UDL Lesson Plan 

1. Title: The Cat in the Hat
2. Author: Ms. Jaqueline C. Densford
3. Subject: Literacy Arts
4. Grade Level: Kindergarten
5. IEP classification(s): Specific Learning Disability/ Hearing Impaired, ADHD
6. Common Core Standard(s):

CCSS.ELA-LITERACY.RL.K.3: With prompting and support, identify characters, settings, and major events in a story. 
CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.
CCSS.ELA-LITERACY.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

1. Lesson Goals: Students will sort and develop rhyming words. Students will discuss the story, setting, characters, and events in order. Students, using a writing template, will be able to answer their opinion of what they would do if the cat came to their house. They will draw a picture of their writing on their template.
2. Lesson Materials: Smart Board, document camera, computer, marker board, hat rhyming chart, rhyme word cards and hat, vocabulary word cards and pocket chart, cat cut and paste activity, glue and scissors for every student, cat writing template, YouTube video of The Cat in the Hat, Cat in the Hat book, iPad with apps, emergent reader, parent letter, and center activities.

Instructional Lesson Methods and Assessment
Anticipatory Set 

• The teacher will introduce that this week is Dr. Seuss Week. The teacher will talk about the author which was introduced on the previous Friday. This will be done by asking the children to recall who this author is what type of books he has written, his fun rhyming, and nonsense word writing style.

• The teacher while wearing a Cat in the Hat hat will introduce the most famous of Dr. Seuss’s books; The Cat in the Hat.
• The teacher will discuss the use of rhyming words and ask the students if they can think of words that rhyme. The students will in turn raise their hands to share words they know that rhyme.
• The teacher will ask the students what if the unexpected happened to them when they thought it was going to be a boring day, and then the day turned into an adventure?
• The teacher will explain that they are going to find out about a brother and sister who did just that in

The Cat in the Hat.
.

• The teacher will discuss setting, characters and their characteristics, events, and style of a story.
• The teacher tells the students to listen for rhyming I the story they are about to hear, and to pay attention to the characters.
• The teacher will dim the lights and turn on the YouTube video reading of The Cat in the Hat.

https://www.youtube.com/watch/?v=scON9BThgZk

• The teacher will turn the light back on, discuss the story.
• First the teacher will ask the students about the vocabulary words “shame” and “trick”
• Then, the teacher will ask the students about the theme, characters (with analysis), style, and the order of the story like what happened in the beginning, middle, and in the end.

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 teacher will adjust the volume of the speakers to reach all children in an appropriate manner and make sure the student with the hearing impairment has the class volume amplifier on. Also any students who have a visual impairment will be seated near the Smart Board Monitor. 1.2 Provide alternatives for auditory information. The video will be shown with the closed captions on. 1.3 Provide alternatives for visual information The story is available through the video as well as a physical book. There will be an app on the classroom iPad for this boo for the student to follow long as they read.  2.1 Define vocabulary and symbols The teacher will go over the vocabulary words “shame” and “trick” 2.4 Promote understanding across languages The Cat in the Hat/ El Gato en el Sombrero will be available for and ESL students to watch on the classroom iPad. https://www.youtube.com/watch?v=CDKa7YMfmWI Checkpoint 2.5 Illustrate through multiple media By use of the video to have the story read with the extra action and sound effects in the story the story is told through the use of illustration through multi media.	6.1 Guide appropriate goal-setting Students will be told they will learn about rhyming and story elements.	9.1 Guide personal goal-setting and expectations Students are aware they will be discussing the video afterwards, and are listen for rhyming words.  7.3 Minimize threats and distractions The teacher dims the lights during the video story to limit distraction.

