UDL Presentation

1. Students will read, understand, interpret, and critically analyze text in different genres
   1. Students will have an understanding of syntax, diction, figurative language, and rhetorical devices and their effect on the meaning of a text
   2. Students will learn the features and function of different genres of text
   3. Students will learn new vocabulary in order to facilitate the reading and understanding of text

National Standards covered: 1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. 6) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

1. Students will write well-reasoned and well-structured literary analysis, persuasive, and research papers
   1. Students will have an understanding of the features of different types of written work
   2. Students will have an understanding of language, structure, and vocabulary to compose essays for different purposes

National Standards Covered: 5) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes 6) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

1. Students will learn and develop oral language and presentation skills to communicate with a variety of audiences for a variety of purposes
   1. Students will use technology to effectively facilitate presentations
   2. Students will develop an understanding of vocabulary and language used to effectively and persuasively develop their presentations for a variety of audiences

National Standards Covered: 4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 8) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

1.      Interactive Texts/Response to Text—Students will have an opportunity to interact with non-print text and/or to respond to print text in a variety of ways.  UDL checkpoint 1.3 suggests using alternatives for visual information.  This is accordance with guideline 7 which states that there should be different methods to “recruit interest.”  Checkpoint 7.1 suggests providing an increased level of autonomy to students.  Therefore, texts assigned will be available in different formats, and students will have the opportunity of choosing how to respond to text in different forms—voice thread, blog, forum, etc.

1.      Various Presentation Options—Checkpoint 5.1 of the UDL guidelines calls for multiple media for presentation.  This can be related to both my goals and the national goals of developing presentations for a different audience.  In different settings, students will be asked to tailor their presentations to maximize its clarity and impact the audience.  Thus, students will have the opportunity in my class to use different formats to present their knowledge other than Powerpoint.

       Vocabulary Building—I will use voice thread to present a vocabulary lesson for my students.  It will be taken from one of the novels that we will be reading—possibly Beloved by Toni Morrison or The Stranger by Albert Camus…I will highlight the source of the word, and then build the knowledge base of the word to include its root, its meaning, its origin, and how that word adds to the meaning of the passage.  The goal will be for students to have an understanding of the word choice of the author and to think how words add to the meaning of text.  I will display the sentence on voice thread, but I will also read the text aloud.

        Literary Analysis Response—This lesson will focus on helping students respond to literature. I will utilize book builder to teach this lesson and to illustrate what goes in to writing or responding to literature.  This lesson will include key terms (such as tone, purpose, audience, theme, diction, figurative language, etc., which are all key aspects of analyzing literature). Students will be taught this method of responding to literature and will be given the option of submitting their literary responses in this way for a substantial number of assignments.