1. UDL AND DIFFERENTIATION Comparison and Contrast

2. Define “Differentiation involves the proactive creation of related learning activities that accommodate variances in the interest readiness and learning profiles of all learners (and the teacher), allowing them to access the learning activity and work towards achieving the intended learning outcomes” (Evans & Waring, 2011, p. 152)

3. Define UDL as defined by Congress a scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. (HEOA, 2008) (Puckett, 2013, Universal Design for Learning)

4. Common Core State Standards The Standards that will be used is for the 5 th grade in English Language Arts: CCSS.ELA-Literacy.RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes CCSS.ELA-Literacy.RL5.6 Describe how a narrator’s or speaker’s point of view influence how events are described.

5. Demographic & Designing the Plan Demographic Designing with the Common Core State Standards in mind for 5 boys that are above, below grade and at grade level. Their interests are football, drawing, reading and one likes all sports. Expected outcomes: Students will be able to translate meaning from reading at 80% using context clues.

6. Three Day Plan This is a three day plan for mastering skills of comprehension by reading context clues and determining what is actually fact and what is opinion. Day 1: The teacher will introduce the book Shipwreck by Gordon Kormang. The students are to see the connection between the six boys on the island and the five of them.

7. Lesson Break-down Day 1: 45 minute class to introduce the book, list the vocabulary, have students define the words through reading the text. Words: cascade, schooner, silhouette, pandemonium and broadside. Students will try and define the new words by reading the clues in the text. Then they will make predictions about what they believe will happen next in the book. Students will also discuss whether or not they have ever had to depend on a friend to get something done.

8. Lesson Bread Down End of Day 1: For homework the students must access Voki to see the next phase of the lesson. They are asked to read the first two chapters and come to school prepared to discuss it the next day. The students must also be prepared to answer what are the similarities of the boys in the book and themselves.

9. Continuation of the Lesson Day 2: 1 st 10 minutes students must write their own understanding and definitions of the previous days vocabulary. The students are split into two groups according to grade (3 fifth graders and 2 fourth graders) and given an assignment to present their interpretation of the story in any form they see fit (drawings, skits, Readers Theatre, Voki etc.). This activity takes 30 minutes. Last 5 minutes students’ exit ticket ask to tell something important in the story that would take away from the story if it was not there.

10. Final Day Day 3: Groups have 23 minutes total to present their project. For the last 22 minutes the students and teacher discuss what the class thinks the boys of the story and the themselves have in common.

11. Summary In our three days we have begun to align with the goals of our CCSS by determining the meaning of words and phrases by using the strategy of context clues. We will use Voki as a moderate version of a ‘Flipped Classroom’; having the students read the stories at home and coming to school with ‘their’ questions ready to be answered. We are engaging the students using their methods of presentations based on their interests.

12. References Common Core State Standards Initiative. (2010). Common core state standards initiative: The standards. Retrieved from http://www.corestandards.org/the-standardsCommon core state standards initiative: The standards. Evans, C. & Waring, M. (April 2011), How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?, DOI 10.1007/s10671-011-9101-1 Puckett, K. (2013) Differentiating Instruction: A Practical Guide, Bridgepoint Education: San Diego, CA.