We are the ones that control how are skills develop and grow

A fixed mindset when you have the skills to be good at something but do not choose to further your mastery.

Anyone can have the ability to grow and develop new skills. This is a great example of what a fixed mindset is.

Ask students where they can find examples of place value in their every day lives. This is having students access background/prior knowledge while relating the lesson to their everyday life. This uses the "activate or supply background knowledge" checkpoint in the UDL model.

Have worksheet be an ungraded assignment to put less pressure on the students.

and let students use manipulative materials to help them through the assignment.

Open up the lesson with, "Hmmm I wonder, what are some number pairs that would have different place values." Have class give some examples. Then start talking about how "place" means position/ where digits are

For this I feel like it would be necessary to add an "expert/challenge" section. Asking the students questions like "What are some other strategies we can think of to represent place values?"

For those students who are scared to come up to the board have them come up to the board in partners to share their collaborations.

Use smaller numbers and maybe even some bigger ones (50s) to offer a variety.

Give students the option of this website or books that I have provided for them to do fact finding. Giving them choice will give them an opportunity to be more interested in what they are needing to learn about. This follows UDL model "optimizing choice of autonomy"

This lesson needs some vocabulary review prior to teaching the lesson.

Talking about the differences between an epidemic and pandemic. Ask them what they know or might think they know about these terms prior to explaining it to them. This follows the UDL model "clarify vocabulary and symbols". Also gives an opportunity to access prior knowledge.

I like the idea of splitting them into teams for collaborative thinking. Instead of having them do a quiz I could create a Jeopardy game. I feel like this will create a low pressure environment where students will have an easier time learning.

I think it would be fun to have the students write their own poems too and identify the different elements in their own poem. Also having any volunteer students to share their finished poem.

I think it would also be interesting to have the students interpret the meanings behind the poems too. Having students interpret meanings behind the poems will encourage critical thinking.

For my ELL and my students who receive special education services. I could have them use text to speech to help them write their poems. Also giving them an outlining tool to help guide them through their poem writing process.

I think it would be fun to have the students write their own poems too and identify the different elements in their own poem. Also having any volunteer students to share their finished poem. If students are having troubles getting started, I will have poem starters available. This follows the standard of providing multiple tools for construction and composition because I want students to create their own poems but some may have troubles doing so. So providing starters or themes they can follow will be beneficial.

I think it would also be interesting to have the students interpret the meanings behind the example poems.

Here I feel like it would be important to note that most of the students in my classroom read below the grade level. Instead of having them reread silently, I could have them read with partners aloud or we could reread it aloud as a group.

This is fostering community and collaboration from the UDL standards.

I think that for this I could find poems at differing difficulties. Some that are a little more challenging and some that are just fun or silly. I also have 14 ELL students in my classroom so having some poems in their native language would be beneficial for them.

I also think that maybe having a few more poems and letting students pick the ones they are interested in would give them more control over their learning experience.

Give all students the option to either write or draw groups of vertebrates and invertebrates. This follows choice of autonomy in the UDL standards.

I will write the 5 main types of each on the board, but provide photo examples of each as well as the names of each animal. I feel like this would help students have a more clear idea of what the difference is. Providing multiple means of interpretation for the students.

Instead of a quiz, have students create a small poster about what they learned about invertebrates and vertebrates.

Would be worth it to also learn these terms in English and my ELLs native languages.

I feel like this section is bland and needed a better introduction. During circle time, start off by asking students. "I wonder does anyone here know what a vertebrate is? What an invertebrate is?" Once I have some guesses, then that is when I will say "who knows what a vertebrae is?... Right it is our backbone. So since we know the root of vertebrates means backbone. Vertebrates probably have a backbone, where as invertebrates do not. "