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Goal-directed Instructional Design Plan : A Weekly Current/Historical Event Prompt Areas originally supported by UDL Frameworks Areas enhanced

with UDL Updates A problem or a need In order to develop writing skills, one day a week for bell work, my students respond to a current/ historical event prompt. This is a time for them to apply what they have learned during writing lessons and is an authentic representation of their writing skills. The following GLCEs are reinforced during this time. W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution). W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.PS.03.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).

Students are asked to complete an organized, thoughtful, and concise response in a limited amount of time. To help my students see how they are learning/ improving over time, they graph their progress over the entire school year using an online, live graphing tool that can be shared with others on their blog. This also connects to the math GLCEs. D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms. D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph.

A real-world performance Gives students access to current/historical events and that are often left out of the curriculum, gives them an opportunity to connect to the topic and share with others. By charting their own progress, students are involved in the learning process Being able to interpret a graph is a skill that students will use throughout their life.

An instructional objective The objectives for this lesson are based on applying principals that they have learned during writing and math lessons. Students will write their responses in an organized, concise, manner, with connections (text-self, text-text, text-world) using correct grammar and usage. Students will create graphs to show individual growth over time, and will be able to read the graph to interpret and reflect on the data. Students will participate in discussions about historical/ current events through blog

Michigan State University, Educational Technology Programs http://edutech.msu.edu

comments. A set of essential content Writing Math Elements of a complete sentence subject/verb agreement, grammar, capitalization, punctuation. How to organize and write an informational piece: topic sentence, supporting details, a conclusion, transitions How make deepen literacy skills by making connections to a topic: text to self, text to text, text to world.

Different elements of a bar graph, in order to read and create their own graphs. Technology How to use the graphing website to create a graph How to use their blog, how to comment on their peers blogs How to link their graph in their blog so they can update/comment on it throughout the school year An evaluation consisting of a test or observation Students can use the skills that we learn during writing lessons to meaningfully respond to historical / current events questions. Students can present their graph to the class at the end of the year and explain what it means and how it relates to their learning over the course of the year. A method to help participants learn This is a yearlong, integrated unit plan that will support specific writing and graphing GLCEs which will be taught throughout the year. Throughout the Year Writing lessons will be taught using a Writers Workshop model, with lessons based off of 6-Traits Writing. Students will study graphs with inquiry based lessons (students collect, create and interpret their own graphs) Background information for current events will come from Time for Kids articles. Once a Week Historical/ Current Events writing prompts will come from Time for Kids magazines and a Today in History... prompt book. The prompt is written in Spanish and/or accompanied with a non-linguistic representation (photo, animation, and video) to support understanding. Students have options when completing bell work: Fill in a graphic organizer, i.e. 5 paragraph essay, then organize thoughts into a paragraph on their blog; write their response in their journal then transfer to their

Michigan State University, Educational Technology Programs http://edutech.msu.edu

blog; type their response in their blog Limited writing/ linguistic skills will be compensated with a voice-text, textvoice feature on the blog Our class will comment on each others blog posts, we will also use #comments4kids to share our posts with kids around the world. Students will use a point-based rubric to determine a score for their response to the prompt. (The rubric will unfold as new expectations are taught) The graph (which is linked to their blog) will be used chart a weekly writing score/progress.

Monthly Students will analyze their graphs and will reflect on their progress in their blog. Motivation: Meaningfulness Students are able to formulate and share their own opinions regarding historical/ current events. Their current/ historical event responses will be published on their blog, which can be shared with others outside of the classroom. Pleasant consequences Since their responses will be on their blog, they will be shared with the class and are open for comments and discussion. Graphing their progress throughout the year will connect the students to their own learning and make them want try harder. Novelty Time for Kids articles, and Today in History facts have always been interesting to my students because they can relate to this type of historical/ current events. Both sources of information open up a childs curiosity to the world around them. Socialization Since the graphs and prompt responses will be stored on individual student blogs, other students will be able to comment. Audience This unit is intended to run the entire third grade year. Prerequisite skills needed are: Content: A 2.5-3 reading level, ability to write a group of sentences related to a topic and read/understand a basic graph. Technology: How to use a computer to access a website, basic typing skills. (Blogging will be introduced simultaneously)

Technology Needs Initial time to get kids accustomed to blogging.

Michigan State University, Educational Technology Programs http://edutech.msu.edu

1- 45 minute Lab Session: To set up the graph and link it in their blog 1- Hour Lab Session/week: To type prompt responses/ update graph 1- Hour Lab Session/ week: To comment/ discuss on other students blogs If additional time is needed, students will have the entire week to complete their blog post and comments.

Michigan State University, Educational Technology Programs http://edutech.msu.edu

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