Overall Structure
1. Title: Overall Structure

2. Author: Morgan Willis

3. Subject: Reading

4. Grade Level: 4th

5. IEP classification(s): Speech or Language Impaired (English 

Language Learners), Learning Disabilities, Visual Impairment
6. Common Core Standard(s): CCSS.ELA-LITERACY.RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

7. Lesson Goals: As the students read the story “ Holes” by Louis Sachar, students will describe events and their overall structure.


8. Lesson Materials: “Holes” text, Elmo, Velcro, poster board, white paper, crayons, “Sequencing” worksheetInstructional Lesson Methods and Assessment
Anticipatory Set
· Begin the lesson by obtaining the students’ prior knowledge. Ask the students to think about their favorite movie/book.
o “Turn to your ‘buzz partner’ and tell them the events of the story in chronological order.
o Ask what the problem was and what the solution was.
o Ask about major events of the movie/book.
o Tell students that an author writes an entertaining book when there is a chronological story line and when there is a problem/solution. Without these elements, we would not be interested or entertained with the storyline. 
· Explain to the students that today they will begin reading “Holes” and determine what elements make the book entertaining. 
-Then, I will show a video clip of the trailer from the movie “Holes.” This will make the students eager to read the book and help them picture what and who they will read about.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 3.1 Activate or supply background knowledge During the set, I will ask the students to discuss their favorite book or movie and to consider the elements that make the story entertaining.	Checkpoint 6.2 Support planning and strategy development Students will consider what tools they will use to determine the structure of “Holes.”	Checkpoint 8.1 Heighten salience of goals and objectives Remind students what the specific goal is: To observe the overall structure of the book.
Checkpoint 3.3 Guide information processing, visualization, and manipulation I will show the trailer for the movie “Holes” so they can visualize what they will be reading about.	Checkpoint 6.4 Enhance capacity for monitoring progress I will provide feedback to the students as they are reading the overall structure of the book by reviewing the events.	Checkpoint 8.3 Foster collaboration and communication I will have the students “Buzz” with their table or partner so they can communicate many examples of events in stories.

I will have the students “Buzz” with their table or partner so they can communicate many examples of events in stories. 

Introduce and Model New Knowledge

The students will read the first chapter of the book during their independent reading time. 

Remind the students before reading to be asking themselves what the order of the events are in the story. 

Explain that the order that the events happen in the story is in chronological order. 

Instruct the students to take notes of the 3 main events they read about in chapter one.
The students will cut out the different events, mix them up, and have their partner put them back in order.

The teacher will review and project her example on the smart board and have the students put her main events back in order. 
Use the Elmo to project the pages onto the SmartBoard.






It will look something like this

Then, I will have one more students show his or her example on the Elmo.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 1.1 Offer ways of customizing the display of information The learners will display their information in order in which they think is correct. They can display this information on their desks or on the Elmo.	Checkpoint 5.2 Use multiple tools for construction and composition The students will be able to use the book as a reference and write down the order of the events. Once they have their partner mix up the events, they will put the events in chronological order.	Checkpoint 8.2 Vary demands and resources to optimize challenge Learners are challenged to come up with their results with different resources.
Checkpoint 3.4 Maximize transfer and generalization The students will be able to write notes about the chapter before they make their three major events for the chronological order activity.	Checkpoint 6.3 Facilitate managing information and resources Students will use their “working memory” to recall information in chronological order.	Checkpoint 7.1 Optimize individual choice and autonomy The learners will be given the opportunity to write the major events according to them in chronological order.

Guided Practice:

-After each student does the chronological order activity,I will split the class in groups of 5.

-I will give them this sequential story:

When I woke up this morning, I ate breakfast. It was delicious. I was running late so I brushed my teeth quickly and hopped on my bike. I needed to get to school before the first bell rang. On my way, I fell off my bike and scraped my knee. The neighbor saw, so she called my mom. My mother bandaged my knee and drove me to school. I was late for the first time in fourth grade.

I will ask each group to put these events in order and label them 1, 2, 3, 4, and 5

Scraped knee-3

Woke up-1
Late for school-5

Ate breakfast-2

Bandaged knee-4
Then, I will ask, “What happened first?”

I will ask group 1 to Velcro on the number one spot on the board.

I will do this with all five groups. As a class, we will determine if we are correct when I read the story out loud and check the events as I read.

The poster board with Velcro will look like this:

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why”Multiple means of Engagement
Checkpoint 1.3 Offer alternatives for visual information Visual learners will see the order of the story on the large poster board.	Checkpoint 4.1 Vary the methods for response and navigation The response for this is on a Velcro poster board and the students answer with the correct order represented by a number, 1-5.	Checkpoint 7.2 Optimize relevance, value, and authenticity The teacher will give the students a passage to read and the students will put the valuable, important events in the story in order by which they happened.
Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships Students will see the main ideas in the story by putting the major events in order.	Checkpoint 6.1 Guide appropriate goal-setting Students will be guided to complete the goal of putting the events of the story in chronological order.	Checkpoint 8.4 Increase mastery-oriented feedback The teacher will visit with each group and give encouraging feedback and guide the group to the right answer to build their confidence in front of the class.

