Tiffany Colon

UDL Lesson Plan

Signature Assigment

SPE 417

Fall 2016

Arizona State University

 T.Colon UDL Lesson Plan Signature Assignment SPE 417 2
Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Tiffany Colon Eighth Grade English
Common Core State Standards:

Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
8. RL.2

Objective (Explicit):

Students will be able to analyze the complex characters in The Outsiders as they develop throughout
the text, they will analyze how the characters interact with each other and how this advances the plot and
themes of the story. 80% of students will be able to achieve a score of 80% or higher on the character
section of the unit test.

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

- Evidence of mastery will be the students final product (their poster). Students will include and have
clear examples of character name, physical characteristics, personality traits, and relationship to other
characters, and any other relevant information.
Project will be worth a total of 30 points.
5 pts-participation with group members
5 pts-Physical characteristics
5 pts-personality traits
5 pts -relationships with other characters
5 pts - other relevant information
5 pts- neatness and clarity
Students should have 3-5 examples for each portion of their poster, students should be able to explain and
give textual evidence to support their responses.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Anticipatory Set: Think about the characters in The Outsiders as we begin to read Chapter 3. What
makes the characters unique? What factors of their lives play a part in their identities?
Identify the various characters in The Outsiders

Analyze the characters identities

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 T.Colon UDL Lesson Plan Signature Assignment SPE 417 3

Do a detailed tripod chart identifying the characteristics of a particular character

Give a detailed description orally of a particular character

Key vocabulary: Materials: Annotated notes from The Outsiders

identity chapters 1-3, poster paper, markers, colored pencils,
Physical characteristics crayons
Personality traits
Engage
How will you activate student interest?
How will you hook student attention?
What questions will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Student Will:
Bell Work/Hook: Tuff Talk Who are you? What
makes you unique? What factors influence who The students will journal their response to the bell
you are? (family, friends) Why? work. Students will then participate in a class
Play Audio Book as students follow along and take discussion regarding the bell work.
notes in their texts. Teacher will stop at key events
and moments to discuss with the class. Students will follow along as we read/listen to
Discussion: Can students make connections and Chapter 3 of The Outsiders
observe the differences between characters? Are
they able to present ideas that demonstrate the Students will annotate and take notes on the things
differences and similarities between the characters? discussed in the anticipatory set.
Can the students identify the real identities that
the characters in The Outsiders possess and
understand the realistic qualities of the text.

Explore
How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
What questions or prompts will you be prepared to use with students while they are exploring?
Teacher Will: Student Will:

Expectations: Students will work in small groups (3 or 4) to

Students will work cooperatively with group
members. Every student should have something to
contribute. Teacher will be walking around and
observing student participation as this is part of
their grade. Teacher will be listening for quality
conversations and contributions.
Teacher will ask for feedback from students on
expected behaviors. Teacher will draw names to
check for understanding.
create a poster on one character from The
Outsiders
Characters: Ponyboy, Soda, Darry, Steve, Two-Bit,
Johnny, and Cherry
Students will include and have clear examples of
character name, physical characteristics,
personality traits, and relationship to other
characters, and any other relevant information.

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 T.Colon UDL Lesson Plan Signature Assignment SPE 417 4
Students will have creative freedom of the design
of their poster, as long as it is neat and legible

Displaying work time: Students will be verbally

told the amount of time that they have to complete
each action as well displaying the time on the
board. Also the teacher will prompt the students of
remaining time while the students work on their
poster

Questions/Prompts:

Are the identities the same? Different?

Does gender play a role in identity or

position?

What makes the characters different?

Money? House? Clothes?

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

None
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

Student that has autism will be supplemented with character lists and prompted notes. Student will still be
required to participate in the group activity, but will have an alternate way to show understanding he was
not able to do so in the activity. Notes and an alternate character assignment will be given to his resource
teacher for completion. Student will also be given a handout that details the requirements and
expectations of the assignment, along with definitions and examples for key vocabulary.
Universal Design for Learning
Multiple means of representation
Multiple means of engagement
Multiple means of expression

The students are given multiple opportunities to engage with other students, which fosters
collaboration and communication in the classroom learning community. The students are offered
creative freedom on how they want to express their learning on their posters. We have class
discussions along with their own notes and annotations; they also use connections to their own lives
with journal prompts and entries. Students are able to follow along with the text and/or listen to the
audiobook. I varied my demands for engagement at different times, as they were asked to discuss or
write about varying topics that required different levels of thinking. Students are offered the ability to
get out of their seat and become active in their learning. Various parts of The Outsiders movie will be
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 T.Colon UDL Lesson Plan Signature Assignment SPE 417 5
shown prior to reading about them - this provides a foundation for the text for visual learners, learners
with learning disabilities, and ELL students. In providing many opportunities for student choice in
terms of whom they work with as well as in the products they create, it is my hope that I have a high
level of student engagement.
Strategic Networks class discussion, collaborative posters
Affective Networks discussion making the lesson relevant to students lives

Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the
question from Engage before moving on?
Teacher Will: Student Will:

Teacher will participate in the gallery walk to
become educated on each character, and of the
successfulness of the task at hand. I will ask
students guided questions if needed. Students will
be graded as I go around and listen.
Each group will present poster in a gallery walk
put posters up on walls, add information as you
learn more about characters throughout unit

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

None

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

Student with Autism will not be required to teach in the gallery walk, unless he is comfortable in doing
so, or I feel confident he can do so after listening to his participation in the small group discussions. He
will have an opportunity to demonstrate knowledge and educate me on alternate assignment if he
chooses.
Student will also be allowed to use provided or self-taken notes.

Universal Design for Learning

Multiple means of representation
Multiple means of engagement
Multiple means of expression

Once the project is complete, students will have multiple means of visual representations. Students will
engage in cooperative learning. Much of the cooperative learning is allowing the students multiple means
of expression and when the students are having whole group or small group discussions. These
discussions help the students to demonstrate their understanding of the material given. Students with
LDs are given choices in multiple lessons for the type of product they wish to create to express their
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 T.Colon UDL Lesson Plan Signature Assignment SPE 417 6
understanding.
Strategic Networks class discussion, collaborative posters
Affective Networks discussion making the lesson relevant to students lives

Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular
aspect of this learning at a deep level?
How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a what If
question)
How will all students articulate how their understanding has changed or been solidified?
Teacher Will: Student Will:

1. Teacher and students will leave the posters on
the wall to be added to as we continue to learn
about the characters in The Outsiders through all
12 chapters
1. Students will continue to add to each poster as
we continue to read The Outsiders, while each
group will be the champion for their own character,
any student can add to any poster. Students can add
new understandings in any area about the character.

2. In previous lessons we have looked at gender 2. In The Outsiders Google Doc students will
being part of your identity. create a place for Reflection 1. In 75-100 words
What part did gender play in the characters of The answer the following, Are you surprised that S.E
Outsiders? Hinton is a female? Do you believe that Hinton
How are the characters the same? How are they breaks gender stereotypes with her writing of The
different? Does gender play a role in their identities Outsiders? Why or why not?
or characteristics?
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

No co-teaching involved
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

Student will be given extra time to complete the reflection 1 assignment.

Universal Design for Learning

Multiple means of representation
Multiple means of engagement
Multiple means of expression

Students will engage in cooperative learning. Much of the cooperative learning is allowing the students
multiple means of expression and when the students are given the opportunity to reflect on their learning
and respond with an opinion they are able to think critically and independently.
Strategic Networks class discussion, collaborative posters, writing
Affective Networks discussion, assignments, and reflections making the lesson relevant to students
lives

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 T.Colon UDL Lesson Plan Signature Assignment SPE 417 7
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?
Teacher Will: Student Will:

The You vs Who activity later in the unit will be The students will demonstrate continued mastery of
a chance for students to continue to analyze the this content by adding to their posters as we
characters in The Outsiders continue to read The Outsiders.

Students will have more opportunities to

summarize their learning in journal entries, Tuff
Talks, and Reflections throughout the unit.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

None
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

If I notice that my students with LDs are not continuing to contribute to their posters or other posters in the room. I will check in with
them regularly to assess comprehension on an individual basis.
Universal Design for Learning
Multiple means of representation
Multiple means of engagement
Multiple means of expression

Throughout the unit students will be offered many more opportunities to demonstrate their understanding of the
objectives listed in this lesson.

Reflection

The students in my intern classes consist of honors and regular students. There is only

one student that has an IEP. He is the student I made accommodations for throughout my lesson

plan. I was able to complete this activity in my internship classroom. The students had a lot of

fun with it. They were very engaged and enjoyed be able to be up and moving around the

classroom. I feel it was a nice change for them from their everyday routine. The text that the

lesson plan focuses on is one that has the students reflect on their own lives and has them really

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T.Colon UDL Lesson Plan Signature Assignment SPE 417 8
look at themselves and what makes them unique. It also has them think critically about what

makes them who they are and what factors form their identity.

