Chrysanthemum Challenges

Responding to Challenges

Author: Hannah Gore

Subject: Literacy

Grade Level: 2^nd Grade

IEP classification(s): ELL Student, Sensory Processing Disorder, ADD

Common Core Standard(s):CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

Lesson Goals: After completing several activities, students will explain how characters in the story respond to major events and challenges. 

Lesson Materials:

·    Chrysanthemum by Kevin Henkes, Sticky Notes, Computer, Tablets, SmartBoard, Elmo, Whiteboards, Markers, Pencils, Graphic Organizer, Beach Ball, Sentence Strips, "Give Me Five" Poster, Thank You, Mr. Falker by Patricia Polacco book and audio version, Assessment Sheet, Rubric for assessment

Instructional Lesson Methods and Assessment

Anticipatory Set 

• I will show the students this picture and have them think-pair-share with a partner about what they think is happening. 

• I will have students share what they discussed. 
• We will talk about teasing and bullying and how the boy that is being teased feels in the picture. 
• I will show this video on what bullying is: 

• The students will get into pairs and using the students' choice of  laptops or tablets they will research how to handle the situation of bullying. 
• They will write their ideas down on a sticky note and at the end each group will bring their sticky note to the board and we will read them out loud as a class. 
• Next, we will go over vocabulary from the book. I will have these words printed on paper to add to our word wall. (Begrudge Indescribable Inform Precious Scarcely Wilt)
• We will say each word together and then discuss what these words mean. 
• We then play vocabulary ball. The students will throw the beach ball to one another and act out the vocabulary word that their right thumb lands on. We will do this until every student has a chance to act out a word. 

• Next, I will explain that we will be reading the book, Chrysanathemum by Kevin Henkes and we will look at the challenges she faces in the book. I will tell them to pay close attention to what is taking place and how the characters are responding to events in the story. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.4 Promote cross-linguistic understanding By acting out vocabulary words, ELL students will be able to better understand tough vocabulary.	4.3 Integrate assistive technologies Students will use computers or tablets to look for ways to respond to bullying or teasing.	7.1 Increase individual choice and autonomy Students will have a choice on whether to use the computer or an iPad for research.
3.1 Provide or activate background knowledge Students will activate background knowledge about bullying and teasing by looking at pictures, watching a video, and doing research.	4.2 Provide varied ways to interact with materials Students will be able to look at materials, research information, and play interactive games.	7.2 Enhance relevance, value, and authenticity Students will find relevance and value in the set because they can apply it to their lives and in the school setting.

Introduce and Model New Knowledge 

• I will tell the students that we will read the book Chrysanthemum by Kevin Henkes aloud. I want them to pay special attention to how the characters respond to events within the story. I will also tell them that we will look at the vocabulary discussed earlier. 
• We will look at this graphic organizer on the SmartBoard before beginning and discuss how to look for these key points to determine how a character responds to main events and challenges: 

 

• I will also print this graphic organizer out and have the students highlight each area in a different color. 
• I will tell them to pick out a character in the story, look for the challenge that they face, and then look for what they do, think or feel to respond to this challenge. 
• I will take a class vote on whether they want me to project the book using the Elmo or hold it and show the class the pictures as we go. 
• Before reading a page I will have the students look at the illustrations and make predictions about the text and what is happening. 
• I will ask questions such as "What do you think is happening here?" "How do you think characters are responding?" "How do you think certain characters feel right now?"
• While we are reading I will also have the students refer to our word wall and using highlighting tape we will make note of vocabulary words. 
• At the end of the story I will ask the students, "What character did you pick and what was their main challenge?" I will have the students share with a student near them and discuss their answer. I will use a timer on the SmartBoard so the students know how much time they have to discuss and can manage their time in discussion. 
• 
• The timer can be found here: http://www.online-stopwatch.com/countdown-timer/

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 book can be presented either by hands on or through displaying it on the SmartBoard.	5.2 Provide appropriate tools for composition and problem solving Showing the graphic organizer of how to pick out a character and their responses to situations allows the students to compose an idea during the reading.	8.2 Vary levels of challenge and support Students will be given several areas of support by using highlighters, graphic organizers, and questioning.
2.1 Define vocabulary and symbols We will define vocabulary in the book by highlighting the words previously discussed to gain better understanding.	6.3 Facilitate managing information and resources Students will refer to the graphic organizer to help manage and organize information.	7.3 Reduce threats and distractions Providing a timer during discussion allows students to focus on their conversation and reduces the threat of running out of time.