Independent Practice


-After the students complete the guided practice, the students will be informed to read chapter two of “Holes” for homework.
-They will have the option to take home a CD of the book if they are auditory learners. 
-I will tell the student to make a note of five major events that happened in chapter 2. 
-The next day, students will be instructed to fill out this worksheet based on their chapter 2 reading:

-As the students are filling out their worksheet, I will monitor by walking around.
-If the students look lost, I will help them get on the right track by asking them guided questions.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 1.2 Offer alternatives for auditory information For auditory learners, the book will be available on CD.	Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance The students will have support from the teacher and the notes they made from reading the text as they sequence the events.	Checkpoint 9.3 Develop self-assessment and reflection The students will reflect on the main events of the chapter and recall them in order by filling out the worksheet.

Wrap-Up


For the closing, I will instruct the student to sit on the carpet and I will read important paragraphs in chapter two to them. 

-I will ask students the main events and order of the chapter to review. 
-I will ask students if there have been any problems and solutions so far in the story, then they will discuss. 
-We will note that the events in stories always have a cause and effect and that is what makes the reading interesting.
-We will make predictions based on the two chapters we have read.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 2.2 Clarify syntax and structure The students will discuss the structure of the chapters as a class.	Checkpoint 4.2 Optimize access to tools and assistive technologies Students that choose will use the CD for their reading and will be used during the refection on the carpet if they choose.	Checkpoint 7.3 Minimize threats and distractions Students will feel comfortable. The students will not be forced to discuss and all of the students will be given the opportunity to learn more about what they read independently.

Assessment of Student


-Students will be given two options to complete the assessment: 1. They can use paper and crayons or 2. They can use paint software on the computer. 

On their paper or computer, the students will draw a representation of the two chapters that they have read so far. There should be clear elements from the story whether it is chronology, comparison, cause/effect, or problem/solution.

The students will also label the drawings elements and write a summary of what the picture describes.

I will draw an example of a previous book we read as a class and post it to the SmartBoard. 

Then, the students will take a 5-question chapter one and two open response quiz over the book “Holes.”

I will give them a handout of this rubric so they are clear on what I am looking for.

“Holes” Drawing/Quiz Rubric
	1	2	3	4
Quiz	Student is unable to answer any questions correctly.	Student is able to answer 2 or 3 of the questions about the events in the story	Student is able to answer most of the questions with little detail	Student is able to answer all of the questions with great detail
Summarizing their drawing	Student includes no summarization.	Student includes a few details and has 2 or less sentences.	Student includes 3 or more sentences that somewhat explain a main event in the chapters.	Student has more than 4 or more detailed sentences that explain the illustration.
Labeling the events in the drawing	Student did not label	Student labels one or two characteristics	Student labels three or four characteristics	Student includes labels of 5 or more components to the drawing.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Checkpoint 2.5 Illustrate through multiple media The students will use either paper or paint program to represent their drawing illustration.	Checkpoint 5.1 Use multiple media for communication The students will see an example of work on the SmartBoard and will have a rubric in front of them for reference.	Checkpoint 9.2 Facilitate personal coping skills and strategies Students will be able to express their view of the book through a drawing strategy.

MULTIPLE MEANS OF REPRESENTATION 

KEY ELEMENTS	CHECKMARK	WHERE IN THE PROJECT?
1.1	*	Introduction and model new knowledge
1.2	*	Independent Practice
1.3	*	Guided Practice
2.1
2.2	*	Wrap Up
2.3
2.4
2.5	*	Assessment of student
3.1	*	Anticipatory Set
3.2	*	Guided Practice
3.3	*	Anticipatory Set
3.4	*	Introduction and model new knowledge

MULTIPLE MEANS OF ACTION AND EXPRESSION

KEY ELEMENTS	CHECKMARK	WHERE IN THE PROJECT?
4.1	*	Guided Practice
4.2	*	Wrap Up
4.3
5.1	*	Assessment of Student
5.2	*	Introduction and Model New Knowledge
5.3	*	Independent Practice
6.1	*	Guided Practice
6.2	*	Anticipatory Set
6.3	*	Introduction and Model New Knowledge
6.4	*	Anticipatory Set

MULTIPLE MEANS OF ENGAGEMENT

KEY ELEMENTS	CHECKMARK	WHERE IN THE PROJECT?
7.1	*	Introduction and Model New Knowledge
7.2	*	Guided Practice
7.3	*	Wrap Up
8.1	*	Anticipatory Set
8.2	*	Introduction and Model New Knowledge
8.3	*	Anticipatory Set
8.4	*	Guided Practice
9.1
9.2	*	Assessment
9.3	*	Independent Practice