Then design your own UDL lesson
plan blog using the following framework:
UDL Lesson
Plan (Sample Format) - Refer to Blog for Example
- Title: My Favorite Seasons Opinion Writing
- Author: Kati McCubbin
- Subject: Opinion Writing
- Grade Level: 2
- IEP classification(s): Visual Learners, Kinesthetic Learners, ADHD, Speech Language Impairment, Specific Learning Disability
- Common Core Standard(s): CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling when writing.
- Lesson Goals- The goals of this lesson is for the students to understand opinion writing, and create an opinion piece over their favorite season of the year. Each student will state their opinion, give a reason, an example of their reason, and then restate their opinion again.
- Lesson Materials: Computer, SMART board, The Reason for the Seasons by Gail Gibbons,
https://www.youtube.com/watch?v=F-zOCgn5CyA
worksheets, graphic organizer,
paper for students to write, pencils, markers.
Instructional
Lesson Methods and Assessment
Anticipatory
Set (Describe step by step what you and
the students will be doing in this phase of the lesson)
1. Show the students a picture of the four seasons, and
ask who can help name them by the picture that is shown.
This will be displayed
on the smart board as well as a worksheet in front of them.
2. Then we will read The Reasons for the Seasons by Gail
Gibbons.
3. I will then tell the students that in their own
opinion they get to choose their favorite season and write a paper telling why.
We will pick some to read at the end of class.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.3 Provide alternatives for visual
information
The students will have the worksheet projected on
the smart board as well as right in front of them to fill out.
1.1 Customize the Display of Information
Students
will label the information displayed about seasons.
The book will also
be available on YouTube for any student who needs an alternative form.
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4.2 Provide varied ways to interact with
materials
Students can write on their paper, and I will ask
for volunteers to come up and fill in the seasons.
Students can respond on their paper, and verbally
to me in front of the class.
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7.1 Increase individual choice and autonomy
The students will choose which way they want to
respond to the prompts.
Students will collaborate on which season is
which, and communicate through writing and speaking to identify each season.
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Introduce
and Model New Knowledge (Describe
step by step what you and the students will be doing in this phase of the
lesson)
In this portion of the lesson, I will display
a characteristic chart on the board for the students and I to have a class
discussion about.
We will discuss things that people, animals,
and plants do in each season.
For each season I will ask students if they
can make a text to self, text to text, or a text to world connection about the
facts that are displayed.
Where do we see people wearing coats?
When do we usually go to the beach? Who has
been to the beach? What was the weather like? Can you tell me what season it
was based on the weather?
What to the trees look like outside right now?
Then what season is it?
I will also ask the students their opinion of
each season while we are discussing it.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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We will use a chart
of information to create a discussion, and take notes.
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6.3 Facilitate managing information and resources
I will manage the information from the chart to
help the students learn traits of each season.
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7.1 Increase
individual choice and autonomy
This
will help the students know they can make their own choice based on what they
prefer during a season.
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1.2
Provide
alternatives for visual information
If need
be, the chart that we will be discussing can be printed off for the student
in need.
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6.4 Enhance capacity for monitoring progress
I will tell the students that after we find
specific examples of things that happen in each season here we will use them
in a graphic organizer to write.
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7.3 Reduce
threats and distractions
At this point in the
lesson, students may be getting anxious to actually complete the assignment,
and do more on their own. We can do brain breaks, and minute songs to prevent
distractions.
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Guided
Practice (Describe
step by step what you and the students will be doing in this phase of the
lesson)
The students will have
a graphic organizer for their writing on their desk, and I will project one on
the smartboard for us to work through together before they do theirs.
We will give examples on the board using my opinion,
for example I will explain that my favorite season is Summer. I will fill it in
in my graphic organizer for the students to see.
(O- In my opinion, my favorite season is
Summer.)
I will tell the students that after they make
up their mind about their opinion of their favorite season, they need a reason.
I will then tell them my reasoning and record it on the board.
(R- I like summer because there is no school.)
The students will then be required to write an
example of their reason. I will tell them my example, and recorded it on the
board in the graphic organizer for them to see.
(E- Kids in the summer get to go to the park,
and the beach instead of school.)
The students will then be required to restate
their opinion. I will tell them to try to think of a way to restate their
opinion in a different sentence than they used for their first sentence.
(O- In my opinion, Summer would be my favorite
season.)
Before we begin to write, I will play a video
about the four seasons for the students to help them think of reasons they may
like a particular season the best.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.2 Clarify syntax and structure
I will clarify
what the structure needs to be of the graphic organizer by showing an example
to the students, and working through it with them.
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4.3 Integrate assistive technologies
The video provided will help assist with reasoning
for each season to be their favorite.