Guided Practice 

• During the guided practice I will ask the students, "What did I previously say we were going to do after reading the story?" 
• Using their white boards they will write their answer and hold it whenever they have it completed. 
• We will go over the graphic organizer discussed previously. 
• The students will have the one printed out previously and I will project it on the SmartBoard as well. 
• We will have a class discussion about characters in the story, events that took place, and how they responded. 
• While having discussion I will have chart paper and will draw the 3 boxes like in the graphic organizer.
• I will tell the students that we will fill this graphic organizer out together for the main character Chrysanthemum. 
• Students will also draw and fill in this chart on their choice of construction paper using a marker. 
• As we discuss each part I will fill in details for each box as the students do the same at their desk. I will draw emotions and pictures along with writing so students can gain a better idea of how Chrysanthemum felt and what was happening. 
• I will question throughout asking, "What was Chrysanthemum feeling?", "What was the main issue she was facing?" "How does this relate to what we discussed earlier?" "How did Chrysanthemum handle the events?" 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2 Provide alternatives for auditory information I will draw pictures on the chart paper whenever we are filling in the graphic organizer.	5.3 Provide ways to scaffold practice and performance I will model appropriate ways to complete the graphic organizer and practice.	8.1 Heighten salience of goals and objectives Students will restate objective after I ask them what I said we would focus on and they write their answers on their whiteboards.
3.3 Guide information processing I will guide information processing through modeling of the information.	6.1 Guide effective goal setting Provided example and modeling of graphic organizer.	8.3 Foster collaboration and communication Students discuss both as a group in class discussions and in pairs.

Independent Practice 

• Students will get into groups of their choice for the independent practice. 
• I will provide a checklist outlining what is expected in their product.
• I will give instructions orally by telling them and providing a typed copy that will handed out along with their checklist. 
• Students will be creating a skit that will re-enact how characters in the book responded to major events and challenges. 
• Students may use the book for support if needed. 
• If students do not feel comfortable performing in front of the class they may record themselves using the tablet or create a multimedia movie using pictures and voice recordings.  
• Before a group presents I will go over our "Give Me Five" poster. 
• 
• I will tell students to make sure to give the group presenting their full attention and refer to the "Give me Five" poster if they forget what a good listener is. 
• After each group presents their skit I will provide feedback using the good-bad-good strategy. I will also let their fellow classmates write on a slip of paper what they liked the most about that skit.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Highlight critical features, big ideas, and relationships Students will go over how Chrysanthemum responded to major events and challenges.	4.1 Provide varied ways to respond Students can act out their skit in front of the class, record themselves using the tablet, or make a movie using pictures and voice recordings.	8.4 Increase mastery-oriented feedback Providing feedback after each presentation and also allowing the students to provide positive feedback.
2.5 Illustrate key concepts non-linguistically Students can record their skit or present it in front of class instead of writing it.	6.2 Support planning and strategy development Students will be supplied with a checklist on what to include in the presentation.	9.2 Scaffold coping skills and strategies Providing the "Give Me Five" chart gives students a strategy to be active listeners and appropriate actions.

Wrap-up 

•   To wrap up I will question the students to check their understanding of characters' responses to main events or challenges in a story. They can respond orally or using their individual whiteboards. 
• I will ask questions such as, "What did we look for during this lesson?" 
• "What are some strategies that you used to determine the challenges and how the character responded?" 
• "What character did we focus on during this story?" 
• "What was the main challenge Chrysanthemum faced?" 
• "Do you think she handled it well?" 
• "What are some things that we can do when we are teased?" 
• "What are a few examples of positive ways to respond to bullies?" 
• We will also review the vocabulary that we added to our word wall during this lesson. 
• During the wrap up I will also have the students complete a survey that will ask the questions such as "What is one thing that you liked about this lesson?" "What is something you can work on after this lesson?" "What do you think you did well on during this lesson?" 
• This survey will help build meta-cognitive thoughts.  

