There Was a Cold Lady!

Title:  There Was A Cold Lady Who Swallowed Some Snow
Author:  Lucille Colandro
Subject: Language Arts
Grade Level:  Kindergarten
IEP classification(s): Hearing Impairment, intellectual Disability, Speech Impairment, & Visual Impairment.
Common Core Standard(s): W.K.3
Lesson Goals:  Students will retail the story using a felt board and place felt characters onto the board in the correct sequence of the story told with 85% accuracy.
Lesson Materials: Book "There Was A Cold Lady Who Swallowed Some Snow," Written by Lucille Colandro, felt board and characters, SmartBoard, Coloring & writing materials, Scissors, Glue. 

Instructional Lesson Methods and Assessment

Anticipatory Set

• To Begin the lesson students will gather at the reading carpet and get in five star listing position.  
• The teacher will begin to introduce the concept of sequences and how they can be used.  (Example: First Sara sat down on the rug, then Max sat down, and finally Madison sat down.)
• Now that the students have a small idea on the concept, the teacher can give another example and have students repeat the correct order back.
• The teacher will now introduce the book, author, and illustrator of the story they will be reading and ask students to predict why the cold lady swallowed the snow.
• The teacher will encourage all students to participate in giving a prediction.
• The teacher can use this time to also allow students to ask any questions they have.  

 

 https://www.pinterest.com/pin/375839531374309666/

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.2 Clarify syntax and structure Teacher will review what the author and illustrator are in the story.		7.2 Enhance relevance, value, and authenticity Introduce age appropriate book to students.  7.2 Enhance relevance, value, and authenticity Story will be read during the Winter months, making it personalized to students lives as the snow is approaching.

Introduce and Model New Knowledge

•  The teacher will now open the story and begin reading to the students. 
• The teacher will stop between pictures to ask students questions to why the cold lady swallowed these materials.  
• As the teacher reminds students to raise their hands, students will wait to be called on to answer the questions with their opinion of why the cold lady swallowed these old objects. 
• After the story has been read once to the students the teacher will ask students if they can remember the first thing that the cold lady swallowed.  
• The teacher will guide students to the correct answer, and then explain what a "sequence" is.(Arrange in order.) 

https://www.pinterest.com/pin/442689838341373105/

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3Provide alternatives for visual information   The teacher will give show and give descriptions to the pictures of the story as the story is being read.		6.4 Enhance capacity for monitoring progress  Ask students questions as you read the story.

Guided Practice

Picture Fromhttp://www.tcdailyplanet.net/news/2012/02/06/bill-teacher-evals-overrule-seniority-k-12-schools

•  The teacher will now retail the story using a felt board and demonstrating the cold lady eating the objects in the correct order of the story line.  
• As she reads the story she will call on students to come put the following object that the cold lady swallowed on the board.  
• After the teacher and students have finished reading the story and placing felt pieces onto the board, students will be told to quietly return to their seats and clear their desk. 
• As students return to their seats the lights will be dimmed, or turned off, to eliminate distractions.  
• The teacher will inform students with a timeline of what will be happening throughout the lesson.  The objective will be written on the white board in the front of the room. 
• The teacher will then use the smart board to open up a YouTube video of the story being read aloud in a singing tone. (Turning up or down volume to meet students' needs)
• After the song is over the teacher will then ask students to sing along with the story.  

There Was A Cold Lady Who Swallowed Some Snow!

