RL 4.1 ACTIVITIES UPDATE

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RL 4.1 ACTIVITIES UPDATE

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. We are in the process of updatingВ the Guidelines once again in our UDL Rising to Equity initiative. UDL Rising to EquityД«ecause the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. Learn more about the Universal Design for Learning framework from CAST. Doing deep text analysis of the poems on an individual level and also on a more broad level will help students understand the power of the various themes and how the author develops them.The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Students will analyze how characters are developed, how word choice and imagery are used to bring power and meaning to different verse, and how the author uses varying experiences to reveal theme. This unit also challenges students to deeply analyze how authors develop theme within individual poems and also across a longer work. When discussing and writing about poetry, students should be able to refer to the specific structural elements of a poem and explain how the elements enrich the text. This unit builds on previous units in which students have learned the features of poetry however, in this unit students begin to see poetry as not just stand-alone poems but as an art form in which a poet can express himself or herself freely. Seeing that despite the hardships the country faced, it was also a place of artistic beauty. Simultaneously, students also seeВ the power of poetry and its influence on Cuban culture in the early 20th century. Margarita Engle tells her grandmother's story in a way that helps readers build empathy and understanding of the hardships our ancestors may have faced. The book tells the story of Margarita Engle's grandmother who grew up in Cuba during a time of lawlessness. The text, The Wild Book, was chosen not only for its powerful themes but because Margarita Engle, the award-winning Latina author, uses verse to bring to life a difficult historical period in Cuba. It is our goal that this unit, combined with others in the curriculum, will help students see the world as a diverse place, not just in terms of race but also in terms of abilities, and that no matter what, everyone can be successful. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Exploring the themes will allow students to develop a deeper appreciation for peopleвЂ™s unique differences and struggles and learn to accept everyone for their strengths. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Throughout the unit students will be challenged to think about multiple thematic topics-believing in ourselves, accepting differences, persevering through challenges, and trusting in family during difficult times. In this unit students will explore the difficulties of having a learning disability and how a learning disability influences the way a person feels about themselves by reading the core text, The Wild Book.

Rl 4.1 activities