Universal Design for Learning Lesson Plan
Instructor: Avery Seretan
Topic: Character/Author Motivation Subject: ELA
Check box if part of a larger unit:
Where does the lesson fit in: Begin __ Middle __ End __
Duration of Lesson: 2 hours Grade: 10 th grade
Lesson Objective/s:
State Standard/s: characters in literary text (e.g., internal and external conflicts,
motivations, relationships, and influences) and how they affect the plot
ELD Standard/s:
Analyze interactions between main and subordinate
SWBAT
EA9. Identify and explain the main ideas and critical details of informational materials, literary texts, and texts in content areas.
Other adult involved in instruction: (Check appropriate)
Paraeducator ____ co-teacher_______ volunteer _____
Understanding Your Learners through contextual details (ELLs
& ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity)
Formative Assessment/s: Exit Slip Character Motivations
Summative Assessment/s: motivation of characters in The Hunger Games.
Response to literature essay examining the
In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures,
ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners?
The class is made up of 6 students in special education students (1 girl and 5 boys) (5 Latinos, 1 African-American). All Latino students are still identified ELs; levels range from Intermediate to Advanced. All students are in Special Education, and have a label of SLD (auditory and visual processing), and one student has an intellectual disability.
IEP Goals Directions: List students’ goals as they apply to this lesson.
Large Group/Whole Class Instruction – Select 2-4 students for instructional focus.
Small Group / Individualized Instruction (< 5 students)
Student(s) IEP Goal/Objective (standards based)
Ricardo
Arreguin
Eduardo
Mancilla
Rosa
Martinez
When given a grade level literary text, Ricardo will analyze interactions between characters and explain how they affect the plot by verbally summarizing characters motivation, relationships, influences and conflicts with 80% accuracy in 3 of 4 trials as measured by teacher observation.
When given grade level literary text, Eduardo will analyze interactions between characters and explain how they affect the plot by verbally summarizing characters motivation, relationships, influences and conflicts with 80% accuracy in 3 of 4 trials as measured by teacher observation.
When given grade level literary text, Eduardo will analyze interactions between characters and explain how they affect the plot by verbally summarizing characters motivation, relationships, influences and conflicts with 80% accuracy in 3 of 4 trials as measured by teacher observation.
Revised 8/23/2011

Darion Neal When given literary and expository text samples, Darion will visually represent (Venn diagrams, compare and contrast) similarities and differences with 95% accuracy in 4 of 5 trials as measured by work samples/criterion assessment.
Irving
Zepeda
When given grade level appropriate text, David will list 70% of the main and subordinate characters traits by reviewing what characters say about themselves in dialogue in 3 of 4 trials with 80% accuracy as measured by teacher observation.
LESSON PLAN & PROCEDURES
Lesson
Elements
Lesson
Introduction
(connect & build background knowledge)
Identify Formative Assessment as it occurs in the
. lesson
Do Now: Students will complete a word of the day projected on the SmartBoard.
Lesson
Body
Direct
Instruction
Direct Instruction will be presented using a PowerPoint on the character motivations/character traits. The
PowerPoint describes the literary definitions and examples of each using the popular movie Harry Potter.
Time
5 min
25 min
What are the students doing?
Students are copying the word of the day and creating their own sentences.
Students will be taking notes on their graphic organizers.
What is other adult doing?
Teacher will be instructing students using the
PowerPoint.
Check for
Understanding
Materials
PowerPoi nt, graphic organizer
Guided
Practice/
Independent
Practice
After reviewing the basics of character/author motivations and author motivations, the students will follow along with a reading of “The Petrifying Quest” a scholastic mini-book. They will listen to the story read and follow along on their own computer screens. http://minibooks.scholastic.com/minibooks/detail/?id=3
6592
20 min
Students will follow along with their own copies of “The
Petrifying
Quest.”
The teacher will circulate around the room to ensure that students are following along.
Teacher will call on students to give examples from other texts to check for understanding and relate to prior knowledge (ie
Romeo and Juliet).
After the reading, the teacher will lead a class discussion to determine what the character motivations are in the text.
Text,Powe rPoint, graphic organizer
Revised 8/23/2011

Extended
Practice
Lesson
Closing
Students will listen to the song “Eye of the Tiger” and
“Before He Cheats” to discuss various means of motivation. What does this song make you motivated to do? Why is Carrie Underwood motivated to key her boyfriend’s car?
Teacher will wrap up the lesson by showing students that longer texts and books are shaped by their character and author motivations too like: The Hunger Games.
20 min
10 min
Students will listen to the song and fill out guiding questions
Students will listen to how character motivations relate to other texts.
Teacher will circulate around the room helping struggling students.
Teacher will give examples of character motivations in
The Hunger
Games
Students will engage in a whip around in which they share one structural element they identified in the song.
Students will fill out an exit slip based on character motivations
Song,
SmartBoar d, Graphic
Organizer
Exit slip
LEVELS OF STUDENT OUTCOMES: In this section, include the various levels and/ multiple methods of access, demonstration of understanding, participation, etc. for the various groups of students in relation to the goal of the lesson. Remember the model of instruction,
the instructional setting and the students’ needs, goals and objectives.
All
All students will…take notes on the PowerPoint, listen to “The Petrifying Quest,” and listen to “Eye of the Tiger” and
“Before He Cheats.”
Some Some students will…
Few
A few students will…
Revised 8/23/2011