1. Title: My Best Day at School
2. Author: Jessica Dean
3. Subject: Language
4. Grade Level: 2nd
5. IEP classification(s):
6.  Common Core Standard(s): CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
7. Lesson Goals: After reading a book and discussing the main ideas, and going over the main components of a Narrative writing the students will write their own Narrative writing about their favorite day at school.
8. Lesson Materials: Graphic Organizer and Skippyjon Jones: Class Action

Instructional Lesson Methods and Assessment

Anticipatory Set

1. I will tell them that we will be reading a book and writing a Narrative story about the same topic of the book.

2. I will ask them what they remember from first grade about Narrative writing.

a. They will turn to their partner to try and brainstorm what the main components of a Narrative writing are.

b. We will then discuss it as a whole. (Topic Sentence, Transition words, and a closure)

3. I will introduce the book to the class that we will be reading before writing our own Narratives.

a. We will use the I-pads to look up the Spanish words from the book so they can know what they mean before reading.

b. We will talk about how SkippyJon Jones is excited for school, much like each one of them were on their first day of school.

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 ask them questions from when they have learned Narrative writing before.	4.3 Integrate assistive technologies We will use the I-pads for the students to use an online translator to figure out what the Spanish words are from the book.	8.3 Foster collaboration and communication They will work with a partner to look up the new vocabulary words and discuss Narrative writings before talking as a whole group.
2.1 Define vocabulary and symbols The book has some Spanish words so we will find out what the Spanish words are before reading.	4.1 Provide varied ways to respond The students will be able to brainstorm and respond to the question with a partner, before they have a chance to share with the whole class.	7.2 Enhance relevance, value, and authenticity By activating their prior knowledge they will know that it will be relevant for the rest of the lesson.

Introduce and Model New Knowledge 

1. We will read through the book to figure out what made SkippyJon Jones’s day at school so great. Throughout the book I will stop to ask questions such as, “Why did SkippyJon Jones want to go to school?” “What happened right when he got to school?” “What did he like best about school?” “What made that the best day of school?” We will also have a video of the book incase that helps students recall the information better. 

2. I will tell the students that we are going to be writing a Narrative about their best day at school. But, first we will have to discuss how to write a great Narrative piece.

3. On a flipchart we will write out what the students will need in their narrative writings, Strong opener, transitional words in their description of the day, and a strong closer.

4. I will use a Graphic Organizer to show the students a strong Opening, the body, and a closer.

a.Topic- one time I was sick

b. Opening- One day I woke up and I could feel the sickness setting in.

c. First I reached for the thermometer and saw the high numbers. Next my mom told me that I needed to stay home so I could take medicine and get better. Last my mom made me soup and I took a lot of medicine and I felt so much better.

d. Closing- I don’t want to ever get sick again, being sick is no fun!

5. I will tell them that they will be using their own graphic organizer to help layout their narrative writing.

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 The students will be able to watch the video of the book too incase they can draw ideas better from an audio version.	5.2 Provide appropriate tools for composition and problem solving I provided them with the Flipchart to see the components of a narrative writing.	8.3 Foster collaboration and communication I will be calling on the students to see if we can name off the parts of a Narrative writing and to answer questions from the book.
3.3 Guide information processing Providing them with an example so they can have a guide to do their own writing.	5.3 Provide ways to scaffold practice and performance The graphic organizer is a good way to outline and order the parts of their narrative writings.	8.4 Increase mastery-oriented feedback We are continually going over what all has to be in a Narrative writing so they will have mastered by the time we write it on the flipchart.

Guided Practice 

1. The students will be sat at the rug for this part so they can pay close attention and be close to the flipchart while we are making lists and filling in the graphic organizer on the Smartboard.

2. We will be focusing on the three main parts of the Personal narrative; Beginning, Details, and Ending.

3. We will write our own Personal narrative as a class so they will understand each part of the writing. By the end of this section they should be pretty comfortable with writing their own narrative writing.

4. As a class we will come up with an exciting attention getter that will fit the topic of the best day at school.

5. We will also focus on transitional words that they can use throughout their writing.

a. As a class we will generate a list of good transitional words and write them on a flipchart so they can refer to them during the rest of the lesson.

6. Then we will make a closing sentence that wraps up the entire narrative piece.

7. We will write this together so they can have practice with brainstorming and coming up with ideas.

8. If it seems like they are struggling with a certain part then we can stop and work on it and check for understanding of every part of a narrative.

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 The structure of Narrative writing will be broken down and we will discuss and provide examples for each part.	6.3 Facilitate managing information and resources The students will be coming up to the board and writing down different transition words we will use and I will help for them to understand under which category they would go.	7.3 Reduce threats and distractions Students will be sat at the rug to cut down on distractions and so they can closer to the lists and activities that e will be working on.
3.3 Guide information processing We will be doing an example graphic organizer together so we will be brainstorming together to come up with ideas and examples.	6.1 Guide effective goal setting This part is the final section of going over the parts and they will have accomplished the goal of understanding each part of the writing.	9.1 Guide personal goal-setting and expectations I expect every student to provide some sort of input in the discussion and provide a transition word that they use in their writing.

