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Cl 3 EDU 620 week 4 power point presentation To Kill A Mockingbird

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Cl 3 EDU 620 week 4 power point presentation To Kill A Mockingbird

  1. 1. Presentation for IEP team of an UDL lesson plan for John W. To Kill A Mockingbird By Harper LeeGrade: 11Teacher: DodsonSubject: English/ Language Arts
  2. 2. Purpose• Atticus explains to Scout that, unless you take the time to see things from the perspective of others, you never know the true character of a person or understand that person and who he or she really is. – Examine the quote, “You never really understand a person until you see things from his point of view…until you climb into his skin and walk around in it” (Lee, 1960, p. 16).• Imagine that you are someone else for a day.• Write your own narrative that tells the story of a day in the life of another person.• Consider any situation(s), such as, but not limited to, a disability, in this person’s life by which he or she is judged or ridiculed by other people.• Student will work in collaboration with other classmates to learn an appreciation for the uniqueness of each person in the classroom.• The UDL Solutions plan should assist John with reintegration into the general classroom, thus enabling him to become a functional member of the class, as well as benefit the other students in the class in their understanding of how to respect others who might be different.
  3. 3. Read To Kill A MockingbirdBook is available on:• Hard cover book • Goal: The student will learn• CD & Tape empathy for and acceptance• DVD or Blu-ray of others through reading -• YouTube via individual selection from media options, such as•• Standard: Common Core State Standards printed text, digital eBook, or audio book - the assigned 11th -12th Grade English/ Language Arts• Reading Standards for Literature• Cite strong and thorough textual evidence to support analysis novel. of what the text says explicitly as well as inferences drawn from the text, including determining where the test leaves • State the meaning of point-of-view• matters uncertain. and discuss the significance of perspective in narrative writing. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).• Analyze a case in which grasping a point of view requires • Examine the function of perspective• distinguishing what is directly stated in a text from what is really meant (e.g., satire, in stories told by others. sarcasm, irony, or understatement).• Writing Standards • Compose a story that is told from another person’s point-of-view.• Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. – Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  4. 4. Composition: Consider this quote: “You never really understand a person until you see things from his point of view…until you climb into his skin and walk around in it” (Lee, 1960, p. 16) Collaborate with one or two other students. Review & discuss handout of characteristics of a narrative writing •Introduction or Orientation The who, what, where and why of the story Introduces the main character Sets the scene—time and place Presents a dramatic incident •Body of the story—the problem or complication Develops conflict Develops tension •Climax The height of the tension •Resolution or conclusion Provides a solution to the problem (Tidwell, 2007)
  5. 5. Composition of assignment continued: Critical thinking UDL Solutions• Analyze your own perspective • Review handout made available in multiple formats, including• Think about how perspective scanned onto your computer impacts the context of a story • Collaborate with peers • Write your narrative using:• Write a narrative from a  the voice/speech to text recognition different person’s perspective using either first or third-  Hands-free headset person narrative:  Word processing software  Develop a point-of-view  Windows Ease of Access – make mouse and keyboard easier; On-  Present events in a logical order screen keyboard; trackball  Develop events that convey a unifying theme or tone  Include sensory details, concrete language and/or dialog  Use literary elements (e.g., plot, setting, character, theme)
  6. 6. Creating a Glog Materials & Methods UDL Solutions• Computer with • Collaboration with Internet one or two other connectivity students• Create a Glog on • Create a Glogster Glogster.com ~ Instructions for how to account create a Glog is projected on the board at the front of the – Using voice recognition class and with help from classmates• Create a Glog that – Windows Ease of Access – brings your story make mouse and keyboard easier; On-screen alive visually keyboard; trackball
  7. 7. Referenceshttp://books.google.com/books/about/To_Kill_a_Mockingbird.html?id=f4myQgAACAAJLee, N. H. (1960). To kill a mockingbird. Retrieved from http://tecfaetu.unige.ch/etu- maltt/R2D2/dacostj7/stic-2/ex14/epub/ex14.pdfPublic Schools of North Caroina. (n.d.). English/language arts high school. In North Carolina extended common core state standards. Retrieved June 4, 2012, from State Board of Education/Department of Public Instruction website: http://www.dpi.state.nc.us/docs/acre/standards/extended/ela/9-12.pdfTidwell, M. (2007). Activity. In Narrative nuts and bolts . Retrieved June 17, 2012, from http://pulse.pharmacy.arizona.edu/11th_grade/industrialization/language_arts/nuts_and_bolts .html

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