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 Students will review information to add to memory transfer.	6.4 Enhance capacity for monitoring progress Questioning students will monitor progress and also surveying how they think they did during the lesson.	9.3 Develop self-assessment and reflection Students will reflect over how they think the lesson went using a survey.
3.2 Highlight critical features, big ideas, and relationships Students will review key information through questioning at the end of the lesson.	4.1 Provide varied ways to respond Students can respond orally or using their whiteboards.	7.1 Increase individual choice and autonomy Students have the choice of how they would like to respond to the wrap up questions.

Assessment 

• For the assessments students will read Thank You, Mr. Falker by Patricia Polacco. Students can also listen to the book using the tablet and a downloaded audio version. 
• 
• Students will be able to use their graphic organizer used earlier in the lesson, for support if needed to guide thinking while reading.
• They will also be given this form to complete as their assessment: 
• Students will have the choice to complete this assessment using the printed page, on a PowerPoint, or Word Document. They must tell me which way they want to respond to the information. 
• If a student has issues responding through writing or typing they may respond to the questions orally in a private conference. 
• Students will also receive a rubric on what is expected in their responses. This will help guide their responses and let them know what is expected in their assessment.  
• As a bonus assignment students may write about a time that they faced a difficult situation and how they responded to it. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternatives for visual information Students may use an auditory version of the book for added support.	5.1 Allow choices of media for communication Students are given different options of media for completing their assessment.	7.2 Enhance relevance, value, and authenticity In the bonus assignment students may discuss a time that they responded to a challenge and how they handled it.
3.3 Guide information processing Students will be given the graphic organizer that has prompts to guide responses.	6.2 Support planning and strategy development Students will receive prompts to guide planning and strategy to find answers while reading. They will also be provided a rubric to guide what to include in their responses.	8.1 Heighten salience of goals and objectives Students will receive a rubric to help them understand what the end result will look like and what is expected.

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

Please submit the checklist below with your project (hyperlink for your UDL blog) and annotate which elements you have incorporated and where:

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 Introduce and Model New Knowledge (Phase 2) 1.2 Provide alternatives for auditory information x Guided Practice (Phase 3) 1.3 Provide alternatives for visual information x Assessment (Phase 6) Provide options for language and symbols 2.1 Define vocabulary and symbols x Introduce and Model New Knowledge (Phase 2)   2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding x Anticipatory Set (Phase 1) 2.5 Illustrate key concepts non-linguistically x Independent Practice (Phase 4) Provide options for comprehension 3.1 Provide or activate background knowledge x Anticipatory Set (Phase 1) 3.2 Highlight critical features, big ideas, and relationships x Independent Practice (Phase 4)  Wrap Up (Phase 5) 3.3 Guide information processing x Guided Practice (Phase 3) Assessment (Phase 6) 3.4 Support memory and transfer x Wrap Up (Phase 5)
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 x Independent Practice (Phase 4) Wrap Up (Phase 5) 4.2 Provide varied ways to interact with materials x Anticipatory Set (Phase 1) 4.3 Integrate assistive technologies x Anticipatory Set (Phase 1) Provide options for expressive skills and fluency 5.1 Allow choices of media for communication x Assessment (Phase 6) 5.2 Provide appropriate tools for composition and problem solving x Introduce and Model New Knowledge (Phase 2) 5.3 Provide ways to scaffold practice and performance x Guided Practice (Phase 3) Provide options for executive functions 6.1 Guide effective goal setting x Guided Practice (Phase 3) 6.2 Support planning and strategy development x Independent Practice (Phase 4) Assessment (Phase 6)   6.3 Facilitate managing information and resources x Introduce and Model New Knowledge (Phase 2) 6.4 Enhance capacity for monitoring progress x Wrap Up (Phase 4)
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 Anticipatory Set (Phase 1) Wrap Up (Phase 5) 7.2 Enhance relevance, value, and authenticity x Anticipatory Set (Phase 1) Assessment (Phase 6) 7.3 Reduce threats and distractions x Introduce and Model New Knowledge (Phase 2) Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives x Guided Practice (Phase 3) Assessment (Phase 6) 8.2 Vary levels of challenge and support x Introduce and Model New Knowledge (Phase 2) 8.3 Foster collaboration and communication x Guided Practice (Phase 3) 8.4 Increase mastery-oriented feedback x Independent Practice (Phase 4) Provide options for self-regulation 9.1 Guide personal goal-setting and expectations 9.2 Scaffold coping skills and strategies x Independent Practice (Phase 4) 9.3 Develop self-assessment and reflection x Wrap Up (Phase 5)