and drawing we will discuss some of their writings and what they learned.	6.3      Facilitate managing information and resources After discussing their journal entries each student will come back to my desk and pick theirs back up and place them in their designated places.	8.1      Heighten salience of goals and objectives I will discuss how important it is for us to write down our discoveries and what we enjoyed the most and discuss them with others. It helps us retain the information and learn more information from others point of view.

Assessment 

Students will be assessed on how well they entered into the group discussion.

I will evaluate their journal entries and drawings according to how well they followed instructions. 

I will grade their homework when it is returned, expecting 100% because it is completed with parents.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1      Provide or activate background knowledge I will assess their prior knowledge while observing them during group discussion.	6.2      Support planning and strategy development I will make sure they understand what I expect of them in their journal entries.	7.2      Enhance relevance, value, and authenticity
	6.4      Enhance capacity for monitoring progress I will give them feedback on their journal entries the following day after I have had time to assess them.

Brain Network	UDL Principle
Recognition Networks “What”	I. Multiple Means of Representation ensures that the Recognition networks of students are supported      Specific UDL Accommodations (1.1 – 3.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception 1.1 Customize the display of information x  Set 1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information  x  Set Provide options for language and symbols 2.1 Define vocabulary and symbols  x  Introduce/ Model New Information 2.2 Clarify syntax and structure  x  Wrap Up 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically Provide options for comprehension 3.1 Provide or activate background knowledge x  Set 3.2 Highlight critical features, big ideas, and relationships  x Set 3.3 Guide information processing  x Guided Practice, Independent Practice, Assessment 3.4 Support memory and transfer
Strategic Networks “How”	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported      Specific UDL Accommodations (4.1 – 6.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition and problem solving  x  Independent Practice 5.3 Provide ways to scaffold practice and performance  x  Guided Practice, Independent Practice Provide options for executive functions 6.1 Guide effective goal setting  x  independent practice 6.2 Support planning and strategy development  x  Set, assessment 6.3 Facilitate managing information and resources  x  Wrap Up 6.4 Enhance capacity for monitoring progress  x  Introduce and Model New Information, Assessment
Affective Networks “Why”	III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy  x  Guided Practice, Independent Practice 7.2 Enhance relevance, value, and authenticity  x  Introduce/model new knowledge 7.3 Reduce threats and distractions Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives  x  Wrap Up 8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication  x  Guided Practice 8.4 Increase mastery-oriented feedback Provide options for self-regulation 9.1 Guide personal goal-setting and expectations  x  Set 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection  x  Wrap Up

UDL Assignment Rubric

Evaluation Areas	Exceeds Expectations A	Meets Expectations B	Does Not Meet C	Points
	25-23 points	22 -20 points	19- less
Multiple Means of Representation	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
Multiple Means of Action and Expression	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
Multiple Means of Engagement	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
	15-14	13-12	11-
Multimedia Elements	Project contains a wide variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a few  graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	/15
	10-9	8	7
Presentation	Overall editing is accurate and presentation is effective (spelling, grammar, punctuation, formatting,  font, text size, esthetics, etc)	Some basic editing and presentation mistakes  (spelling, grammar, punctuation, formatting,  font, text size, esthetics, etc)	Several editing and presentation  mistakes	/10
			Overall Total Points	/100