UDL Lesson Plan

Title: Do You Know the Versions of The Little Red Hen?

Author: Ashley Nicholson
Subject Area: Language Arts
Grade Level: Second Grade
IEP Classifications: Visual Impairments, hearing Impairments, fine motor

State Standards:
CCSS.ELA-LITERACY.R.L.2.9-Compare and contrast two or more versions of the same
story (e.g. Cinderella stories) by different authors or from different cultures.
CCSS.ELA-LITERACY.S.L.2.2-Recount or describe key ideas or details from a text read
aloud or information presented orally through other media.
CCSS.ELA-LITERACY.W.2.1-Write opinion pieces in which they introduce the topic or
book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g. because, and, also) to connect opinion and reasons,
and provide a concluding statement or section.

Lesson Goals:

Students will be able to compare and contrast two versions of a story

Students will be able to identify other items that may be compared and
contrasted
Students will be able to identify key ideas and details from a text
Students will be able to write an opinion piece about a topic or book and
supply reason that supports their opinion, to be able to connect the opinions
and reasons, and provide a concluding sentence.

Instructional Methods:
Anticipatory Set

I will begin by introducing the terms compare and contrast to the students. We will
watch a short you tube video (https://youtu.be/TRKnOxPow2M) about comparing and
contrasting using characters from a story. I will also have a selection of bottles (ex:
water bottle, soda bottle, etc..) on a table. The students will have a chance to
observe the bottles, and we will then make a list of differences and similarities. We
will do this is as a whole group. The students will then choose a partner and walk

around the classroom to pick an object of choice to compare. We will discuss their
findings as a whole class.

I will then proceed to explain that often times, there can be more than one
version of a story. I will use the example of Cinderella. There are different
versions of Cinderella. There is a cartoon version and there is a more
realistic version of the story. In these stories, what are the differences? Are
the characters the same or different? What about the endings? What things
are the same? Often times, the same story can be written by different
authors, and the authors may make subtle changes in the story in order to
portray the characters the way he or she wishes to them to be like. Today,
we are going to read, compare, and contrast two different versions of the
story The Little Red Hen.

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 will be
allowed to observe and
manipulate the bottles
to make comparison.
2.1 Define
vocabulary and
symbols.
I will begin lesson with
definitions and
explanation, video will
also explain compare
and contrast.

4.3 Integrate
assistive
technologies.
Short video will be
shown for other means
of explanation.

7.1 Increase
individual choice and
autonomy
Students will be able to
choose a partner and
object to compare.

6.1 Guide effective

goal setting.
Students will be guided
through lesson to reach
lesson objectives.

8.2 Vary levels of

challenge and
support.
We will start off with
whole class discussion
and participation and
then move to partner
work with object of
choice.

Introduce and Model New Knowledge

As a group at the carpet, I will introduce the students to a Venn

diagram. I will explain the Venn diagram as a type of chart that may be used
to compare and contrast two things. It looks as 2 overlapping circles with
the differences on the sides and the things that they have in common are
listed in the middle where the circles overlap each other. I draw an example
to model to the students. We will discuss other things that could be
compared. I will ask for volunteers that may want to stand so that we may
compare people in our class. For example, the volunteers chosen are a boy
and a girl. Using designated name sticks, I will call on students to list
something that is different or similar of the boy and girl. We will fill in a Venn
diagram to practice for our story.

Recognition What
Multiple Means of
Representation

Strategic How
Multiple Means of
Action and
Expression

Affective Why
Multiple Means of
Engagement

1.3 Offer alternatives for

visual information.
Students will see me
draw a diagram, we will
fill it in as a group. They
will also have a Venn
diagram worksheet to use
with their clip board.
1.1Customize the display
of information.
The information will be
filled in accordingly as a
group as practice.
Students may also fill in
their own diagram.

4.1 Provide ways to

respond.
Students may raise their
hand to volunteer and I
will also be calling upon
students to answer using
their name sticks.

8.2 Vary levels of

challenge and support.
We will compare a variety
of different objects before
the stories.

5.0 Provide options for

expressive skills and
fluency.

8.3 Foster collaboration

and communication.
I will guide discussion for
comparisons.

Guided Practice
With the students still at the carpet, I will introduce the first of the Little Red Hen
books, this one written by Paul Galdone. We will read and discuss the book, the
characters, and vocabulary words from this book. The vocabulary words are mill,
flour, ripe, grain, scampered, and cozy. Students will need to take notes using
either their clipboards with paper and pencils or their dry erase boards and markers.
How the students want to take notes will be their choice.
I will then introduce the next Little Red Hen book by Diane Muldrow. The only
difference is this book will be read aloud found at the website

http://www.dailymotion.com/video/x2zsxas . The story will be projected on to the

smart board for the students to watch and follow along to. We will then discuss the
story, main, characters, and vocabulary words. We will note if we heard any of the
same vocabulary words from the first version, and make comparison of the stories
using a chart. We will do this as a whole group with students still on carpet.

