Team4Checklist I. ProvideMultipleMeansof Representation: 1.Provideoptionsforperception Yournotes Studentswillbeencouragedtothinkabouthow andwhatacharacteristhinkingfroma perspectiveotherthanthenarrator's perspective.

1.1Offerwaysofcustomizingthedisplay 1.1Useanactiveinspireinsteadofasimple ofinformation anchorcharts 1.2Offeralternativesforauditory 1.2Allowstudentstolistentothestory information beingreadaloudbysomeoneotherthanthe 1.3Offeralternativesforvisualinformation teacher(CDoronline) 1.3anchorchartwithcharacterdescriptions colorcoded studentshavepersonalvenndiagrams 2.Provideoptionsforlanguage, mathematicalexpressions,andsymbols 2.1Clarifyvocabularyandsymbols 2.2Clarifysyntaxandstructure 2.3Supportdecodingoftext,and mathematicalnotation,andsymbols 2.4Promoteunderstandingacross language 2.5Illustratethroughmultiplemedia 2.1Newvocabularycanbeintroducedusing activinspirestudentscanbeactively involvedbywritingwhattheythinkdefinitions areonthePrometheanboard 2.2Teacherwillhighlightimportanttransition wordswhilereadingthestoryinorderto showstudentsdifferentsyntacticaltechniques 2.3Teacheraskscomprehensionquestions andpeerdiscussionsencouragedtohelp studentsdecodetext. 2.4Theteacherreviewsunfamiliar vocabularywordsfromthestoryinthe warmupactivity.Havethestoryavailablein multiplelanguagesforstudentswhoare EnglishLanguageLearners. 2.5Studentswillhaveaccesstothestoryin print,audio,andvideoformatsinorderto promotechoiceandadeeperunderstanding.

3.Provideoptionsforcomprehension

3.1Activateorsupplybackground 3.1Reviewofcharactertraits,howtousea knowledge venndiagram,andintroducenewvocabulary 3.2Highlightpatterns,criticalfeatures,big priortolesson. ideas,andrelationships 3.2Theteachershouldhighlightor 3.3Guideinformationprocessing, emphasizekeyelementsintextandgraphics visualization,andmanipulation inthetextalongwithpointoutanypreviously 3.4Maximizetransferandgeneralization learnedskills 3.3Theteachershouldbreakuptheactivity intochunks,firstintroducingcharactertraits andhavingthestudentsidentifydifferentones inthecharactersthenhavethemexplainhow theiractionscontributetothesequenceof events. 3.4Displayatimerontheprometheanboard tokeepstudentsontaskandfocusedduring eachpartofthelesson. II.ProvideMultipleMeansforAction andExpression: 4.Provideoptionsforphysicalaction 4.1Varythemethodsforresponseand navigation 4.2Optimizeaccesstotoolsandassistive technologies 4.1Havestudentsusetheactivotesto answercomprehensionquestionsinsteadof simplyhavingstudentsraisetheirhands. 4.2Studentswillhaveaccessto computers,WheretheWildthingsAre books,chartswithmainideaandcharacter traits,paper,crayons,andmarkers Yournotes

5.Provideoptionsforexpressionand communication 5.1Usemultiplemediaforcommunication 5.1Allowstudentstodrawinsteadofwriting 5.2Usemultipletoolsforconstructionand answers.Allowstudentstoverballyexplain composition answersaswell.Allowstudentstheoptionto 5.3Buildfluencieswithgraduatedlabels actouttheirmonsterratherthanjustexplainit. ofsupportforpracticeand Haveotherstudentsguesswhatthethree performance charactertraitsarebasedonthis representation.(nextclass). Allowstudentstheoptiontocreate3D

versionsoftheirmonsters. 5.2Allowstudentstoactouttheirmonster ratherthanjustexplainit.Haveotherstudents guesswhatthethreecharactertraitsarebased onthisrepresentation.(nextclass) 5.3Theteachershouldevaluateeach studentsworkbasedupontheirindividual progressandlearninggoals. 6.Provideoptionsforexecutive functions 6.1Guideappropriategoalsetting 6.2Supportplanningandstrategy development 6.3Facilitatemanaginginformationand resources 6.4Enhancecapacityformonitoring progress 6.1SeanhasIEPthatrequiresextratimeto completework,directionsneedtoberepeated andneedsachecklisttocompletetasks. MakesureSeanisontaskwithpersonal behaviorchecklistandtimer. 6.2Whileaskingstudentsaboutthedifferent charactertraitsgivethemplentyoftimeto sharetheiranswersaswellasgivingthem plentyoftimetoshareboththeirvenndiagrams andmonsterswithclassmates. 6.3Thestudentsareprovidedwithavenn diagramtoorganizeandcomparetheirthoughts 6.4Studentsaregiventheopportunitytoview multiplecopiesofpreviousstudentwork,in ordertoensurethatallstudentsunderstandthe assignmentrequirements.

