UDL Lesson Plan Framework 

Title: I Will Never Not Ever Eat a Tomato

Author: Lauren Child

Subject: Writing

Grade Level: 4th Grade

IEP classification(s): N/A

State Standard(s): W.4.1a- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Lesson Goals
After reading I Will Never Not Ever Eat a Tomato by Lauren Child, the students will write a persuasive essay on eating tomatoes with at least 5 supporting reasons.

Instructional Methods

       Prior Knowledge
The students will need to know:

• What a persuasive essay is
• How to write a persuasive essay
• How to include details and reasons

Anticipatory Set

The students will start out as a whole group on the carpet.

• The teacher will introduce the book I Will Never Ever Eat a Tomato by Lauren Child
• The teacher will ask the students "How many of you like tomatoes?" (Background Knowledge)
• The students will turn to their shoulder buddy to talk about tomatoes or write down three reasons why they do not/do like tomatoes on a sticky note. 
• The teacher will then show a read aloud video

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate thought multiple media The teacher supplied a video over the book. 3.1 Activate or supply background knowledge The students are asked about their background knowledge of liking tomatoes.	4.1 Vary the methods of response and navigation The students have the choice of writing why they do not/do like tomatoes on a sticky note, or talking to their shoulder buddy about it.	7.3 Minimize threats and distraction The teacher will involve the class as a whole for instruction, this may include: Sitting hearing/visually impaired students to the front Separating students for behavior

Introduce and Model New Knowledge

1. Talk about the book

• The teacher will start a discussion about the book I Will Never Not Ever Eat a Tomato.
• "Did Lola like tomatoes?"
• "Have you ever really tried a tomato?"
• "Do you like or not like tomatoes?"

2. Talk about activity

• The teacher will tell the students about the activity that is about to happen.
• "We are going to go back to our seats in just a second."
• "When we get there, I am going to give you a handout."
• "On this handout, I want you to write 4 things; if you are for tomatoes or against tomatoes, and 3 reasons to support your opinion."
• "You may come up and look at the book for information." (Have more than one copy)

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1 Activate or supply background knowledge The students will share about a time that they have tried a tomato.  3.4 Maximize transfer and generalization The students are given a handout to help organize their thoughts.	6.3 Facilitate managing information and resources The students are given a handout to help organize their steps and their thoughts.  6.2 Support planning and strategy development The students are given a handout to help them organize their thoughts into steps.	7.1  Optimize individual choice and autonomy The students are allowed to choose which opinion they want to.

Guided Practice

• The teacher will play the OREO song 

·         T: “The OREO method is going to help you with writing your opinion on tomatoes.”

·         T: “It is called the OREO method because there are layers that need to go into your opinion.”

·         T: “The first layer is O: Opinion. You should tell how you feel about the topic (tomatoes).”

·         T: “The second layer is R: Reason. You should give some reasons to support how you feel.”

·         T: “The third layer is E: Examples. You should give some details to support your opinion.”

·         T: “The fourth lay is O: Opinion. You should restate your opinion.” 

• The teacher will model how the OREO model works on the large notebook paper.

The teacher will create an anchor chart with the students to reinforce the OREO method.

The teacher will ask the students for examples of each layer.

T: “Class how do you feel about playing outside?”

S: “We love it.”

T: “Let’s write an opinion about why we should get to play outside.”

T: “Now, we need to come up with three reasons of why we should get to play outside. Who can tell me one?”

S: “It is good to exercise.”

T: “Good, we do need to get our exercise.”

T: “Now, why do we need to get exercise?”

S: “We need exercise because we have been sitting inside all morning, and we need to burn off some energy.”

T: “Good, that was some good detail.”

T: “Now, you all are going to go back to your desks and do this exact same thing about tomatoes.”

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate thought multiple media The teacher will show a video that has a song about what the OREO model is. 1.2 Offer alternatives for auditory information The students will have instruction models both visually and auditory.	6.1 Guide appropriate goal setting The teacher will model what an OREO model is for the students on large notebook paper.	9.3 Develop self-assessment and reflection  The students are given a chart (modeled by the teacher) that will help them with self-assessment and understanding.

Independent Practice

• ·           The teacher will hand out the OREO model graphic organizer.
  ·           The students will complete the OREO graphic organizer that will serve as a rough draft for their essays.
  ·           The students will fill out the OREO method over tomatoes.
  ·           The students should give three reasons of why they do or do not like tomatoes.
  ·           The students should give at least one example per reason.

• Have the chart that the teacher modeled for the students out to see.
• The students should be able to clearly see the anchor chart for support. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing, visualization and manipulation The teacher will provide a graphic organizer for the students.	6.3 Facilitate managing information and resources The students will be provided with a graphic organizer to organize information.  5.1 Use multiple media for communication The students will have the chart that was modeled for them to look at for understading.	7.3 Minimize threats and distractions The students will have a visual chart as an example to minimize talking due to confusion.

Wrap-up

·         The teacher will walk around the classroom while observing the students' graphic organizers.

·         The teacher will be looking for the opinion, and the three reasons.

·         The teacher will give one-on-one feedback if needed.

·         The students will pair-share what they have come up with. 

·         This will allow for peer feedback between the students.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Highlight patterns, critical features, big ideas, and relationships The students will use their graphic organizer during pair-share time.  3.4 Maximize transfer and generalization The students will use their graphic organizers to share ideas with their pair-share partner and the teacher.	5.3 Build fluencies with graduated levels of support for practice and performance.  The students will get feedback from the observing teacher and the pair-share student.	8.3 Foster collaboration and communication The students will collaborate with the teacher and their pair-share partner.

Assessment

Formative (Informal - written)

The students will write a persuasive essay over tomatoes. The students will use their handouts and graphic organizers that they have completed throughout the lesson. The students will have the use of the visual anchor chart modeled by the teacher. The students will be writing about their opinion of tomatoes, three reasons why they have that opinion, and the evidence to support their reasons. The students will be provided with a few literacy charts for support. When the students get done, they will transfer their essays on to word. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Offer ways of customizing the display of information The students will transfer their essays on to word.	6.4 Enhance capacity for monitoring progress The students will use materials that are provided throughout the whole lesson to complete their essay.	7.1 Optimize individual choice and autonomy The students get to choose how they will write their essay (which transitions, words, etc.)

Materials
Large Notebook for chart
Smart Board for Youtube
Computer for Youtube
Handout
Graphic Organizer
I will Never Ever Eat a Tomato by Lauren Child
Paper
Pencils
Charts