4th Grade Writing UDL Lesson Plan

Title: The Lightning Thief: Percy Jackson and the Olympians

Author: Rick Riordan

Subject: Writing

Grade Level: 4th Grade

State Standard(s): CCSS.ELA-LITERACY.W.4.9.A

Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

Lesson Goals: Students will read The Lightning Thief: Percy Jackson and the Olympians by Rick Riordan, then they will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text with 80% accuracy.

Instructional Methods

      Prior Knowledge:

• The students will have to have prior knowledge on The Lightning Thief: Percy Jackson and the Olympian by Rick Riordan. They will also have to have prior knowledge of knowing how to describe in depth characters, the setting, events in the story, and drawing on specific details in the text.

Anticipatory Set:

1.          To begin the lesson, I will call the reading group to my table so that we can discuss the book together.

2.          Then we will watch a quick book review video so that it can refresh the student’s memory on the book since they have already read the book beforehand.

3.          I will ask the students to reflect on the book and the video and think of a character that was in the book that they would like to talk about and write about.

4.          I will then model what I expect from them. (For example: While reading I liked Chiron, he was Percy's favorite teacher, he is a very smart centaur and he trained many heroes. I liked him because he was a role model to Percy and I hope I am a role model to my students...)

5.          Then we will create an anchor chart together while asking them a few questions while they answer the questions and I write them down so that they can remember them for all of their activities about the book.

·         “Who is the main character/protagonist?”

·         “Was the main character a good influence or a bad influence?”

·         “Who were the supporting characters?”

·         “Who was the antagonist in the book?

6.          Now we are going to use graphic organizers, an anchor chart, and activities on The Lightning Thief: Percy Jackson and the Olympians; to write a paper describing in depth a character of your choosing, setting, the event in the story, and drawing a specific detail in the text. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate thought multiple media The students are given a video to watch about the book, its a quick review so that they can recall information from the book that they read beforehand.  3.1 Activate or supply background knowledge The students are questioned about their background knowledge.	6.4 Enhance capacity for monitoring progress The students will work alongside me to complete an anchor chart I will ask them a few questions on the characters in the book and they will use the information to help them write their paper later on in the lesson. It will be a tool to monitor their learning and allow them the freedom to reflect.	8.3 Foster collaboration and communication The students will work together with a buddy and complete a graphic organizer (Story Map), that they will come up with ideas together to summarize the setting, characters, solution, and problem.

Introduce and Model New Knowledge

• The students will be seated at their desks after watching the video, completing the Anchor chart as a class, and working on the story map with a partner. 
• Using the background knowledge they already have along with text-to-self connections to relate to the characters in the book, they will have to choose their favorite character (most relatable character), and complete a series of activities centered around characters and their characteristics. 
• They will use a character trait chart to guide them through the activities while reinforcing what they know about the book by providing text evidence. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate through multiple media Students will watch a video: characterization lesson (using Disney's Frozen), It will teach them what to look for as they in-depth describe characters and their characteristics.	6.3 Facilitate managing information and resources Students will use a graphic organizer to organize their ideas on the main character.	7.1 Optimize individual choice and autonomy Each individual student will reflect on the book and I will give them the opportunity to choose who was their favorite character so that they can own which character they need to focus on for their essay.

Guided Practice

• The students will watch a video on descriptive writing so that they will comprehend how to use a lot of details when writing their character analysis essay as well as create an adjective anchor chart to describe the characters in their character analysis. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate through multiple media The students are given a video on descriptive writing which will help them write their character analysis essay. 1.2 Offer alternatives for auditory information Students who struggle in the auditory area will be handed a chrome book and headphones so that they can hear the video more effectively.	6.4 Enhance capacity for monitoring progress Students will work with me to create an anchor chart on adjectives to guide them while they writing their essay to know how to describe using adjectives.	7.3 Minimize threats and distractions All of the students will get on the carpet in a circle and offer friendly/supportive advice to each other to help each other gather their ideas and grasp how to write those ideas down.

Independent Practice

Students will watch a video on writing a character analysis to prepare for their rough draft. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate through multiple media The students will watch another video but instead on their chrome book on how to write a character analysis essay.	6.2 Support planning and strategy development Students will reflect on the character analysis anchor chart, to start on writing their character analysis rough draft, it will basically be them filling in their ideas where the anchor chart suggest to; which will break down their long term goals into a reachable short-term objective.	8.1 Heighten sailence of goals and objectives Students will work on their graphic organizer to help the editing process, by supporting and remembering initial goal to maintain consistent vision throughout the essay; so that they can finalize their final copy of their character analysis essay.

Wrap-up

• To conclude the lesson, I will walk around the classroom to check their graphic organizers to make sure that they are doing it correctly, and that they are writing their papers according to the graphic organizers and make sure they applied all the information they learned through anchor charts and the videos they watched (formative assessment). Also checking to see if they acquired the adequate amount of evidence to back-up their points in the essay (rough draft). I will allow the students to peer-evaluate their partners rough drafts to check and see if there is anything they need to correct 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Highlight patterns, critical features, big ideas, and relationships  Cheking to see if students rough drafts used information from their graphic organizers and anchor charts.	5.3 Build fluencies with graduated levels of support for practice and performance Students work with partners to give out peer evaluations on rough drafts.	8.3 Foster collaboration and communication I will then work with students one-on-one to give them constructive feedback on how they can make some corrections on their rough drafts.

Assessment

Formative (Informal - written)

• For the formative assessment the students will complete a written essay using their graphic organizers, anchor charts, and videos used during the lesson to edit and create their final version of their character analysis essay. In the final version, they will have tied together everything they learned from the book and from all the elements provided during the lesson with the appropriate amount of evidence backed up from the book. I will also provide my students with examples of text that they can use to describe the character they chose in the character analysis. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Maximize transfer and generalization I will provide a checklist for my students so that when they're diting their paper they will have a guideline to go by so they can know what I expect from them.	5.2 Use multiple tools for construction and composition Students will use their chrome books to type the final version of their character analysis. They will be able to use spell checkers, grammar checkers, word prediction software.	7.3 Minimize threats and distractions Students will present their final version of their character analysis while the class gives out positive feedback to show their support to their peers.

Materials

• Chrome Books
• Checklists
• Graphic Organizers
• Pencils
• Papers
• Anchor Charts
• YOUTUBE videos