Considerations for Lesson Planning Involving UDL Brain Networks and the Four Pillars Of

Considerations for Lesson Planning Involving UDL Brain Networks and the Four Pillars of Curriculum Lesson Plan Description: Students will review the themes and motifs from Extremely Loud and Incredibly Close. Students, thorough a variety of activities, will be able to point out themes and motifs and cite evidence from the text.

Four Pillars of Curriculum UDL Brain Networks Goals/Objectives: All students will be able to state Recognition: students will submit and read other a theme from ELIC and give evidence from the themes electronically and via butcher paper and text. class discussion Strategic: Students will be able to submit a theme electronically, then from the WORDLE composite of class results students will discuss themes in pairs and cite evidence on chart paper, then share out to class Affective: Students can respond electronically, students will see results and expand on themes via butcher paper activity Materials: SMART board, response clickers, Recognition: WORDLE activity will show themes butcher paper, previous ELIC handouts, WORDLE in various sizes depending on the amount of responses, visually highlighting most common responses, butcher paper activity will recreate portion of the novel , questions students wrote early in trimester will be answered Strategic: offered multiple opportunities for response electronically, written, and discussion Affective: students are given multiple tools and choices on how to respond and interact Methods: 1.Students will complete daily You Outta Know warm up. 2. Students will login to SMART response clickers. 3. Students will submit 1 word theme to describe the novel Extremely Loud and Incredibly Close. 4. While responses are being converted into a wordle, the previous wordle from the intro to ELIC will be shown. Class will discuss difference in feelings from beginning of novel to the ending. 5. Teachers, using term “confusing” from first wordle, will model expectations for butcher pair project. 6. Students will pair and have a discussion about 1 theme from the book, and provide evidence from the text. One student will be the Grandfather/Renter and cannot speak, they can only write on paper. The other student will be another character Oskar/Anna/Grandma and can speak. They will simulate a conversation between the characters while producing their theme and evidence. 7. Student volunteers will share out, and the class will discuss themes. 8. Students will pull out bookmarks where they asked questions throughout the book, and the class will discuss whether or not those questions were answered or resolved. 9. Teachers will discuss expectations for paper to be turned in tomorrow. Assessment: Formative assessments through clicker responses and summative assessments through writing activity on butcher paper. Additional summative assessment through formal paper due Tuesday.