The Lexile level of The Borrowers is 780L, which falls in the current Common Core State Standards Grade 4-5 thereby challenging students to read “stretch” band, text at a higher complexity level. Readers and Tasks: The level and complexity of this text demands that the reader bring advanced motivation, critical analytic, inferencing, and visualization skills to the act of reading and interpreting the text. Plan with UDL in mind: This lesson applies the Universal Design for Learning Guidelines to remove barriers for advanced/gifted and talented students. In particular, the lesson addresses: I. Multiple Means of Representation 3.1 activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.4 Maximize transfer and generalization II. Multiple Means of Action and Expression 5.2 Use multiple tools for construction and composition 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress III. Multiple Means of Engagement 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 8.2 Vary demand and resources to optimize challenge 9.1 Promote expectations and beliefs that optimize motivation 9.3 Develop self-assessment and reflection For more information about how UDL addresses the needs of gifted learners, go to Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See for Accessible for suggestions on “Sources Media” Maryland Learning Links: . IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system. Essential Question
The Lexile level of The Borrowers is 780L, which falls in the current Common Core State Standards Grade 4-5 “stretch” band, thereby challenging students to read text at a higher complexity level. Readers and Tasks: The level and complexity of this text demands that the reader bring advanced motivation, critical analytic, inferencing, and visualization skills to the act of reading and interpreting the text. Plan with UDL in mind: This lesson applies the Universal Design for Learning Guidelines to remove barriers for advanced/gifted and talented students. In particular, the lesson addresses: I. Multiple Means of Representation 3.1 activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.4 Maximize transfer and generalization II. Multiple Means of Action and Expression 5.2 Use multiple tools for construction and composition 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress III. Multiple Means of Engagement 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 8.2 Vary demand and resources to optimize challenge 9.1 Promote expectations and beliefs that optimize motivation 9.3 Develop self-assessment and reflection For more information about how UDL addresses the needs of gifted learners, go to Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links: . IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system. Essential Question
Grade_3GT_ELA_Change_Character_Motivation_LS_8.docx