III.ProvideMultipleMeansfor Engagement: 7.Provideoptionsforrecruiting interest 7.1Optimizeindividualchoiceand autonomy 7.2Optimizerelevance,value,and authenticity 7.3Minimizethreatsanddistractions 7.1Studentsareabletocreatetheirown monsterswiththreedefiningcharacteristics andhavetheoptionofdrawingoractingout theirmonsters. 7.2Teacherwillintroducecharactertraits andcharacteristicsbyaskingthestudents

whattheythinkmonstersarelikeandtomake theirbestwildthingfacialexpression. Tellingthestudentsthatsometimeswecan findoutwhatsomeoneislikebasedoffof theirfacialexpressions,andwhattheysay anddo.Whatsomeoneislikeiscalledtheir characteristicswhichiswhatwewillbe focusingontoday. 7.3Havestudentssittingindeskswherethey candotheirbestworkandwillnotbe distractedbyfriendsintheclass.Incorporate thislessoninawaythatdoesnotbreak routinesothatstudentsdonotfeelcaughtoff guardwiththeactivities. 8.Provideoptionsforsustainingeffort andpersistence 8.1Heightensalienceofgoalsand objectives 8.2Varydemandsandresourcesto optimizechallenge 8.3Fostercollaborationandcommunity 8.4Increasemasteryorientedfeedback 8.1Havetheobjectiveorlessongoalposted ontheboardforallstudentstoseeandreferto throughoutthelesson. 8.2Studentsthatrequireanadditional challengecanwriteastoryabouttheirmonster. 8.3Studentswillbesharingtheirmonster creationswiththerestoftheclass.Teacherwill promotepositivediscussionduringthis. Studentswillbeencouragedtosharewhatthey likeabouttheotherscreations. 8.4Rewardsystemwillbeputinplace. Pointsorticketsaregivenoutfor appropriatebehavior,aswellasconcept understandingandpersistenceduring instruction.

9.Provideoptionsforselfregulation 9.1Promoteexpectationsandbeliefsthat optimizemotivation 9.2Facilitatepersonalcopingskillsand strategies 9.1Teacherwillbeclearandexplicitabout expectationsfordiscussionsandactivities. 9.2Teacherwillprovideencouragement duringdiscussionstoallstudents.Allstudents

9.3Developselfassessmentand reflection

areonatimersystemthatisplacedwhere teachercanseeittokeeptheclassmovingata reasonablepace. Studentswhostruggleexpressingthemselves willhaveuseoftheemotionschartIfeel ___becauseof____andwouldliketo____ tomakemefeelbetter/(handlethesituationina bettermanner) Studentsfeelingoverwhelmedwillbeableto removethemselvesandsitinPAXplaceto regaincontrol. 9.3Somestudentswilluseindividualtimers andbehaviorcharts,thattheyfillout,withsmall incrementsoftimeforthemduringcarpettime toparticipatewithtargetbehaviors. Specifically,SeanhasIEPthatrequiresextra timetocompletework,directionsneedtobe repeatedandneedsachecklisttocomplete tasks.MakesureSeanisontaskwith personalbehaviorchecklistandtimer.Students reflectontheirlearningofcharactertraits throughthecreationoftheirownmonsterthat exhibitsdifferenttraits.

Howdidyouintegratetechnologyintothe goals,materials,methods,andassessment forthislessontoimprovestudents understandingofcontent? Whattechnologywasused?Bywhom? Whywasthisappropriatetechnologyto integrate?

Theactivinspireboardwasintegrated throughoutthelessoninordertodeepenthe studentsunderstandingandkeepthem engaged. Inthislessontheinteractivewhiteboardand votingpods.