Title: Jack-O’-Lantern
Author: Alice Switzer
Subject: Language Arts and Social
Studies
Grade
Level:
2nd
grade
IEP
classification(s):
State
Standard(s):
·
CCSS.ELA-Literacy.SL.2.5-Create audio
recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts,
and feelings.
·
CR.3.2.1 Collaboratively discuss and
reflect on choices made in creating personal artwork, using art vocabulary
Lesson
Goals: Students
will decorate their own Jack-O’ Lantern and discuss why they chose their design. In a summative paragraph students will reflect
on their choices made in creating their Jack-O’ Lantern.
Instructional
Methods
Anticipatory
Set
·
First, we will discuss what we will use
to create our Jack-O’-Lanterns.
·
Then, we will discuss how art can
clarify ideas, thoughts, and feelings.
·
Students will then watch a video, “Painting Pumpkins | Speedpaint”
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.2 Highlight
critical features, big ideas, and relationships
|
6.2 Support
planning and strategy development
|
7.3 Reduce
threats and distractions
|
Introduce
and Model New Knowledge
·
I will introduce the materials for
creating the Jack-O’-Lanterns.
·
I will explain different designs or
characters for decorating the Jack-O’-Lantern that the students could use.
·
The students will be asked to recall the
video and to be as creative as they can.
·
I will read the book A Very Scary Jack-O’-Lantern.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
2.5 Illustrate
key concepts non-linguistically
|
5.3 Provide
ways to scaffold practice and performance
|
8.1 Heighten
salience of goals and objectives
|
Guided
Practice
·
Students will move to the carpet and
watch as the teacher decorates her Jack-O’-Lantern.
·
The teacher will get out her pumpkin,
sharpie marker, paints, and any other material desired to decorate the pumpkin.
·
The teacher will start by painting her
pumpkin.
·
The teacher will continue decorating her
pumpkin until finished.
·
The teacher will discuss why she chose
her design and how it made her feel.
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
|
4.1 Provide
varied ways to respond
|
9.3 Develop
self-assessment and reflection
|
Independent
Practice
·
Students will go back to their own
desks.
·
Each student will quietly go get the
materials they will need to make their Jack-O’-Lantern.
·
The students will then begin decorating
their pumpkin the way they want.
·
If students do not finish before the
wrap up they will be allowed extra time to finish before their 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
|
5.1 Allow
choices of media for communication
|
7.1 Increase
individual choice and autonomy
|
Wrap-up
·
After all the students are finished with
the activity, they will move back to the carpet.
·
The teacher will allow students to share
their feelings about their design.
·
Students will then go back to their
desks and start the assessment or resume reading the book.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.2 Highlight
critical features, big ideas, and relationships
|
6.4 Enhance
capacity for monitoring progress
|
9.1 Guide
personal goal-setting and expectations
|
Assessment:
·
The assessment will be a short essay
telling why the students chose their design for their Jack-O’-Lantern.
·
Students will also tell about the
feelings they had during the activity and about the design they chose.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.4 Support
memory and transfer
|
6.1 Guide
effective goal setting
|
7.2 Enhance
relevance, value, and authenticity
|
Materials
Pumpkins
Paints
Paint brushes
Journals
Pencils
Googly Eyes
Yarn (for hair)
The book A Very Scary Jack-O’-Lantern
Brain Network
|
UDL Principle
|
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Recognition Networks
“What”
 |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
|
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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)
|
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Affective Networks
“Why”
|
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
|
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