UDL Lesson Plan

UDL Lesson Plan

1. Title: Facts and Opinions

2. Author: Kristen Farris

3. Subject: Literacy (Writing)

4. Grade Level: Kindergarten

5. IEP classification(s): Visual impairment, hearing impairment, ADD, ADHD, visual learner, auditory learner

6. Common Core Standard(s):
CCSS.ELA-Literacy.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

7. Lesson Goals:

Students will be able to state their opinion on Ruthie's decision about the tinny camera by using a combination of drawing, dictating, and writing.

8. Lesson Materials:

Teacher: Elmo, a copy of "Fact and Opinion Song", SMART Board, a copy of "Ruthie and the (Not So) Teeny Tiny Lie" by Laura Rankin, 1piece of chart paper, marker

Students: A pencil, a piece of paper, writing notebook

Instructional Lesson Methods and Assessment

Anticipatory Set

1. I will begin this lesson by teaching "Fact and Opinion" song.

(This will be projected on the SMART Board)

2. I will ask the students if they remember what a fact is. We will have a class discussion about what a fact is. When I feel that the students have come up with the correct definition I will write the definition on chart paper.

3. Then I will ask the students if they remember what an opinion is. We will then have a class discussion about what an opinion is. When I feel the students have come up with the correct definition I will write the definition on chart paper.

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 Background knowledge will be accessed through the song and discussion.	5.2 Provide appropriate tools for composition and problem solving With the background knowledge accessed the student will know what a fact, and the students will be able to write a fact they learned from the book.	8.3 Foster collaboration and communication As a class we will discuss the definitions of a fact and an opinion.
2.1 Define vocabulary and symbols With the students participation the teacher will provide the definition of fact and opinion.

Introduce and Model New Knowledge

1. I will then read, "Ruthie and the (Not So) Teeny Tiny Lie" by Laura Rankin.

(This will be projected onto the SMART Board)
2. While I am reading the book I will ask questions like:
-"What do you think will happen next?"
          -"What do you think Ruthie will do with the tinny camera she found?"
          -"What made you think that?"
          -"Was it from a fact you already know about Ruthie?"
         -"In your opinion, what was the best part of the story?"

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 Students that have visual problems will be set in the front of the SMART Board. The book will be projected onto the SMART Board.	6.4 Enhance capacity for monitoring progress The teacher is asking questions during the text to monitor the progress of the students.	8.2 Vary levels of challenge and support The questions that the teacher asks during and after the reading are different levels. If the teacher knows a student needs to be challenged more he/she can come up with a more challenging question for that student.

Guided Practice
1. I will then have the students get into groups of 3 or 4.
2. In the group they will first discuss facts that are in the book.
Example: Ruthie loves tinny objects.

3. They will then write at least one fact that they remember from the story.

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 will be recalling what they remember from the story in order to write a fact from the story.	4.1 Provide varied ways to respond Not only will the students be able to respond verbally with their group they will also be able to write down a fact they remember from the story.	7.1 Increase individual choice and autonomy Students will be able to choose the fact that they wish to write.
		8.3 Foster collaboration and communication Students will be working together to remember facts from the story.

Independent Practice
1. After they finish their group work the students will return to their desk. I will ask a few students to share their sentences.
2. I will then have the students write, in their own words, what a fact and an opinion is.

3. Then I will have them share this with their "elbow partners."

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	6.4 Enhance capacity for monitoring progress	8.3 Foster collaboration and communication
Students will have to recall the definitions of a fact and opinion in order to come up with their own definition.	While the students are writing their definitions, the teacher will be walking around making sure students understand what a fact and an opinion are.	When students are done writing their own definition of what a fact and an opinion are they will share their results with their "elbow partners."

Wrap-up

1. To wrap-up the lesson I will lead the class in another discussion.
2. I will ask the students a few questions:
-"Who can tell me what happened in 'Ruthie and the (Not So) Teeny Tiny Lie'"?
-"Now, who can tell me the difference between a fact and an opinion?"

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	6.4 Enhance capacity for monitoring progress	9.3 Develop self-assessment and reflection
Students will recall both the plot of the story and the definitions of fact and opinion.	The questions asked will monitor the progress of the students as a whole.	The questions will allow students to reflect on what they have learned as a self-assessment.

Assessment

1. I will ask them what they think about Ruthie's decision to keep the tiny camera as her own.

2. I will then ask the students to get out their writing notebook.

3. Then I will give the students this prompt, "In your opinion, what should Ruthie have done when she found the tinny camera?"

4. The students will then use a combination of drawing, dictating, and writing to state their opinion.
5. I will provide the students with "In my opinion" to help them get started.

Formative (Informal – must be a written assessment)

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.2 Clarify syntax and structure	6.4 Enhance capacity for monitoring progress	7.1 Increase individual choice and autonomy
I will provide students with "In my opinion" to help them understand exactly what I'm wanting them to write.	After this assessment the teacher will be able to know if the students have learned what a fact and an opinion is.	Students will be able to write their own opinion. 8.4 Increase mastery-oriented feedback Students will prove that they know a fact verses an opinion when they do this assessment.

Rubric

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

Recognition Networks

“What”

I. Multiple Means of Representation ensures that the Recognition networks of students are supported

Specific UDL Accommodations (1.1 – 3.4)

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
Provide options for perception
1.1 Customize the display of information
1.2 Provide alternatives for auditory information
1.3 Provide alternatives for visual information	X	Phase 2
Provide options for language and symbols
2.1 Define vocabulary and symbols	X	Phase 1
2.2 Clarify syntax and structure	X	Phase 6
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic understanding
2.5 Illustrate key concepts non-linguistically
Provide options for comprehension
3.1 Provide or activate background knowledge	X	Phase 1
3.2 Highlight critical features, big ideas, and relationships	X	Phase 5
3.3 Guide information processing
3.4 Support memory and transfer	X	Phase 3, Phase 4

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)

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
Provide options for physical actions
4.1 Provide varied ways to respond	X	Phase 3
4.2 Provide varied ways to interact with materials
4.3 Integrate assistive technologies
Provide options for expressive skills and fluency
5.1 Allow choices of media for communication
5.2 Provide appropriate tools for composition and problem solving	X	Phase 1
5.3 Provide ways to scaffold practice and performance
Provide options for executive functions
6.1 Guide effective goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress	X	Phase 2, Phase 4, Phase 5, Phase 6

Affective Networks

“Why”

III. Multiple Means of Engagement ensures that the Affective networks of students are supported

Specific UDL Accommodations (7.1 – 9.3)

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
Provide options for recruiting interest
7.1 Increase individual choice and autonomy	X	Phase 3, Phase 6
7.2 Enhance relevance, value, and authenticity
7.3 Reduce threats and distractions
Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary levels of challenge and support	X	Phase 2
8.3 Foster collaboration and communication	X	Phase 1, Phase 3, Phase 4
8.4 Increase mastery-oriented feedback	X	Phase 6
Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection	X	Phase 5

Monday, November 10, 2014