Students will then go back to their desks and I will then pass out the stretch a
sentence sheet. Using the information from the fable comparisons sheet, students
will use this information to fill in the stretch a sentence. They will then practice
writing a complete sentence that makes use of all this information. I will model the
first blank for them on the board.

Students may use a partner for this activity if they wish to do so. I will give the
students no more than 10 minutes to work on this. I will use and display a timer to
help students stay on task. They will then share their sentences with the class. If
students need help with putting together their words for their sentences, I will be
helping and modeling as needed.

Recognition What
Multiple Means of
Representation
1.1 Offer ways of
customizing the display
of information.

Story will be presented

different ways, hard copy
of book available, online
read aloud is available.
Voice ampliphier will be
used for better auditory of
story.
1.2
Offer alternatives
for auditory
information.
Online version of story,
and hardcopy available if
student wishes to read on
their own.

3.4 Maximize transfer

and generalization.

Students will use

compare and contrast
chart and organizer and
transfer that material to
the stretch a sentence
worksheet.

Strategic How
Multiple Means of Action
and Expression
6.2 Support planning
and strategic
development
Students will be reminded
to listen for key words as to
how stories are the same,
different, etc..

6.2 Support planning

and strategic
development
Students will use
graphic organizers to
compare and contrast
stories.

Affective Why
Multiple Means of
Engagement
8.1 Heightened salience
of goals and objectives.
The stretch a sentence
will be modeled so that
students will know what
is expected with their
sentences.

7.3 Minimize threats and

distractions.
Online timers will be
used to help keep
students on task.
Students may sit closer
for better visual,
hearing, and fewer
distractions
8.3 Foster collaboration
and communication
Students may choose to
work with a partner if
needed.

Independent Practice
Students will be practicing what they have learned. Students will be given a Venn
diagram to fill in using the information they have gathered from discussions, the
comparison charts, and the stretch a sentence worksheet. They will need to work
independently on this diagram. I will be walking around to monitor and help keep
students on task. I will also set a timer for this activity. The timer will be set for 7
minutes.

After completion of the diagram, the students will be directed to write an opinion
writing piece. The students will write about which version of the Little Red Hen was
their favorite version and list reasons for their opinion. Student will need to work
alone for this assignment and they may refer to their notes and worksheets to help
them. I will also model a sample sentence to get students started. I will be walking
around to help and monitor as needed.

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.
Students will use the
comparison organizer and
the stretch a sentence to
complete the diagram and
for their writing.

4.1 Vary the methods

for response and
navigation.
As an alternative to
handwriting the
paragraph, students may
type it on the computer.

8.1 Heightened
salience of goals and
objectives.
A sample of writing will be
provided for students,
they may use this as a
reference of the expected
outcome of writing
sentences with great
detail.
7.3 Minimize threats
and distractions.
Online timers will be used
to help students stay on
task and to notify of
transitions. Students may
also seek support from
peers or teacher.

5.2 Use multiple tools

for construction and
composition.
Students may use speech
to text or dictate their
paragraph to another
student to type for them.

6.1 Guide appropriate

goal setting.
Students will be guided to
use their prior organizers
and information learned
about expanding
sentences when writing
their paragraph.

8.4 Increase masteryoriented feedback.

As students are practicing
the new concepts, I will
walk around the room
providing feedback.

Wrap up
Upon completion of activities, we will review over all handouts and vocabulary
words that were introduced from the stories. I will have students complete an exit
slip for this lesson.

Recognition What
Multiple Means of
Representation

Strategic How
Multiple Means of Action
and Expression

Affective Why
Multiple Means of
Engagement

1.1 Offer ways of

customizing the display
of information.
The font size on the exit
slip can be adjusted as
needed.

4.1 Vary the methods

for response and
navigation.
Students with writing
difficulties may respond
verbally to the information
presented on the exit slip.

7.2 Optimize relevance,

value, and authenticity.
Students are given an
opportunity to voice their
opinion and provide a
personal response on the
lesson during the wrap up
response.

2.1 Clarify vocabulary

and symbols.
Students will respond to
the lesson in both written
form and by circling the
facial expression.

6.1 Guide appropriate

goal-setting.
Students can make a
determination of whether
or not they "got" the
information or we need to
review it more.

6.3 Facilitate managing

information and
resources.
The exit slip will help
students organize their
thoughts on the overall
lesson; did they like it or
not like it, what did they
still have a question on,
etc..

Assessment of Learning
I will have the students compare and contrast two stories of their choice. They will
complete the following diagram as an assessment activity. The students will then
write a brief paragraph (minimum of 4 sentences) on why they chose the stories
that they chose. I will be monitoring and making a checklist for assessment
purposes.

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

4.1 Provide varied

ways to respond

Students will choose a

book that were previously
read, and students may
refer to other activities,
such as charts.

Students may choose to

type their writing
assessment activity on
computer.

8.Provide options for

sustaining effort and
persistence
Students may choose the
books for assessment.

Materials
Little Red Hen by Paul Galdone and Little Red Hen by Diane Muldrow ( a read-aloud
from youtube.com), Venn diagram handout, writing journals, smart board, exit slip,
stretch-a-sentence organizer.