2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
Unit Description: Expect the Unexpected
1) Primary Reading Focus
1.Novel –
 Literacy CQI novels for second quarter
2. Extended informational text 3. Short literary texts – (a) (b)


“The Lady or the Tiger?”
“The Monkey’s Paw”
4. Short informational texts
Primary Writing Focus Informational/Explanatory
UNIVERSAL
DESIGN
MODEL
Anticipatory Set:
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Monday
NO SCHOOL
Tuesday
Use slide two of the Inductive Reasoning
Power Point to explain
Inductive reasoning and practice drawing
conclusions about commonalities.
Ask students to work collaboratively to
use this type of thinking without your
help. Give partners or small groups
another set of related items such as a
smiley face, inspirational quote, and an
Wednesday
Thursday
List movies with surprise Teacher will read what
endings
students posted as the
TOD from the previous
What is the most difficult day.
choice you have had to
make?
Friday
What are the main
components of a
newspaper article?
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
image of a graded assignment with a
positive comment written by the teacher.
Students should be able to see that all
three items are encouraging, so
encouragement is the common idea.
Teacher Input:
Teacher will model inductive reasoning
for students.
Teacher will preview
story and help students
annotate as they read.
Teacher will preview
story and help students
annotate as they read.
Teacher will review how
to write a newspaper with
students as well as show
examples of front page
newspaper articles.
AKS/CC Objective
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 8 topics,
texts, and issues, building on others’
ideas and expressing their own
clearly
Analyze how particular
lines of dialogue or
incidents in a story or
drama propel action,
reveal aspects of
character, or provoke a
decision.
Analyze how particular
lines of dialogue or
incidents in a story or
drama propel action,
reveal aspects of
character, or provoke a
decision.
Write
informative/explanatory
texts to examine a topic
and convey
ideas, concepts, and
information through the
selection, organization,
and analysis of relevant
content.
Essential Question
How can I use inductive reasoning to
draw accurate conclusions?
How can analyzing
dialogue and character
traits help us to make
inferences about
characters?
How can analyzing
dialogue and character
traits help us to make
inferences about
characters?
How are newspaper
articles written? Why are
they written this way?
Why is it important to
organize my thoughts
before writing?
assert
decree
destiny
doleful
assert
decree
destiny
doleful
Expository writing
Content
Vocabulary
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inductive reasoning
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
Materials/Resourc
es Needed
Media (Internet
Links,
PowerPoints,
presentations,
etc.)
Inductive Reasoning Student Handout
exuberant
imperious
procure
retribution
subordinate
valor
exuberant
imperious
procure
retribution
subordinate
valor
Interactive Readers
Interactive Readers
PowerPoint with various videos and
resources
Templates for newspapers
Possible-Video: The Lady http://www.newseum.org
or the Tiger?
/todaysfrontpages/archive
.asp
How to Write a
newspaper article PPT
Unit Goal:
Students will be able to read informational text as well as literary texts that can be related and compared through the theme of “Expect
Learning Targets: the Unexpected.” By the end of the week students will use inductive reasoning to determine the theme for the unit, as well as discuss
What the students how it relates to the story “The Lady or the Tiger?” Students will also complete a short Expository writing assignment.
must
be able to do and
by when.
Guided Practice:
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Use the Inductive Reasoning PowerPoint
to work through each clue of the
inductive reasoning lesson with your
students. Share your thinking and model
as needed.
Have students work in small groups of 3
to 4 to discuss each clue and benefit from
Students will work
together and read “The
Lady or the Tiger?
Students will work
together and read “The
Lady or the Tiger?
Students will stop and
discuss annotations,
predict what will
Students will work
together to look for
clues leading to the
Students will discuss their
brainstorm as they fill it
out before writing their
newspaper articles.
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
one another’s thinking.
List/record/project the variety of related
ideas your students come up with. For
each clue, ask students to add one new
idea to the middle section of their Target
Notes.
Independent
Practice:
Ask students to work independently when
it comes to identifying the main idea that
each clue has in common. Emphasize that
the “solution” is represented by each
clue, so students should look for the
commonality amongst clues.
Once students have worked
independently to explain their solution in
writing, have them share with their small
groups. Each student should record the
solutions shared and then discuss which
“answer” is best supported by the clues.
Small groups must reach a consensus or
agreement about the best solution.
Closure/Summariz
ing*
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happen next, and
Lady’s Door, as well as
discuss what kind of
clues leading to the
people the king and the Tiger’s Door
princess are, and how
they know using
examples from the text.
The students will fill out
sentence strips: The
king is
___________________
_______________
because in the story it
says
___________________
_______________
The princess is
___________________
_______________
because in the story it
says
___________________
_______________
Have a member of each small group
TOD: What do you
record their group’s solution on the board think will happen next?
for all to see. Encourage and praise their
thinking, and make sure that students
understand that this is all about exercising
their brain, not “the right answer” as
multiple conclusions/solutions can be
justified.
Students will write article
independently.
TOD: What would you
have chosen?
Discuss ways that this
story relates to the theme
“Expect the Unexpected”
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
Reveal the unit theme, “Expect the
Unexpected” (emphasis on unexpected),
and
engage students in discussion about how
each clue represents this idea.
a)
Literature
•Knowledge - cite evidence
•Reasoning - Determine the most important message and draw conclusions from the text.
•Performance/Process Skills - Use rubric outline, Format for Novel Review, to create working document.
•Products - Provide evidence of writing a neat and comprehensive novel review.
b)
Writing

Knowledge - introduce, preview, organize, include, topic. Students must know where heading located, see examples of charts, tables, and examples of
multimedia.
•Reasoning - student must provide facts and details about the topic. Students must be familiar with the topic. Examples should be provided for unfamiliar topic
discussions or limited background knowledge.
•Performance/Process Skills - use a story map and rubric to write factual information with a clear topic, ideas, and note charts, graphs, and multi-media used on
finish product.
•Products - produce a working document showing evidence of all parts of the story rubric and rubric to be edited.
c)
Reading
•Knowledge - evidence, analysis, inferences, explicit
•Reasoning - Draw conclusions from the text based on their opinion explicit or infered
•Performance/Process Skills - cite evidence using plot vocabulary cards to discuss what the text says explicitly and draw inferences from the text.
•Products - Use the plot vocabulary cards to create a document as evidence of knowledge
d)
Listening & Speaking (Performance)
•Knowledge - engaged, prepared, researched, building on idea
•Reasoning - students need to draw up experiences to make connections with text and use background knowledge to connect with characters.
•Performance/Process Skills - work with diverse groups either in small group instruction, be able to discuss aloud or in an online forum ideas of the text.
•Product Targets - Use reading template to work in small groups to document evidence of knowledge.
References:
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