UDL Lesson Plan
Title: David Goes to School
Author: Lauren Guarino
Subject: Language Arts
Grade Level: First Grade
IEP classification(s): ADHD, Specific Learning Disability, Other Health Impaired
Common Core Standard(s): CCSS.ELA-Literacy.RL.1.7
Use illustrations and details in a story to describe its charactersLesson Goals: After reading David Goes to School, the student will be able to identify and describe a character’s physical appearance, actions, and feelings.
Lesson Materials: David Goes To School, Chart Paper, Markers, Assessment Sheet
Instructional Lesson Methods and Assessment
Anticipatory Set
1. I will ask the class
to think about the classroom rules they learned on the first day of school and
have them share to activate background knowledge.
2. We will then watch the
video The Rules of the Classroom. The
first time we will just watch the video and we will then watch it again and act
out the motions and sing with the song.
3. Students will then break
into partners and create a new rule that they think should be added to the
list. The groups will read their new rule to the class.
4. I will call the number
of the reading group that I will meet with for the day. I will inform the rest
of the students that they need to be quietly working at their assigned centers
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
|
4.3 Integrate assistive technologies
|
7.2 Enhance relevance, value, and authenticity
Students have a response and can create a new rule.
|
3.1 Provide or activate background knowledge
|
6.2 Support Planning and Strategy Development
|
7.1 Increase individual choice and autonomy
|
Introduce and Model New Knowledge
1. I will then have the
students join me at the back table. Before the reading, I will have the
vocabulary term “tardy” written on Chart Paper. I will give the definition of
the word and use it in a sentence other than the one used in the book. Then, I
will read the word in the context it is used in the book.
2. I will inform the
student that while we are reading, we will be looking at the main character,
David’s, physical appearance, actions, and feelings.
3. I will refer back to
the character trait chart and discuss what different traits could be shown in
the book. I will identify David’s physical appearance, actions, and feelings.
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
|
6.1 Guide Effective Goal Setting
Students will be informed before reading what to look for.
|
9.2 Scaffold Coping Skills and Strategies
The student with ADHD skills has a stress ball in case he becomes overwhelmed with the assignment. If he gets stuck on a topic, he can ask a peer for help.
|
1.3 Provide alternatives for visual information
|
5.2 Provide Appropriate Tools for Composition
and Problem Solving
If student does not understand a trait based on the illustration, they can refer to the chart.
|
9.1 Guide Personal Goal-Setting and
Expectations
Students will know the expectations after I verbally give the directions.
|
Guided Practice
1. We will read the David Goes to School as a group. I will
read out loud and the students will follow along pointing to each word.
2. We will stop on pages
that someone identifies a physical trait, action, or feeling from David.
3. I will ask the
students, “What can we observe from David’s physical appearance in the
illustrations?” “What do the descriptive words tell us about David’s feelings?”
“What actions is David doing in the illustration?” The students can respond by
writing their responses on a white board and holding it up or writing the
answer on a sticky note and putting it on the board. I will give the students both nonverbal cue and direct feedback based on their answers. I will make statements such as, "Try again" or "Let's think about this", if the student needs to reevaluate their response. If the student meets my expectations, I will give them a nod or say, "Great job" or "I like the way you think."
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 use questioning to guide the students thinking strategies.
|
4.1 Provide Varied Ways to Respond
The student can respond with their white board or a sticky note.
|
8.4 Increase Mastery-Oriented Feedback
|
3.2 Highlight critical features, big ideas, and
relationships
|
5.3 Provide Ways to Scaffold Practice and
Performance
|
8.3 Foster Collaboration and Communication
Students are encouraged to bounce ideas off their group.
|
Independent Practice
1. After we finish the
story, I will have the students refer back to three different illustrations in
the book and think about the feelings and actions that were related to it.
2. The students will
return to their desk and we will have a 5 minute brain break.
3. The students will turn
to that page in their book a record their findings on a T Chart in their
writing journal. The left side of the T Chart will have the words: physical
appearance, actions, and feelings. The right side will be the evidence the
student found in the story to describe the details.
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
|
6.1 Guide Effective Goal Setting
The students are told what characteristics should be included in the chart.
|
7.3 Reduce Threats and Distractions
The students will have a 5 minute brain break before they create their T Chart.
|
1.1 Customize the display of information
The students will be able to see their information in a different form. (T Chart)
|
5.2 Provide Appropriate Tools for Composition
and Problem Solving
The T Chart is a tool that will help guide their thinking by organizing their ideas.
|
7.1 Increase Individual Choice and Autonomy
The students will be able to choose the details they want to include in the T Chart.
|
Wrap-up
1. I will ask the
students “How do the details and illustrations in the story help describe the
characters?” “What words would you use to describe David’s physical appearance,
actions, and feelings?” The student will write one word on their white board
and hold it up to the class or write it in their writing journal.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
3.4 Support memory and transfer
The students are transferring the details from the text in their head down to a written form for a better memory of the facts.
|
6.4 Enhance Capacity for Monitoring Progress
The student can monitor their learning and progress based on their peers responses.
|
8.3 Foster Collaboration and Communication
The students are encouraged to share ideas with the class.
|
3.2 Highlight critical features, big ideas,
and relationships
The questions from the teacher highlight the big ideas of the lesson.
|
4.1 Provide Varied Ways to Respond
The student can write on the white board or in their writing journal.
|
9.3 Develop Self-Assessment and Reflection
The students can assess their progress based on their peers. The student can reflect on the overall concept of the book after hearing the class responses.
|
Assessment
Formative (Informal – must be a written
assessment)
1.
The student will choose and draw an illustration from
the book and answer the questions, “What does David look like?” “What did David
do in this picture?” and “How did David feel when he did this?” I inform the students I expect them to be able to draw the correct illustration and answer the three
questions correctly.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
3.4 Support
memory and transfer
The assessment has the students transfer the knowledge gained from the lesson into written form.
|
6.4 Enhance capacity for monitoring progress
The student can monitor their progress based on their ability to complete the assessment.
|
9.3 Develop Self-Assessment and Reflection
The assessment allows the student to reflect on their comprehension of the story.
|
3.3 Guide information processing
The questions on the assessment guide the students processing of the information.
|
6.1 Guide Effective Goal Setting
The students are told their expectations before the assessment.
|
8.2 Vary Levels of Challenge and Support
|
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
|
|||
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||||||||