This activity provided many opportunities for cooperative learning and because it was

inquiry based required the students to think critically. This type of activity allowed for a lot of

fun and it also focused on the learning objective and requires a lot of OtR (Opportunities to

Respond) from the students (Gore, 2010). I made sure to provide a lot of discussion and guiding

questions so that the students were routinely actively engaged. The student with the IEP has low

incidence autism and did not need to utilize the accommodations. I think this was because there

were multiple means of representations throughout the lesson that made him able to participate

with ease. I also provided him with a handout that included important vocabulary definitions.

This is an important topic as students who are not explicitly taught vocabulary definitions suffer

(Brozo, 2008). I did see him refer to this a few times when the students were working on their

posters and were thinking of what they should include about their characters. The vocab was

discussed with the regular students, but they did not need the extra handout to understand what

was expected of them. Also, vocabulary knowledge is also the number one predictor of

secondary students reading comprehension, so I wanted to be sure that he knew what to look for

as we were reading chapter 3, so I made sure I provided him with the handout before we began to

read and listen to chapter 3 (Saenz & Fuchs, 2002).

I made sure to always check for understanding before we began each part of the lesson. I

really noticed how this helped Aiden, the student with the IEP. My intern mentor teacher does not

always do this and I believe this is why Aiden often gets off task. I feel he needs that constant

check in and personal communication to be prepared and stay on task (Flavell, 1999).

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T.Colon UDL Lesson Plan Signature Assignment SPE 417 9
One thing my intern mentor teacher is very good at and did assist me with, is asking the

guiding questions. I often forget what to say when in the moment. I am sure this will come in

time with practice. I did have notes and list of questions to refer to, but it is easy to lose your

place. It was clear that all the students, not just Aiden, needed these guiding questions. Guiding

questions are an important part of students being able to move on and work independently

(Kavale & Forness, 1999). As I walked around the room when the students were working on

their posters, I had to ask a guiding a question at almost every table to inspire responses and

ideas for their poster.

The students were given multiple opportunities to engage with other students, which

fosters collaboration and communication in the classroom learning community. The students are

were creative freedom on how they want to express their learning on their posters. We had class

discussions along with their own notes and annotations; they also use connections to their own

lives with journal prompts and entries. Students are able to follow along with the text and/or

listen to the audiobook. I varied my demands for engagement at different times, as they were

asked to discuss or write about varying topics that required different levels of thinking. Students

are offered the ability to get out of their seat and become active in their learning. Various parts of

The Outsiders movie were shown prior to reading about them which provided a foundation for

the text for visual learners, learners with learning disabilities, and ELL students. In providing

many opportunities for student choice in terms of whom they work with as well as in the

products they create, this allowed for a high level of student engagement.

I loved hearing many of the discussion that took place while the students were working

independently. While Aiden was not always fully engaged or making a ton of contributions I

found him more engaged than normal. I thought that it was extremely important to put students

into cooperative learning groups for this lesson. This created and promoted a positive learning

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environment. I thought that it was very important to have the students interact with their peers

this students with LDs who benefit from working with others (Johnson & Myklebust, 1967).

Cooperative learning groups also allow students to receive help from others and allows students

who might not always be proactive be engaged in the learning process.

I feel I tried many different types of accommodations that were extremely successful in

getting my concept across. These accommodations included guided notes, oral and written

instruction, preferential grouping and seating, cooperative learning groups, giving time limits,

and allowing students to get up and move around. If I did this lesson again, the only thing I

would do differently is practice and be prepared with my guiding questions. I feel having the

opportunity to teach this lesson showed me how important accommodations can be, and the

positive results they can have for not only students with learning disabilities, but all students.

References

Brozo, W.G., & Simpson, M.L. (2007) Content Literacy for todays adolescents:

Honoring diversity and building competence. Upper Saddle River, NJ:

Merrill/Prentice Hall.

Flavell, J.H. (1999). Cognitive Development: Childrens knowledge about the mind.

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Annual Review of Psychology, 50, 21-45.

Gore, M. C. (2010). Inclusion strategies for secondary classrooms: Keys for struggling

learners. Thousand Oaks, CA: Corwin.

Johnson, D., & Myklebust, H.R., (1967) Learning Disabilities: Educational principles

and practices. New York: Grune and Stratton.

Kavale,, K.A., & Forness, S.R. (1999). Efficacy of Special Education and related services

(Monograph of the American Association of Mental retardation). Washington

D.C.: American Association of Mental Retardation.

Saenz, L.M., & Fuchs, L.S. (2002). Examining the reading difficulty of secondary

students with learning disabilities: Expository versus narrative text. Remedial and

Special Education, 23(1), 31-42.

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