UDL
Lesson Plan Framework (Sample Lesson Plan on BB)
Title: Here They Come!
Author: David Costello
Subject: Reading & Writing
Grade
Level: 3rd
IEP
classification(s): N/A
State
Standard(s):
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Lesson
Goals
The student will develop a paragraph and illustration describing a character from the story with a 90% accuracy rate. BL: Knowledge, Comprehension, and Application. MI: Visual, Intrapersonal, and Verbal/Linguistic.
The student will develop a paragraph and illustration describing a character from the story with a 90% accuracy rate. BL: Knowledge, Comprehension, and Application. MI: Visual, Intrapersonal, and Verbal/Linguistic.
Instructional
Methods
Anticipatory
Set
- The teacher will ask students to raise their hand if they remember the different ways to describe characters of a story previously discussed the day before.
- Hold a discussion with students to refresh on various ways to describe characters.
- Provide students the opportunity to see the book cover via smart board.
- The teacher will inform students they will be read a Halloween story and then describe characters from the text.
- The teacher will ask students to think about how they would describe the characters on the cover just by looking at them (physical traits and posture). Allow them to share their ideas with a partner.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.1.) Options that customize the display of information.
Teacher provides the book cover on the smart board so students can visually see the type of illustration they will be describing. 2.1.) Options that define vocabulary or symbols. Teacher covers the prior vocabulary word describe. 3.1.) Options that provide or activate background knowledge. Teacher holds a discussion with students relating to a prior lesson when students learned to describe characters. |
4.3.) Options for accessing tools and assistive technologies.
Teacher uses elmo and smart board to enhance students visual perspective of the story which will be read. 6.1.) Options that guide effective goal setting. Students know they will describe characters from the story. Providing them with an opportunity to see and think about character traits before reading the story will allow students to cue in on certain traits in order to see if they were correct on their judgement. |
7.1.) Options that increase individual choice and autonomy.
Students get to choose what physical traits can be used to describe the characters on the book cover. |
Introduce
and Model New Knowledge
- The teacher will explain to students the meaning of gathering an inference about a character. (inference- a conclusion reached on the basis of evidence and reasoning.)
- The teacher will discuss with students to gather an inference about a character, they will need to be able to look back in the story and provide evidence.
- The teacher will ask students to raise their hand if they would like to describe a character they have read about or are currently reading
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.1.) Options that define vocabulary or symbols.
The teacher will introduce the word and meaning of interference. 3.3.) Options that guide information processing. The teacher invites students to share descriptions on characters they have read about or are currently reading. |
6.3.) Options that facilitate managing information and resources.
Students will access prior knowledge to characters they are familiar with and ways to describe them. |
7.2.) Options that enhance relevance, value, and authenticity.
Students get to describe a character based on their own judgement. 8.4.) Options that increase mastery oriented feedback. As students begin to describe characters, the teacher will be there to give positive feedback or advice to help them better understand the goal. |
Guided
Practice
- The teacher will ask students to raise their hand if they remember reading Charlotte's Web during guided reading at the beginning of the year.
- The teacher will project the cover of Charlotte's Web on to the smart board and have big paper ready to practice an anchor chart.
- The teacher will choose the character Wilbur.
- The teacher will ask students to raise their hand if they can describe the character.
- The teacher will draw a picture of Wilbur in the middle, then ask students different ways to describe his character (example: a pig, loyal, nice, funny, sad, worried).
- The teacher will ask students to raise their hand if they can choose a descriptive word and tell what happened in the story. (example: worried- Wilbur was worried when he thought he was going to be used for bacon.) Use the attached video as an example of how Wilbur felt during one part of the story. (he was happy because he discovered he could talk!) But, how did the other characters feel?
- The teacher will instruct students to pair up with their partner to write a paragraph explaining Wilbur's character. Students may use the anchor chart as needed.
- The teacher will now call students to the carpet.
- The teacher will inform students to cue in on different characters as the story Here They Come is read.
- The teacher will read the book with expression.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.3.) Options that provide alternatives for visual information.
Instead of just describing the character orally, the teacher will create an anchor chart with students so they can visually see the words. 2.2.) Options that clarify syntax and structure. Students will write a paragraph describing Wilbur's character. 3.1.) Options that provide or activate background knowledge. Students are referring to a previous read book to describe a character. |
4.2.) Options in the means of navigation.
The students will go from their desk to the carpet. 5.3.) Options in the scaffolds for practice and performance. Students will take the information discussed in class to create the anchor chart to develop a paragraph with a partner describing the character. |
8.3.) Options that foster collaboration and communication.
The class will not only be in whole group discussion, but students will pair up with a partner to come up with a paragraph together describing the character. |
Independent
Practice
- The teacher will ask students to return to their seats quietly and pull out their writing notebook.
- The teacher will instruct students to choose one character from the story and make a graphic organizer based on their characteristics like we did together with Charlotte's Web.
- Please allow students 10 minutes to complete their graphic organizer.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.4.) Options that support memory and transfer.
Students will recall a character from the story and write words to describe them. |
4.2.) Options in the means of navigation.
The student will go from the carpet to their seats. 5.2.) Options in the tools for composition and problem solving. The students will use words to describe a character from the story. 6.2.) Options that support planning and strategy development. The students will create a graphic organizer to devise effective words to use for character description. |
7.1.) Options that increase individual choice and autonomy.
The student chooses words to describe the character. |
Wrap-up
- After students are finished developing their graphic organizer, the teacher will ask them to raise their hand if they would like to share a thought about a character.
- The teacher will ask students to raise their hand if they can list different ways to describe a character.
- The teacher will ask students to raise their hand if they can explain what inference means.
- Discuss with students the meaning of describing characters and the definition of inference.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.1.) Options that define vocabulary or symbols.
The teacher will review vital vocabulary words. 3.1.) Options that provide or activate background knowledge. Students will refer back to vocabulary learned in a previous lesson. |
6.3.) Options that facilitate managing information and resources.
Students are provided the opportunity to share their personal thoughts on a particular character. |
7.2.) Options that enhance relevance, value, and authenticity.
By going over the vocabulary again, students have the chance at understanding it better before assessment. |
Assessment
Formative
(Informal - written)
- The teacher will ask the helper of the week to pass out the assessment sheet and rubric.
- The teacher will instruct students to use the their graphic organizer to write a paragraph describing the character they chose and illustrate it.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.2.) Options that clarify syntax and structure.
The teacher will ask the student to write a paragraph. 3.2.) Options that highlights critical features, big ideas, and relationships. The student is able to create their personal descriptions of a character in paragraph form. |
6.2.) Options that support planning and strategy development.
Students will have to put their thoughts of description into sentences to form a paragraph. Students will be provided with a rubric so they will know what is expected of them. |
8.1.) Options that heighten salience of goals and objectives.
Students will describe characters from the text. 8.2.) Options that vary levels of challenge and support. Students will create a paragraph individually. 9.3.) Develop self assessment and reflection. The student will assess their writing based on the rubric provided. |
Materials
- The book Here They Come, by: David Costello
- The book Charlotte's Web, by: E.B. White
- big paper
- markers
- computer
- ELMO
- smart board
- notebook
- pencil
- assessment sheet
- rubric sheet
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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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
| |||
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