UDL LESSON PLANNING TEMPLATE

Name: Ms. Crouch

Subject: ELA
Grade Level: 8

IDOE Standard for Lesson:

Teaching Goal(s) for Lesson: (What

you want students to know/understand.)

Identify Barriers to Learning for Students:

Students will realize that many children

face conditions that are systematic
effects of social or political oppression.
Students will form connections between
the children they read about in old
fairytales and in the modern age.
Students will realize that this includes
children living near them as well as
abroad.
Learning Outcomes: (Measurable
objectives to be assessed.)

8.RL.2.1 Cite the textual evidence that most

strongly supports an analysis of what a text
says explicitly as well as inferences drawn
from the text.
8.RL.2.3 Analyze how particular lines of
dialogue or incidents in a work of literature
propel the action, reveal aspects of a
character, or provoke a decision.
8.RL.2.4: (Previously taught) Make predictions
about the content of text using prior
knowledge of text features, explaining whether
they were confirmed or not confirmed and why.
8.RV.2.1: Use context clues to determine or
clarify the meaning or words or phrases.
8.W.6.1b: Verbs Explaining the function of
verbals in general and their function in
particular sentences
8.W.6.1c: Adjectives and Adverbs
8.SL.2.4: Pose questions that connect the ideas
of several speakers and respond to others
questions and comments with relevant
evidence, observations, and ideas.

Time needed to complete web quest

Adjusting to computer lab
Interest in reading
Classroom distractions
Lack of materials (pencils)
Difficulty moving between different web
pages

Assessment(s):
Formative

1. Students will brainstorm list of

childrens wants and needs.
2. Students will draw connections
between two nonfiction texts.
3. Students will practice forming
their opinions.
4. Students will cite evidence
directly from the nonfiction texts
to support their opinions.

List of wants/needs
Opinions supported with cited evidence

Summative
-

Later in the semester, students will write a

letter to an authority figure asking for an
improvement in a childs situation.
Students will use the knowledge theyve
cumulated throughout the grading period
to provide evidence on why a child needs
certain improvements.

Materials/Resources:
-

Computers
Lined paper
Writing utensil
Web quest
UNICEF web pages
The Rights of a Child web
page

Differentiation:
Recognition:
- Brainstorm ideas alone, share them with a peer,
share them with class; Classroom discussion based
on student responses; Following physical directions
on screen or listening to teacher instructions
Strategic: Responding to prompt aloud or in
writing; using computer to practice research skills;
using the computer to access new information;
using computer to type or handwrite responses
Affective: Mix of responses based in fact (with
evidence) and in opinion (with clear support);
Revising original list of wants and needs

Introduction: (Time 5-7 minutes)

(Think) Students will begin the lesson by separating their papers into two columns. Label one
column NEEDS. Label the other columns WANTS. In the first column, make a list of 10-15
things children needs to live full and satisfied lives. In the second column, make a list of things
you want to be happy.
(Set timer)
(Pair) Students will turn to the person seated next to them and share their lists.
(Share) Students will share their responses with the class.
Check your list. Did you include things like nutritious foods, clean water, clothing, rest, shelter,
play, family, healthcare, cultural life, safety, education, love, protection from harm, and
freedom of speech? If not, add these to your list of NEEDS.
Modeling/Guided Practice:
Students will follow the directions listed on the web page to complete the days lesson. The
teacher will be available for questions. The teacher will model how to open each web page and
move between the pages.
Students who finish early will be permitted to play on iCivics, an online game resource that
allows players to pretend to be lawyers in court cases involving civil rights.
Conclusion/Assessment:
Reflection: (For example, based on the evidence
from the assessments, what are your next steps in
The teacher will move around the room
the learning cycle?)
to monitor student understandings.
The teacher will revisit the concepts taught in this
weeks lessons throughout the grading period.
Students will continue to discuss the rights of
children through fiction and nonfiction. Students will
refer to their notes from this lesson later in the unit
when planning their letter advocating for an
improvement in childrens rights.

Reflection for Unit Plan:

This lesson, one of my favorites of the year, subtly introduced the students to research
techniques and allowed them some choice in their learning. As part of the usual Friday computer
lab routine, students met in the lab. They proceeded to log onto the teacher website I created
and have been using with them this semester. The website provided access to the necessary web
pages and assignment details.
Providing all the instructions online eases many of the discipline issues that our class
experiences at the start of each day. Students who have questions can voice them easily without
interrupting any introductory teacher talk. Students who understand the directions can move
forth with their work alone.
The lists of needs that I asked students to generate at the beginning of class were returned with
a wide range of responses. Many students reported basic needs such as food, water, and shelter.
Other students added education and medical care, which indicate their Western values. As
students began to navigate the Child Pages on the UNICEF website, many expressed concern and
asked questions about the treatment of children abroad. Their questions suggested that they
hadnt learned in anything but vague descriptions about the lives of children in developing
countries. I noticed that near the end of the unit many students had no trouble recalling details
about the specific issues many of these children deal with. Students were able to recall and use
this information for their assessment activity.
If I were to teach this lesson again, I would probably revisit the computer lab the next day and
ask students to apply their research skills independently. Unfortunately, the computer lab
schedule did not accommodate for this immediately. However, knowing how well students
responded to the new process and information, I might push them further in their research earlier
in the unit.
For Learners 1 and 3, this lesson again allowed them to work with structured impendence. They
could draw from prior knowledge and use the computer to quickly research any further details
they desired immediately. The lesson also encouraged them to connect details of their personal
life with the lives of other children.
I did not teach this lesson with the Honors class so there is no reflection available for Learner 2.