Name: Lauren Tindall Subject Area: English Language Arts (Reading and Writing) Team Theme: Football Grade

Level: Grade 4 Lesson Plan Title: Football and Going to the Super Bowl (UDL) I. Essential Question(s): How can we be team players? How can we be on a team when in the classroom?

II.

Goal(s): After reading the story Going to the Super Bowl, the students will fill out a sequence chart of the events from the book. Given 10 vocabulary words, the students will write a story about football using all ten words in their stories. The students will draw a picture that will illustrate their stories that they wrote.

III.

Content Objective(s): All students will be able to identify how to fill out a sequence chart of events from the text. They will present the information learned from the text in on sequence chart that is provided. They will problem solve with visual and one-on-one teacher assistance. Most students will be able to identify 3-5 things they know or have learned about football. This will be from previous knowledge that they have learned or from new knowledge that they learn from the lesson plan. A few students will be able to identify 8-10 vocabulary words that will be provided by the teacher. These vocabulary words will be discussed and then used in stories that they will be writing. They will problem solve with some additional resources and visual assistance.

Standard(s): English Language Arts: Literature: Key Ideas and Details CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). English Language Arts: Informational Text: Key Ideas and Details CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. English Language Arts: Foundational Skills: Phonics and Word Recognition CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

English Language Arts: Writing: Text Types and Purpose CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

I.

Rationale: This is a beginning discussion on reading, writing, and social skills and the needs of all these in our life. It also discusses how important is to be a good sport and working together helps us to learn to lessons. This gives students an opportunity to learn using hands-on experiences and interactions with groups of peers to implement a plan of action that can help the student to work on social skills and being a team player. Through this hands-on lesson, students will be able to apply their actions to real world experiences. They will incorporate areas of content including English language Arts, and social skills. They will also further develop in the domains of Social/Emotional, Cognitive, Language and even Physical.

II.

Materials: Materials will be provided on how the student would like to write their papers, and illustrate their pictures of their stories. These can include, but are not limited to; Going to the Super Bowl book, information books based on each specific topic of study, internet access, poster boards, photos and digital cameras, etc. For the specific introduction to the lesson, materials include the book we are reading, a sequence chart, computer, and paper. Other materials include crayons, markers, paper, or iPads that will be used to illustrate their pictures.

III.

Procedures: a. Beginning: The lesson will begin with the students answering WH questions of what was posted up on the Smart Board and scattered throughout the room. The students will have the opportunity to walk around the room and look at all of the stations of football apparel around the room. They will look at footballs, jerseys, pictures of games, football fields, and pictures of fans getting into the game. After the students had a chance to look at the pictures on the Smart Board and material around the room, they will come back to the room and answer WH questions. The students will then write 3-5 things that they saw or know about football.

b. Middle: For the next part of the lesson, the students will read the book, Going to the Super Bowl as a class. Each student will read a part of the book. After reading the book, the students will join groups and fill out a sequence chart that will be provided. Before they fill out the chart, the sequence chart should be explained on how to fill it out. The sequence chart should be about the events from the book, from beginning to end. The first event should go first and the last event should go last. After the students have filled out their charts, they will turn it in for a grade. The next part of the lesson, the students will talk about what is to be a good sport. The students will then go into groups and discuss ways they can be good sports. They should also discuss how they do it for work, school, and sports. Have the group come back and discuss what they talked about in their groups. Then tell the students what it is to be a good sport. Being a good sport when youre playing a game is important. Its also important to be a good sport when things dont go exactly the way you want, or expect, them to. Suppose you dont get chosen for a team, or you get the worst lo oking piece of cake on the plate, or you get hit with a ball by accident. If you can accept that things like that happen from time to timethat no one is out to get youyoull be considered a good sport. Its okay to be upset if things dont go your way, but its best to save your hurt or anger for a time when its safe and appropriate to express those feelingsprobably to someone who cares about you and will understand. In the meantime, it will help you get along with others if you can accept what happens and be pleasant about it.

c. End: The lesson will end as the students write a short story with 10 vocabulary words that are provided to them. The students will have to write a story about football and use following vocabulary words in their stories. The vocabulary words are end zone, field goal, touchdown, football, fumble, interception, quarterback, tackle, team, and cheer. The students will also be able to draw picture about their story with paper, iPads or however they feel they can illustrate their story the best. The students will then share their stories with the class with their pictures. The lesson will end as the students present their ideas and solutions to the class.

IV.

Adaptations: Assistive technology devices, such as single button and go talk devices can be used to respond throughout the lesson. Visual aids will be used throughout the lesson, along with various instructional methods. The students will also have access to computers if they would like to write their papers on the computer. For students that have trouble with reading, will be able to listen to the story all tape if they need to go back and listen to it again.

The students will also be able to use iPads for their pictures if they are unable to hold a writing utensil.

V.

Assessment: The students will be assessed by their overall presentation of their stories. This will include whether or not understands the concept of working as a team and being a good sport. As each student presents their story, assessment will be done based on the amount of effort used in the creation of their story. The student should provide an understanding of team work and being a good sport. The student should also provide that they used vocabulary that was given to them to show that they understand it and use it correctly in their stories. Lastly the student should also include a picture of their story. If the student provides vocabulary used correctly, demonstrating team work, and have a picture they will receive an A. If the student provides two of these elements they will receive a B. If the student provides one of these elements, they will receive a C.

VI.

Reflection: This lesson can be done in an inclusion based class within the general education environment. The main idea of this lesson is not if the student is right or wrong about their ideas, but the amount of thinking and effort put into the assignment. Students in the fourth grade level learn through visuals, and hands-on activities, and working in groups. By incorporating these into the lesson, the students will be able to grasp the information better and can assist their learning to push them to the next level.