Friday, September 13, 2013

EDLD 5364 Week 3 Cast UDL Lesson Builder~Pronouns

Creating the UDL lesson was something I never had to do before. After reading about Universal Design for Learning (UDL); I thought wow this is very thorough when it comes to creating lessons.  UDL uses a set of principles for instruction development that give all students in your classroom an equal opportunity to learn. Our group decided to do third grade grammar; we each choose a different objective and ran with it. I liked how it addressed all types of learners. I think it is so important that we target all abilities that we work with each day to ensure success is made by all. 



Lesson Overview

Robin Jacobson
Reading/Language Arts
Grade Level(s):
45 min. lesson w/ centers
Subject Area:
Parts of Speech
Unit Description:
Parts of speech
Lesson Description for Day:
A pronoun is often defined as a word which can be used instead of a noun.
State Standards:
 Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A)     use and understand the function of the following parts of speech in the context of reading, writing, and speaking:xas State Standards for English Language Arts
(ii)  nouns (singular/plural, common/proper);
(vi)  possessive pronouns (e.g., his, hers, theirs


Unit Goals:

To provide students with the understanding of the parts of speech.

Lesson Goals:
He, she, they, them... We use pronouns so often, we hardly even notice them. This lesson is designed to call attention to the words that are often overlooked while reading everyday materials. Students will understand the parts of speech and how they function on everyday conversations.


Anticipatory Set:

To introduce students to the parts of speech as well as build upon their previous knowledge. Students will visit these websites:  Move the mouse so the cursor hovers over a balloon.  A sentence will appear at the top of the page to give you a clue. Click every balloon that has a pronoun in it.

Pick the correct pronoun to match antecedent in sentence.
Accomodations: Blind students will be paired with another student when playing the interactive games. The other student will ask the questions that come across the screen, that way both students are receiving instruction. The deaf student will read the activity and then click on the correct answer.

Introduce and Model New Knowledge:

Students will use the website:

they will become familiar with pronouns and using internet resources. Teacher will go over the parts of speech and give examples of how they are to be used. The student will use the website above to practice their skills. After each lesson students will discuss what they learned or had trouble with. Teacher will then decide is reteach is necessary. Accomadations: Blind students will be paired with a student when using the educational websites. The student will read what is being presented. If a Braille computer is available the blind student would have opportunity to use it. The deaf student would use a translator to communicate their questions or concerns.
Students will learn to definitions for:
Nouns-A noun is a word used to name a person, animal, place, thing, and abstract idea.
 Pronouns-A pronoun that takes the place of one or more nouns in the subject of a sentence.


Provide Guided Practice:

Students will follow along in their textbooks. When directed students will point out all pronouns they come across while reading each sentence. Students will then visit the website:

from here students will select Pronoun Worksheet, print it out and complete. Student will then be directed to go to this webstie:
This activity requires you to have a smart exchange account. If you have a smartboard you should be using this site for all the resources. Teacher will click on each slide and students will complete each lesson.

Provide Independent Practice:

Set up learning stations (centers) in your room, this will provide opportunity for students to work independently and in a group.

Station 1:

Provide students with newspaper article per pair of students

also provide highlighters


Pass out the newspapers and have students pick an article to work with. It should be at least 5 or 6 paragraphs. Have the students work in teams to find and highlight all the pronouns. After they are finished, they should give the article to their parter so they can skim it and make sure nothinig is missing. If they are missing some, let them know and have them continue working. Once they have found all of them, they can then create a graph showing how many of each one there is. Have each group present their graph to the class. Talk about how difficult or easy it was to locate all the pronouns

Station 2:

Provide each student within the group with a copy of the same news story from a newspaper. Challenge students to circle all the pronouns in the article. How many pronouns did they find? Provide time for students to share the pronouns they circled. Students might identify each as a singular or plural pronoun.
Station 3:
Write a list of pronouns on the board or a sheet of chart paper. Then challenge students to write a paragraph about themselves (perhaps the paragraph might be about a favorite hobby, pet or food). But they must write this paragraph without using any of the pronouns you have listed. Invite some students to share their paragraphs and discuss the difficulty they had completing the assignment. As it turns out, pronouns are very useful parts of speech! 



Formative/Ongoing Assessment:
Provide ongoing assessment throughout the lesson.
Observe and encourage student participation in class discussion, asking and answering questions, and volunteering comments and ideas.
Visit students throughout the center activities and provide direction, correct any errors, and affirm successes.
Did student's responses accurately answer the questions?
Summative/End Of Lesson Assessment:
Give each student a sticky note with a pronoun.  Have each student use Kidspiration to create a web of words with that pronoun.  Students will present their webs to the class. Use a rubric to grade each students web.


This list of materials represents several different media including text, graphics, and video.
Smartboard, Smart Exchange, Kidspiration, Newspapers, highlighters, post-it notes

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