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8.4
Increase
mastery-oriented feedback
The
graphic organizer will increase their mastery of opinion writing by helping
them separate and give structure to their ideas.
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3.1 Provide or activate background knowledge
I will
provide and or activate background knowledge when I play the video about the
seasons for the students, and while going through the graphic organizer.
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6.2 Support planning and strategy
development
Students will see an example of how to plan out
their paper.
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9.1 Guide personal goal-setting and
expectations
During the demonstration of how I want the graphic
organizer filled out, the students will be guided into setting a goal of what
they will put in their own, and will know what I expect of them.
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Independent
Practice (Describe step by step what
you and the students will be doing in this phase of the lesson)
At this point it is
time to turn the reins over to the students.
The students will be
filling in their graphic organizers, and coming up with ideas to use in their
writing.
I will walk around and
assist with spelling, guided questioning, and mechanics.
Students may also use
their desk dictionaries in order to assist while they are writing their graphic
organizer rough draft.
At this point if a
student needs extra help, they can be directed to some of the previous
activities we have completed to work up to this point in the lesson.
If the students are
finished with their graphic organizers, I will use a method of self-checking
called “phonics phones”
It is a piece of pipe
that is shaped like a phone and the student will read his or her sentences back
through the pipe and make sure it sounds correct, and if it doesn’t self-correct,
or ask questions.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.1 Define
vocabulary and symbols
Students
will be allowed to use their desk dictionaries to assist on spelling.
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5.2 Provide appropriate tools for
composition and problem solving
Desk Dictionaries will be provided, and they can
go back and look at previous things we have done in the lesson.
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9.2 Scaffold coping skills and strategies
If students get frustrated during writing, and can’t
think of anything we will STAR, stop take a deep breath, and relax.
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3.4 Support memory and transfer
Students will support what they have
learned and transfer their thoughts and ideas of what they already knew or
learned in the lesson to their graphic organizer
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5.3 Provide ways to scaffold practice and
performance
The graphic organizer will be used for the
students to practice what they will actually write in their assessment paper.
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8.2 Vary levels of challenge and support
At this point in the lesson the student will
actually have to complete the graphic organizer with little to no support on
their own.
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Wrap-up (Describe step by step what you and the
students will be doing in this phase of the lesson)
To wrap up the lesson,
I will have some of the students share out loud what their favorite season was.
I will ask the student
to give me their reason why, and their example.
We will write these
examples on the board.
I will ask the
students why it is important to express their own opinion on things, and we
will discuss that if you do not express your opinion you may miss out on
something you are wanting to do.
Writing is a great way
to express your opinion, what are some ways we can start sentences to express
our opinion.
I will post this to
the smart board, and I will print one for each student to keep in their writing
folder. We will read them together.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.2 Clarify syntax and structure
The ways to say your opinion chart will help
clarify structure and syntax
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4.1 Provide varied ways to respond
Students can respond in their graphic organizers,
as well as in front of the class to express their opinion
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8.3 Foster collaboration and communication
We will communicate as a class, and the students
will express and share their opinion.
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3.3
Guide
information processing
This
will help the students process why I want them to learn this information, and
how to express their opinion.
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6.1 Guide effective goal setting
The goal was to fill out the graphic organizer,
and the goal was accomplished at this point in the lesson.
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8.2 Vary levels of challenge and support
At this point I will push students to think of
other ways they can express their opinion, and why is it important for them
to do so.
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Assessment (Describe step by step what you and the
students will be doing in this phase of the lesson)
Formative
(Informal – must be a written assessment)
The students Assessment will be to create a final copy of their paper,
and change their rough draft into a perfected copy.
The students will not be able to use their graphic organizer for the
assessment, but the paper must have each element of the graphic organizer included
in it. Each paper will be graded on a 4 point rubric, each element of the “OREO”
graphic organizer being worth 1 point.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.3
Provide
alternatives for auditory information
I will
give auditory directions, but will provide written directions as well for
those who need them.
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6.2 Support planning and strategy
development
The assessment supports the planning and
development of the graphic organizer
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7.2 Enhance relevance, value, and
authenticity
The students responses to the assessment prompt
will be of value of their opinion, and relevant to what we were learning.
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3.2 Highlight critical features, big ideas,
and relationships
When giving directions, I will verbally highlight
the important parts of the directions.
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6.3 Facilitate managing information and
resources
Students will be required to manage their
information about their opinion and turn it into a final draft.
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8.1 Heighten salience of goals and
objectives
The students responses will prove the goals and objectives
of the lesson were met.
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Please submit the checklist below with your
project (hyperlink for your UDL blog) and annotate which elements you have
incorporated and where:
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Brain Network
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UDL Principle
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Recognition Networks
“What”
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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”
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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”
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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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