Then
design your own UDL lesson plan blog using the following framework:
UDL Lesson
Plan (Sample Format) - Refer to Blog for Example
- Title: America
The Beautiful
- Author: Katharine
Lee Bates, Illustrated by Chris Gall
- Subject: Social
Studies, Writing
- Grade Level: 2nd
- IEP
classification(s): Auditory, Visual, ADHD
- Common Core
Standard(s):
·
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in
which they introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section.
- Lesson Goals: Students
will write an informative text about what makes Arkansas unique and
special to the United States of America. They will be able to support
their opinion with details and evidence.
- Lesson Materials:
America The Beautiful (Book: http://www.amazon.com/gp/re ader/B000FVHJA
S/ref=sib_dp_pt#reader-link ), You Tube video: https://www.youtube.com/watch?v=ll_0i0WB96I#t=136 , chart paper for the descriptive words
Instructional
Lesson Methods and Assessment
Anticipatory
Set
1. I will introduce the lesson by asking students what
they like about living in America. After a brief discussion about what the
students love, I will play a video.
2. After the video I will ask what they thought of the
places and if they recognized any of them in the video.
3. I will then ask why these places are special to the
United States of America.
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
·
I will
email the students the link to the video. This has the words from the book.
Students can choose to listen to it for reference, instead of the book.
|
6.1 Guide effective goal setting
· I will explain what the students are
going to have to do during the lesson. We will go over the goals for the
lesson. They will be written on the board for the class to see. They can also
refer to this list, if they lose focus.
|
8.1 Heighten salience of goals and
objectives
· I will make sure to point out the goals
that the class has for the day, which will be posted in the front of the
classroom. I will then encourage students to write their own goals or
objectives.
|
3.1 Provide or activate background knowledge
· I will ask the students what the like
about America. This will help them to identify with what the video is
showing.
|
Introduce
and Model New Knowledge
·
Students will go a back or front carpet. This is where
I will introduce the book that we are going to be reading.
·
I will briefly discuss
adjectives. I will talk about how they are descriptive. I will ask the students
to pay close attention to find the adjectives in the story.
I will then read the book to the students.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.2 Provide alternatives for auditory information
I will
provide a copy of the words from the poem. This will help students who have
trouble hearing. It will also provide students with examples of descriptive
words.
|
4.2 Provide varied ways to interact with materials
· Students will be able to refer to both
the book and the video to study the material.
|
7.3 Reduce threats and distractions
· The students will be in one group on a
carpet. I will need to be aware of which students could cause problems or
distractions in the group. These students need to be told where to be seated.
I will go over the classroom rules before I begin the lesson. This will help
reinforce the classroom behavior.
|
4.3 Integrate assistive technologies
· I will make sure to use an Elmo to help
make the text larger. I will also use a microphone to help with auditory
issues.
|
9.2 Scaffold coping skills and strategies
· After I read the rules before the
lesson, I will ask how we can deal with disruptive behavior. I will ask what
the appropriate response is if someone is disturbing the students.
|
Guided
Practice
·
As a class, we will go through the book again.
o
This time, we will
highlight all of the words that describe America.
·
I will then show
different pictures of America. I will allow the class to discuss what they
think about the different American places.
o
Students will have to
come up with different descriptions to describe the pictures.
·
We will then discuss
how some of the words could be applied to Arkansas.
o
We will talk about the
specific elements that would qualify that word to describe Arkansas.
·
I will then show some
pictures of Arkansas and see what vocabulary they can come up with.
Haw Creek Falls
Hagarville, AR
Mount Magazine
Logan County, AR
Pinnacle Mountain
Roland, AR
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.1 Define vocabulary and symbols
· When we are highlighting the words that
describe America, we will be reviewing the vocabulary words in the story.
|
5.1 Allow choices of media for communication
·
Students
will be allowed to listen to the video, or look at the book as a reference.
|
7.2 Enhance
relevance, value, and authenticity
· I will explain to the students that it
is important to value the place where you live. I will explain what happens
when someone is negligent to their home.
|
3.2 Highlight critical features, big ideas,
and relationships
·
We will
be highlighting the words in the book that are describing America. This will
set up some knowledge for students when they need to describe Arkansas later.
|
Independent
Practice
·
Students will return to their desk.
·
They will be seated in
groups of three or four.
·
Students will work in
their groups to come up with words that would describe Arkansas.
·
They will make a list
of things that make Arkansas unique, working off their list of descriptive
words.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.3 Guide information processing
·
I will
continue to ask questions during the group work. This will help make sure
students are on task and understand what their task is.
|
6.3 Facilitate managing information and resources
· The students will make list on a piece of
paper. This will help them to have a specific set of words to work with on
their writing assessment.
|
8.2 Vary levels of challenge and support
·
I will
start out helping the students with the descriptive words, but by the end of
the lesson, they should be coming up with their own words to describe
Arkansas.
|
Wrap-up
·
We will end with a discussion about the different
words that they chose for a description.
·
I will write some of
the examples on the board.
·
I will then introduce
the assessment.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.5 Illustrate key concepts non-linguistically
· The students will be able to associate
the pictures in the book and the examples provided in the lesson with the
adjectives that we discuss in class.
|
6.2 Support planning and strategy development
· This activity is supposed to help
students prepare for the written assessment. These words should provide ways
for students to plan what they will say in their informative text.
|
8.3 Foster collaboration and communication
· The students will be working together
with a group. They will be encouraged to participate in the group. Hopefully,
the students will feed off of each other to come up with some descriptive
words to use.
|
Assessment
Formative
(Informal – must be a written assessment)
·
Students will write an informative paper that
describes what makes Arkansas important to the United States of America.
o
They will be able to
look at the different examples that they made and that are written on the
board.
o
They will have to
support their answers with at least two supporting details.
o
They will also have to
include a conclusion.
·
After the students
have written their responses in their writing journals, we will have a
classroom discussion.
o
We will discuss the
factors that make Arkansas a unique place to live.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
4.4 Support memory and transfer
·
I will
make sure to have the examples that we have come up with as a class on
display. This will help the students to know the kind of words we are looking
for, and help them recall the discussion we had that will help them write and
informative text explaining what makes Arkansas beautiful.
|
5.2 Provide appropriate tools for composition and problem solving
·
Students
will be given all of the tools and materials they will need to compose an
informative text. There will be a copy of the book to refer to. I will send
them a link of the video.
|
7.1 Increase individual choice and autonomy
·
Students
will be able to choose what words they want to describe Arkansas. They can
choose to include an illustration to accompany their text.
|
UDL
Assignment Rubric
Evaluation
Areas
|
Exceeds
Expectations
A
|
Meets
Expectations
B
|
Does Not Meet
C
|
Points
|
25-23 points
|
22 -20 points
|
19- less
|
||
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
15-14
|
13-12
|
11-
|
||
Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
10-9
|
8
|
7
|
||
Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar,
punctuation, formatting, font, text
size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
Overall Total Points
|
/100
|
|||
Please
submit the checklist below with your project (hyperlink for your UDL blog) and annotate
which elements you have incorporated and where:
Brain Network
|
UDL Principle
|
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Recognition Networks
“What”
|
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
|
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Strategic
Networks
“How”
|
II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
|
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Affective Networks
“Why”
|
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
|
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