Introduce and Model New Knowledge 

• The teacher will talk to the students about rhyming words and how we now they rhyme.
• The teacher will use examples of words that rhyme and ones that do not to show the difference.
• The teacher will show the students the rhyming word Hat chart. (This has Velcro to attach the rhyme cards).
• The teacher will pass out the word cards.
• The students will place the words on the chart that rhyme together. One will put the word “fan” on the chart, the teacher will ask who has a word that rhymes with fan.
• The students with the words man, can, and pan will come up to place their words on the chart.
• This will go on until all of the students have used their word on the chart under the correct rhyme.
• The teacher will turn on the Smart Board and have the students play the rhyming cat match game.
• 
  

http://exchange.smarttech.com/details.html?id=6ce69d6c-21f1-49b9-bc80-d89427a10860

• The students will take turn on the Smart Board to match rhyming words.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 3.1 Activate or supply background knowledge	4.1 Vary the methods for response and navigation In using the charts both on paper and on the Smart Board, students will actively practice rhyming the words.	Checkpoint 8.3 Foster collaboration and communication In having different ways to show their rhyming and collaborating together student will communicate to show understanding of rhyming.
Students will activate prior and new knowledge to chart and match on different charts rhyming words.	6.3 Facilitate managing information and resources The charts the students will make will be left up to help with memory of the rhyming for their rhyming activity later.

 Guided Practice 

• The teacher will ask the children to think about the story of The Cat in Hat. The teacher will ask the questions; Would you like the cat to come to your house? If he did what do you think would happen? Would it be scary or fun? Would you be happy or sad?
• The teacher asks the students to answer by turning to a partner and talk about those questions and what they thought about the movie. This will take 3 to 5 minutes.
• The teacher will have the students raise their hands and share something they talked about with their partner.
• Now, the teacher asks the students to think of a fun sentence using rhyming words to describe the cat or something related to the story.
• The student will raise their hand to give their response, and the teacher will listen write the suggestion down.
  • The teacher will write the sentence on the marker board that the students work together to make. Describing what she is doing the teacher will ask the students how to write the sentence, begin with a Capitol letter, to ending punctuation. Example sentences would be; The cat bounced the ball off of the wall. The Cat wears a striped hat. The fish is on the dish.
  • The students will read the sentence together aloud.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing Students will be share their thoughts and answers. Students discussing with another will help them organize their thoughts for the writing prompt.	5.3 Provide ways to scaffold practice and performance Students will help the teacher come up with the sentence on the board that rhymes.	7.1 Increase individual choice and autonomy Students will come up with their own answers to the questions pose to them about having the cat come to visit and how they would feel.
		8.3 Foster collaboration and communication The teacher has students share their answers with their partner to help foster collaboration and communication of their ideas.

Independent Practice

• The teacher will pass out the cat and hat activity to every student.
• The student will cut and paste the cat together.
• The student will cut out the words and paste the rhyming words on the hat on the same stripe.

• The students will turn in their finial work to be displayed.

• The teacher will pass out a writing template “Would You like the Cat in the Hat Came to Your House?” to each student.
• The teacher will say just like we did with our rhyming sentence let’s think of how we can answer this question on paper
• The teacher will then use the marker board to model different ideas on what to write. Beginning the sentence with Yes or No.
• The teacher will give some ideas, but encourage the children to write what they feel fits best to finish their opinion.
• The teacher will remind the children to capitalize the first letter, and put a period at the end of the sentence.
• The children will answer the question of the prompt, and follow the modeled sentence to create their own sentence.
• The student will draw a picture to go along with their writing prompt, This can be done before writing to help them develop what they wish to write.
• The model sentence for the assessment will be left on the document camera for the students to refer to.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 3.3 Guide information processing, visualization, and manipulation Students will chart their rhymes in the "Cat's Hat" chart for visualization and presentation.	6.2 Support planning and strategy development Students will draw a picture and think about what they are writing their prompts about.	8.4 Increase mastery-oriented feedback Students give feed back to their mastery of understanding rhyming by the cat/hat rhyme assessment.
		7.2 Optimize relevance, value, and authenticity Student will write their personal feelings to answer the prompt.

Wrap-up 

• Once the students have finished their writing prompts “What would I do if the Cat in the Hat came to my house?” the students will take turns to place their prompts under the document camera to share their story and pictures with the class.
• The students will then turn in their prompts to the teacher. We will display the prompts for the Parent’s Literacy Night at the end of the week.
• Student’s will take home their emergent reader “Look at that Hat” to read with their parents, and bring it back signed the next day to get a sticker on their reading chart.

