Sample UDL Lesson Plan

UDL Language Arts Lesson Plan

Title:  “A Porcupine Named Fluffy” Sequence of Events

Author: Charley Lovelady

Subject: Language Arts

Grade Level:  K

IEP classification(s):

Student A: Asperger’s Syndrome

Student B: Visual impairment

Stand Standard(s): Common Core:

CCSS.ELA-Literacy. RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Lesson Goals:  Identify the characters in the story, the sequence of events, and setting of the story and any new vocabulary.

Collaboration Practices: Teacher and special education teacher collaborate to decide what accommodations to make instruction more effective for both Student A and B.  Special Education teacher will provide ideas and ways to modify graphic organizer and quiz.  

Culturally and Linguistically Diversity (CLD):  For the graphic organizer and quiz students can write in their native language.  They also have the option of using the translation dictionary on the iPad translation app to help them write words in English.     Teacher will keep checking for understanding to make sure that bilingual or ELL students are understanding the sequence of event using key words and also using the iPad to repeat words in their native language to help and assure the child is understanding the events in the story.

Instructional Methods

Anticipatory Set (Phase 1)- The teacher provides an introductory activity, which stimulates the classes’ thinking about the lesson and connects the lesson to his or her students’ prior knowledge/experience.

Teacher will read the title of the book and show the students the front cover. 

(3.1 Provide or Activate background knowledge.) Teacher will activate the students prior background knowledge by asking them to tell what the story might be about by looking at the front cover and asking questions about the front cover. Teacher will also ask about the setting and where they think the story will take place.  Teacher will also discuss any new vocabulary.

(4.1 Provide varied ways to respond.) Students will be able to answer questions verbally, show a thumbs up and thumbs down, and various other interactive response techniques.

(8.3 Foster collaboration and communication.) Teacher will have students turn to their elbow partner and discuss what they think the book will be about. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “why” Multiple means of Engagement
3.1 Provide or Activate background knowledge	4.1 Provide varied ways to respond	8.3 Foster collaboration and communication

Introduce and Model New Knowledge (Phase 2) - The teacher completely yet concisely describes the new concept that will be the topic of the day’s presentation along with any new vocabulary terms or concepts.

(1.1 Customize the display of information.) Teacher and students will watch a short youtube video of the book on the interactive Promethean board with enhanced sound and graphic support.



(1.2/1.3 Provide alternatives for visual and auditory information.) Students A and B will both benefit from the large images and enhanced sound.

(3.3 Guide information processing.) Teacher will stop the power point periodically to ask questions and check for comprehension. 

(4.3 Integrate assistive technologies.)  With enhanced sound and imaging the visual impaired student will be more apt to follow along with the book.  Student A will also be able to better follow with the large images. 

(7.3 Reduce threats and distractions.)  Both students A and B will sit within close proximity of the board to help lessen any distractions that will cause the student to not comprehend the story.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Customize the display of information 1.2/1.3 Provide alternatives for visual and auditory information 3.3 Guide information processing	4.3 Integrate Assistive Technologies	7.3 Reduce threats and distractions

Guided Practice (Phase 3) - The teacher model’s various ways that students can engage with the new content. Then guides the students as they interact with partners or groups practicing the new material in various meaningful ways.

For this interactive, student driven portion of the lesson the teacher will:

(3.2 Highlight critical features, big ideas, and relationships.) After watching the youtube version of "A Porcupine Named Fluffy”  students will be paired up and they will retell the story to their partners.  

(5.3 Provide ways to scaffold practice and performance.) Teacher scaffolds the students learning by asking questions to navigate through the story and to check for comprehension and expression of the story.   Students express what they know through answering questions and responding to other class members. Teacher will also model for the students how they will fill in their graphic organizers.

(8.2 Foster collaboration and communication)  Students will discuss the events in the book and what happened sharing new knowledge to each other as they tell the story in different way.  Also, students will discuss main characters and their favorite characters.  After students discuss with one another, we will discuss the events and main characters as a whole class establishing a “beginning, middle, and end” part of the story.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “why” Multiple means of Engagement
3.2 Highlight critical features, big ideas, and relationships	5.3 Provide ways to scaffold practice and performance	8.2 Foster collaboration and communication

Independent Practice (Phase 4) - Students in the class are provided with the opportunity to engage with the content independently.

(1.3 Provide alternatives for visual information.) After the teacher and the students discuss the events of the story as a class and the teacher fills in an anchor chart on the first, next and last portions of the story, students will be given a graphic organizer to fill in these three portions on their own.

(2.5 Illustrate key concepts non-linguistically.) The students will draw a picture or write in the correct box (first, next, last) retelling what happened in each part of the story.  

(4.1 Provide varied ways to respond.)  Students have various ways of re-telling the story in their own way through drawing and writing.  They choose what they want to draw and can re-tell the story with their own words and pictures. 

(5.3 Provide ways to scaffold and practice.) Students have been shown and told the different events that have occurred and after it is discussed, students will practice by doing their graphic organizer and organizing the information into first, next and last.

(7.1 Increase individual choice and autonomy.) Once students finish their graphic organizer they will be given the choice to draw a picture of their favorite part of the story on the back of the paper or to write a sentence about their favorite part.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “why” Multiple means of Engagement
1.3 Provide alternatives for visual information 2.5 Illustrate key concepts non-linguistically  3.4 Support memory and transfer	4.1 Provide varied ways to respond 5.3 Provide ways to scaffold and practice	7.1 Increase individual choice and autonomy

Wrap Up (Phase 5) - The teacher reviews all important points of the lesson as reflected by the lesson’s objectives for all students. 
 

(1.1 Customize the display of information.)  Students who share their graphic organizers to the class will use the elmo to expand the image so that Students A and B, and all other students are able to see what the students drew in each box. 

(2.4 Promote cross-linguistic understanding.) Once everyone is finished, students have an opportunity to share with the class what they drew and how they chose to re-tell the story. 

(4.1 Provide varied ways to respond.)  Each child will share their responses in many ways and the students will see how they all drew different pictures and expressed the story in different ways but still stressing that there is a “beginning, middle, and end” in the story.  

( 8.3 Foster collaboration and communication.)  Students will again communicate to the entire class what they have drawn/written on their graphic organizers and share their ideas with the class as a whole using the elmo to show their papers and expand the image for everyone to see clearly.

(9.1 Guide personal goal-setting and expectations.)  Students guide their thinking process out loud as they tell the class what they drew on their paper.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “why” Multiple means of Engagement
1.1 Customize the display of information. 2.4 Promote cross-linguistic understanding	4.1 Provide varied ways to respond	8.3 Foster collaboration and communication 9.1 Guide personal goal-setting and expectations

Assessment (Phase 6) - The teacher provides an assessment plan that directly matches the lesson’s objectives (it must be a written assessment of some kind which accurately assesses the students understanding of what was taught) – measurable.

Formative (informal-must be a written assessment) 

(1.1 Customize the display of information.) Since this is a quiz for young children the teacher will adjust the difficulty of it by having the students do a matching activity and include pictures of the three options as well.

(5.3 Provide options for expressive skills and fluency.) After the quiz has been administered the teacher will allow students to share what they wrote on the quiz.

(9.3 Develop self-assessment and reflection.) Teacher will confirm the correct answers and students can reflect on how well they did.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “why” Multiple means of Engagement
1.1 Customize the display of information	5.3 Provide options for expressive skills and fluency	9.3 Develop self-assessment and reflection

Materials

Interactive SmartBoard

Graphic Organizer

Quiz

Crayons/Scissors Pencils

The book:  “Fluffy the Penguin”

Elmo

iPad