Understanding Plot and Vocabulary (Grades 9 and 10) Lesson 4: UDL Approach

Method: Review Plot Elements and Plot Diagram

1. Connect to previous lesson (5 minutes)
• Review critical features of the previous day’s lesson by:
• Recalling and describing the plot element exposition identified in Part I of the story.
• Reviewing the story action and the completed exposition section of students' plot diagrams.
• Reminding students to use the Word Wall as a resource.


2. Introduce new learning

Share an overview of the goals for this lesson:
• Review the vocabulary from Part I of the story and learn new vocabulary for Part 2.
• Read Part 2 to identify elements of the story plot that build from the exposition identified in Lesson 1 to the rising action in Part 2.


3. Guide students in reading Part 2 (20 minutes)
   Engage students in reading Part 2 by allowing them to choose from multiple formats of the text (print, digital with or with the text reader, and MP3) and to choose whether to read the text individually, with a partner, in a cooperative group, or listen to a dramatic reading by the teacher.



4. Assessment

Monitor students as they read by:
• Observing the format they chose and noting whether they read the selection individually, with a partner or group, or chose to listen to the dramatic reading.
• Engaging students in conversation about the plot elements they are identifying as they read and determining whether students comprehend the evolving plot of the story.
• Using the rubric to score group and individual work.
• Making note of students who exhibit difficulty and/or poor attention to the task.


5. Materials
• Copies of the short story, "The Monkey's Paw" in digital format (rtf) that can be read with or without a screen reader
• Text-to-Speech Reader, e.g., eReader®
• Rubric for scoring (pdf)

Method: Identify Story Plot Element "Rising Action"

1. Assign and guide the practice (20 minutes)

   When students finish reading Part 2 of the story, organize them into heterogeneous cooperative groups to continue their work on the plot diagram. Tell students that you will evaluate their work by observing:

• Whether students are assigned roles and tasks in cooperative learning groups.
• Whether individual work merits points earned for collaboration and participation. Points are factored into the unit grade.

Allow students to choose from the following list of media and formats for completing the diagram:

• Inspiration® graphic organizer software
• PowerPoint® software or viewer
• Other digital environment and software
• Paper and pencil
• Monitor progress and participation in order to provide feedback to each learner


2. Assessment
   
• Use the Rubric for Group-Independent work to evaluate participation and contributions to the cooperative learning groups.
• Collect plot diagrams created by each group. Evaluate them for accuracy, detail and use of story vocabulary. Use your evaluation to provide feedback and to model correct responses during the review of plot diagram at the beginning of Lesson 5.


3. Materials
• Plot diagram in print and digital versions (JPEG) (Inspiration)
• Rubric to Score Group-Independent Work (pdf)

Method: Play a Team Game to Develop Vocabulary

1. Introduce and guide the playing of the game
• Remind students that the Word Wall is a resource for review of vocabulary words introduced in the previous lesson.
• Present two correct uses of vocabulary in context and one incorrect example of vocabulary use in context.
• Divide the students into heterogeneous teams with an equal number on each team. If there are an unequal number of students, the extra student can service as scorekeeper or share judging the accuracy of the responses with you.
• An option for engaging students is to use a simulated “monkey’s paw” that is held by the team selecting the next word.
• Explain the rules of the game as follows:
• A member of Team 1 chooses a word from the hat or box and reads the word to teammates.
• Team 1 members come to consensus on the meaning of the word.
• The word is then given to Team 2. Team 2 members must state the meaning of the word and use the word correctly in context as an author might. (Variation: Students can use facial expressions or act out the word in context.)
• If Team 2 members do not respond correctly, Team 1 has the opportunity to respond by composing a new sentence that correctly uses the word in context. The team with the accurate meaning and correct contextual use of the word is awarded a point for the correct answer. (Variation: If one team is unable to correctly respond with word meaning or contextual use, another team is given the opportunity to respond for fewer points.
• The team that wins the round gets to choose the next word from the hat or box.
• Play the game for 15-20 minutes. Tally each team's points.


2. Close the lesson (2 minutes)
• Announce the winner of the Team Vocabulary Game.
• Remind students to review the cooperative learning group plot diagram to prepare for their presentation during the next lesson.


3. Assessment
• Assign individual and group “points” for correct answers in the team game competition according to the following guidelines:
• Award points toward grades for accurate explanation and/or definition of the vocabulary word.
• Award points toward grades for accurate contextual use of the vocabulary term.
• The teachers determines if and how points translate into grades.


4. Materials
• Hat or box
• Strips of paper with a vocabulary word written on each (select words from a specific tier or all tiers). Create multiple representations of the words, e.g., larger font, white on black, the object itself, or read aloud, so all students can have access to them.
• Give two correct examples using the word and one incorrect example
• Vocabulary list for "The Monkey’s Paw" (doc)
• Word Wall