• Students will play the game “I Can Do That” This will be a motor skills activity to tie back into this lesson at the end of the day.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 2.5 Illustrate through multiple media Students will show what they learned about rhymes using the game "I Can Do That."	4.1 Vary the methods for response and navigation Students will use the game to tie back to the lesson of rhyming.	8.3 Foster collaboration and communication Student’s will communicate with their parents by sharing their emergent readers.

Assessment 

• The teacher will observe and listen for student responses to check for understanding during the whole class activities with the rhyming and story discussion, etc.
• Students will take their prompts, and read their writings and show their drawings to the class using the document camera.
• The teacher will grade the writing prompt of when they are completed using the rubric provided for the students to use when writing.
• The teacher will assess the understanding of rhyming by observation during the activity and by the cat paste activity.
• The teacher will grade and observe the work done in the literacy centers activities throughout the week’s Dr. Seuss Unit with the rubric of assessment.

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 The teacher will assess prior knowledge through observation during whole group instruction.	6.4 Enhance capacity for monitoring progress The students will read their writings and show their drawings to the teacher and class to show their understanding.	7.2 Enhance relevance, value, and authenticity The teacher will grade the writing prompts ad rhyming activity, which will later be handed back to the students.

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 Set 1.2 Provide alternatives for auditory information x Set 1.3 Provide alternatives for visual information x Set Provide options for language and symbols 2.1 Define vocabulary and symbols x Set 2.2 Clarify syntax and structure 2.3 Decode text and mathematical     notation 2.4 Promote cross-linguistic understanding x Set 2.5 Illustrate key concepts non-linguistically x Set, and Wrap up Provide options for comprehension 3.1 Provide or activate background knowledge x Introduce and Model New Knowledge, Assessment 3.2 Highlight critical features, big ideas, and relationships 3.3 Guide information processing x Guided Practice, Independent Practice 3.4 Support memory and transfer
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 Model & Wrap Up 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies 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 5.3 Provide ways to scaffold practice and performance x Guided Practice Provide options for executive functions 6.1 Guide effective goal setting x Set 6.2 Support planning and strategy development x Independent Practice 6.3 Facilitate managing information and resources x Model 6.4 Enhance capacity for monitoring progress x Assessment
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 Guided Practice 7.2 Enhance relevance, value, and authenticity x Assessment & Independent Practice 7.3 Reduce threats and distractions x Set Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives   8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication x Introducing and Modeling New Knowledge, Guided Practice, & Wrap Up 8.4 Increase mastery-oriented feedback x Independent Practice Provide options for self-regulation 9.1 Guide personal goal-setting and expectations x Set 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection Heading Overview Comments 6 UDL Phases Methods     1) Anticipatory Set      5-10 minutes Provides an introductory activity, which stimulates the classes’ thinking about the lesson and connects the lesson to his or her students’ prior knowledge/experience. 2) Introduction and model new knowledge      15-20 minutes Completely yet concisely describes the new concept that will be the topic of the day’s presentation along with any new vocabulary terms or concepts. 3) Guided Practice      20-30 minutes Model’s various ways that students can engage with the new content. Then guides the students as they interact with partners or groups practicing the new material in various meaningful ways. 4) Independent Practice      5-10 minutes Students in the class are provided with the   opportunity to engage with the content independently. 5) Wrap Up      5 minutes Reviews all important points of the lesson as reflected by the lesson’s objectives for all students.  6) Assessment of Student Learning – Formative      5-10 minutes Describes an assessment plan that directly matches the lesson’s objectives (it must be a written assessment of some kind which accurately assesses the students understanding of what was taught) – measurable. Technology Lesson incorporates a wide variety of element(s) of technology in the instruction/practice (power point, prezi, wiki, elmo, smartboard, youtube, etc) Differentiated-Accommodation Strategies Provides specific UDL accommodations in each of the six phases of the UDL lesson plan targeting each of the brain networks (see above) Materials All materials are listed and clearly relate to the lesson.