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UDL Exchange: Lesson

3/15/16, 8:12 AM

The Invisible Man


Bryan O'Keeffe
0

Last Updated: 8:12AM Today

About This Lesson


DESCRIPTION
Students will reread chapter 1 of the H.G. Wells adapted novel The Invisible Man. After rereading the chapter students will answer
comprehension questions in order to show understanding of what was read.

PREREQUISITES
Students should know how to:
-read fluently on a second or third grade level
-write complete sentences
-use critical thinking

ESTIMATED TIME
45 minutes

Potential Use
PURPOSE:
GRADES:
CONTENT AREAS:

Small Group
2-3
English/Language Arts

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UDL Exchange: Lesson

COMMON CORE:

3/15/16, 8:12 AM

College and Career Readiness: Anchor Standards


Reading
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to
determine what the text says explicitly and to make
logical inferences from it; cite specific textual
evidence when writing or speaking to support
conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and
why individuals, events, or ideas develop and
interact over the course of a text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.5 Analyze the
structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each
other and the whole.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and
comprehend complex literary and informational
texts independently and proficiently.
English Language Arts
Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.2.1 (grade 2): Ask and
answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key
details in a text.
CCSS.ELA-Literacy.RL.3.1 (grade 3): Ask and
answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for
the answers.
CCSS.ELA-Literacy.RL.2.3 (grade 2): Describe
how characters in a story respond to major events
and challenges.
Craft and Structure
CCSS.ELA-Literacy.RL.3.4 (grade 3): Determine
the meaning of words and phrases as they are used
in a text, distinguishing literal from nonliteral
language.

Goals
INSTRUCTIONAL GOALS *
OBJECTIVES
Students will read a fictional text
Students will answer comprehension questions relating to the chapter read
Students will be able to use context clues to answer comprehension questions

VARIABILITY
Class description: There are 8 students in this class, seven boys and one girl. Four students have an intellectual disability, one student with
intellectual disability and hearing impairment, one student is a selective mute with Autism and another student with Autism. All students in
this class have an IEP, student ability ranges from reading and writing on a third grade level to a first grade level. The students who have
lower reading and writing abilities require extra supports when reading and writing in class.

Assessments
FORMATIVE ASSESSMENTS
Students will be observed throughout the lesson when rereading the chapter aloud as a class round robin style. I will look for students who
are struggling to read fluently or pronounce unknown words. At the conclusion of reading the chapter students will be required to fill out 6
comprehension questions. When all students have completed the comprehension questions, as a class we will review the answers
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UDL Exchange: Lesson

3/15/16, 8:12 AM

students have come up with. If students answer incorrectly I will assist students and direct them to the correct answer using guided
questioning.

SUMMATIVE ASSESSMENTS

Instructional Methods
OPENING
Good morning everyone. Yesterday I know we made word cards of our vocabulary words and then we played the clue game to review your
knowledge of the vocabulary words in this chapter. To we are going to reread the chapter in order to answer questions to demonstrate
successful comprehension of the chapter. By the end of this lesson we will be ready to connect what we have read in chapter 1 to begin
chapter 2 later this week.

DURING

Lets begin rereading chapter 1. We will each take turns reading three paragraphs and then have
another student read until we finish the chapter. Can I have my first volunteer to start reading please?
(Students will take turns reading the chapter)
During the reread of the chapter I will stop and ask several questions, they are as followed:
Why did Mrs. hall think the strange man was blind?
Why did the strange man have his face bandaged up?
What conditions did the strange man have with Mrs. Hall when he stayed at her hotel?
Why did the dog bite the strange man?
Now that we have finished rereading the chapter I am going to pass out a worksheet. This worksheet
has 6 questions about the chapter we just read.

We will answer the first question together before I have you answer the rest of the worksheet on your
own.
Why did Mrs. Hall think that the stranger was weird? (pause for 10 -15 seconds to let students
process, give more time needed if students have to look back at the chapter, if students are struggling
even more give them the paragraph numbers)

I would like you to try your hardest to answer these questions on your own. You may use the chapter
to go back and reread parts in order to answer questions as needed. If you are struggling to find an
answer after rereading on your own please ask for help from an adult.

As needed students who are struggling to read the questions or find the answers will receive help.
Students have already numbered the paragraphs and will be given the paragraph number to look for
the answer. Each question on the worksheet has the paragraph number already marked on where to
find the answer. However, if students are struggling the number will be provided to them. If students
are struggling further guided questioning will be used to help them derive the answer.

CLOSING
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UDL Exchange: Lesson

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Closing
Now that we have reread the chapter and answer questions about the chapter lets review the answers from the worksheet. Can I have a
volunteer read question number two and give me their answer? Can I have a volunteer read question number three and give me their
answer? Can I have a volunteer read question number four and give me their answer? Can I have a volunteer read question number five and give me
their answer? Can I have a volunteer read question number six and give me their answer?
If students have given wrong answers I will have other students help the struggling student get the correct answer by showing them in the correct
paragraph where the correct answer is. If the student is still unable to find the correct answer I will have another student give the correct answer in
order to not waste time.
After reading the chapter again and answering questions, we will begin reading chapter two tomorrow. Take your chapter home and read it with a
parent tonight. Make sure your parent signs off on the chapter that you have read the chapter to them. Now lets pack up your folder and line up for
special.

Materials
MATERIALS AND SUPPLIES
Adapted version Chapter 1 H.G. Wells The Invisible Man
6 Comprehension questions about chapter 1

RESOURCES INCLUDED

Comments

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