http://youtu.be/Hz2YX13Ek7w

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 volume as needed on video. 1.2 Provide alternatives for auditory information.  Provide students with visual copy of story if needed during the YouTube video.	5.1 Allow choices for media for communication. Students will listen to a song off the Internet, on the SmartBoard.   5.3 Provide ways to scaffold practice and performance.  The teacher will provide a variety of ways to study the topic. ( Read story, Play story out on felt board, and listen to story as it is created into a song.)	7.1 Increase individual choice and autonomy.  The objective is placed on the board for students to see. (The teacher will also read it aloud for the students.)  7.3 Reduce threats and distractions.  The teacher will remind students to prepare to switch into another activity as time passes.
2.2Clarify syntax and structure. The teacher will use felt objects while the story is being retold on the rug to draw attention to the sequence they are being added in.    3.2 Highlight critical features, big ideas, and relationships.  The teacher provides prompts to guide students.  3.3 Provide or activate background knowledge.  Lights will be dimmed, or turned off, to remove distractions.	6.1 Guided effective goal setting.  The teacher will observe students as they read the story on the felt board, and as they participate in the sing-along.   6.2 Support planning and strategy development.  Teacher will tell students the long term goal(Place story in order from beginning to end with little to no help), and the short term goal(Read and sing story together to discover where things take place through out the story) 6.3 Facilitate managing information and resources.  The teacher will use the felt board to tell the order of the story.	8.1 Heighten salience of goals and objectives.   The teacher will explain what the goals are through the story and song, as well as the being posted on the board.

Independent Practice

 

Image found on Google Images

• The teacher will now pass out the worksheets.
• The students will be given the instructions, and then will start working on their own.
• Students will first cut and paste the objects into the correct order of the story.  
• If any student has a difficulty that limits them, they will be allowed to use the felt board and place the objects into the correct order. 
• After the students have finished their work they will be given another worksheet.  
• The teacher will walk around the room and check students progress, while assisting when needed.     

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.2 Clarify Syntax and structure.  Teacher will provide visual aid with pictures on the worksheet to organize the story.	4.1 Provided varied ways to respond.  Allow students with disabilities to use felt board instead of cutting and pasting.	8.2 Vary levels of challenge and support. Students have the freedome to color their worksheet anyway they choice.
		9.1 Guide Personal goal-setting and expectations.  Children are to stay focused and complete their worksheets in a timely manner.   9.3 Develop self-assessment and reflection.  Teacher observes students working and offers aid when needed.

Wrap-up 

 

http://crazyspeechworld.com/2012/11/snowmen-language-activities.html

•  The students will cut out the shapes given and create the final outcome that appeared at the ending of the story. (A snowman)
• Once students have finished this, they will be allowed to gather at the rug and choice between reading the book to themselves or with a partner, or working in small groups to use the felt board while retailing the story.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
		8.3 Foster collaborations and communication.  Children will work together with peers to provide interaction between students.

Assessment 

• The teacher review the students worksheets using a rubric.  
• After grading the worksheets the teacher will decide if the lesson was successful or not.
• If the lesson did not meet requirements the teacher will examine the lesson and focus on the key aspects that may of hindered the lesson, and will create another lesson that can better suite the students. 

 http://www.thekinderpolkadotpatch.com/2011/10/kindergarten-beginning-rubrics-free.html

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
	6.4 Enhance capacity for monitoring progress. The teacher will grade worksheet and check students progress.

Brain Network	UDL Principle
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   Guided Practice 1.2 Provide alternatives for auditory information X Guided Practice 1.3 Provide alternatives for visual information X Introduce and Model New Knowledge Provide options for language and symbols 2.1 Define vocabulary and symbols 2.2 Clarify syntax and structure X Anticipatory set, Guided Practice, Independent Practice 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically Provide options for comprehension 3.1 Provide or activate background knowledge 3.2 Highlight critical features, big ideas, and relationships X Guided Practice 3.3 Guide information processing X Guided Practice(2x) 3.4 Support memory and transfer
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 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 X Guided Practice 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 Guided Practice 6.2 Support planning and strategy development X Guided Practice 6.3 Facilitate managing information and resources X Guided Practice 6.4 Enhance capacity for monitoring progress X Introduce and Model New Knowledge, Assessment
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 Anticipatory Set(2x) 7.3 Reduce threats and distractions X Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives X Guided practice 8.2 Vary levels of challenge and support X Independent Practice 8.3 Foster collaboration and communication X Wrap Up 8.4 Increase mastery-oriented feedback Provide options for self-regulation 9.1 Guide personal goal-setting and expectations X Independent Practice 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection X Independent Practice.