Independent Practice 

1. By this time the students will be focusing on their own writing, and what their personal narrative will be about.

2. They will fill out a graphic organizer of what information they want in their narrative.

3. They can brainstorm on a separate sheet of paper if they have a few ideas, or if they know for sure what it will be about they can write directly on their graphic organizer.

4. The graphic organizer has the topic, the title, a catchy sentence, a first, next, last, and a closing sentence.

5. If they have another way to better organize their ideas they are more than welcome to, especially if they feel more confident and want to try a higher-level organizer.

6. They can ask their table group for help if they are struggling with anything, or they can refer back to the flipcharts we made earlier in the lesson.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate key concepts non-linguistically The students will gather their ideas and information in a graphic organizer.	5.3 Provide ways to scaffold practice and performance They will use the graphic organizer to lie out their ideas so they will it to practice for their writing.	9.2 Scaffold coping skills and strategies The graphic organizer helps with writing strategies, by placing their ideas in the right order and form for the actual writing piece.
3.4 Support memory and transfer They will transfer all the information they have learned throughout the lesson and all their ideas onto their graphic organizer.	4.1 Provide varied ways to respond If they feel comfortable they can use a more complex organizer or they can just brainstorm on a blank piece of paper.	7.1 Increase individual choice and autonomy The students can write about any special day at school, they don’t have to feel like they have to write about a certain day or activity.

Wrap-up 

1. “Just like SkippyJon Jones each one of yall have a memory of your best day at school.”

2. “It’s important to be able to tell about that day, and you can do that by writing Narrative pieces so you can describe what happened throughout that day to make it so great.”

3. The students will share their graphic organizer with their elbow partner so they can tell about their best day.

4. They will tell each other what they are missing or what they need to change to make it better.  

5. This will give them practice with telling their personal narrative, so they can better write it out.

  

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 They will be reviewing their structure of a narrative writing through their graphic organizer and with their elbow partner.	6.4 Enhance capacity for monitoring progress With the help of their elbow partner students will monitor their graphic organizer to make sure they have everything they need to write their narrative.	9.3 Develop self-assessment and reflection They will be reflecting on what they will be writing about and how they can develop their organizer into a narrative writing.
3.2 Highlight critical features, big ideas, and relationships They will be reflecting and noticing the relationship between SkippyJon Jone’s best day at school and their best day that they are writing about.	6.2 Support planning and strategy development Talking about how it’s important to be able to tell about your best day through details and transitional words. Partners will support each other’s writings and tell what can be improved.	7.2 Enhance relevance, value, and authenticity By the end of this lesson they will know why they had to learn every component of a narrative writing to write a successful and descriptive writing piece.

Assessment 

1. The students will be using their graphic organizers to write out their Narrative piece about their best day at school. They will have a final draft of it with all the correct components.

2. They will be graded on 6 different areas.

a. Organization, Voice, Word Choice, Sentence Fluency, and Conventions.

b. The students will know what areas they are being graded on so they can work to receive highest points for each.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory and transfer The students will have to transfer all the information that they have learned throughout the lesson into their Narrative writing.	4.1 Provide varied ways to respond If students are confident enough they can type out their personal narrative, or they can just stick to writing it out on paper.	7.1 Increase individual choice and autonomy The students get to choose their own favorite school day and describe the details they remember from it.
3.3 Guide information processing The students will know the areas they are being graded on so they will be guided to do well in those areas and provide the correct information.	6.4 Enhance capacity for monitoring progress They student will be checked to see if they remembered all the information that we had learned during the lesson and used it write their narrative.	8.1 Heighten salience of goals and objectives  The students know what components they need to make a good narrative piece and they will work to make sure they are present in their writing.

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

Brain Network	UDL Principle
	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 Introduce and Model New Technology  1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information Provide options for language and symbols 2.1 Define vocabulary and symbols  X  Set 2.2 Clarify syntax and structure  X  Guided Practice and Wrap Up 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically  X  Independent Practice Provide options for comprehension 3.1 Provide or activate background knowledge  X Set  3.2 Highlight critical features, big ideas, and relationships  X  Wrap Up 3.3 Guide information processing  X  Introduce and Model New Technology, Guided Practice and Assessment 3.4 Support memory and transfer X   Independent Practice and Assessment
	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  X Assessment and Independent Practice 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies  X Set  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  Introduce and Model New Technology 5.3 Provide ways to scaffold practice and performance  X  Independent Practice and Introduce and Model New Technology  Provide options for executive functions 6.1 Guide effective goal setting  X  Guided Practice 6.2 Support planning and strategy development  X Wrap Up  6.3 Facilitate managing information and resources  X  Guided Practice 6.4 Enhance capacity for monitoring progress  X Assessment and Wrap Up
	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  Assessment and Independent Practice 7.2 Enhance relevance, value, and authenticity  X  Wrap Up and Set 7.3 Reduce threats and distractions  X  Guided Practice Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives  X Assessment  8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication  X Introduce and Model New Technology and Set 8.4 Increase mastery-oriented feedback  X  Introduce and Model New Technology Provide options for self-regulation 9.1 Guide personal goal-setting and expectations  X  Guided Practice 9.2 Scaffold coping skills and strategies  X Independent Practice  9.3 Develop self-assessment and reflection X  Wrap Up