UDL Lesson Plan

Margaret Manley
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About This Lesson

DESCRIPTION
This lesson will take place in a second grade classroom (students are 7-8 years old) during the time allotted for English Language Arts
instruction. The classroom has 25 students. Every student has his/her own device (tablet) which is used during instruction time. All of the
students have access to materials in the classroom.

Mike has been identified as having a learning disability. He struggles to read grade level text and is unable to comprehend what he has
read. Data collected by his teacher suggests he is reading three levels below his peers. When material is read to him, however, he can
answer questions with a high degree of accuracy. When asked to read aloud in class or to respond verbally to written direction, Mike often
becomes verbally abusive to the teacher and his classmates. In the area of expressive oral language, Mike demonstrates the ability to
describe scenes, give directions, and explain steps. However, in written expression, Mike scores significantly below his peers in his ability
to spell words used in everyday writing and to compose and write an organized, complete letter. His understanding of mathematical
concepts seems strong, but his academic progress in math is hindered by his difficulties with reading and writing.

Jamal, a young boy with cerebral palsy, is an enthusiastic student, well on his way to becoming an expert on military tanks and
submarines. From his home computer he has found and collected hundreds of photos, stories, and websites devoted to these mobile
weapons. Jamal uses a wheelchair for mobility. Jamal speaks quite slowly and his speech is often unintelligible. With great difficulty, he
can write and draw with pen and paper. He is much more successful using his computer with an expanded keyboard. Jamal is barely
keeping up in the mainstream classroom, in part because of increasing amounts of reading and writing. Science and social studies
particularly engage him, and he uses his strong strategic skills (such as his ability to seek, locate, and save information) to good effect in
these classes. However, because of his motor difficulties, Jamal must invest tremendous effort just to keep pace, and at times he becomes
discouraged.

Mateo just moved to the United States with his parents and his little sister. Mateo loves futbol (soccer), music, and technology, especially
his iPad. He speaks Spanish fluently. Mateo has had little education in the English language and only knows rudimentary English
vocabulary and directions. He struggles at reading and writing in the English language. Mateo attends an ESOL class for an hour every
Monday, Wednesday, and Friday. Mateo is a bright student and has a great understanding of math, and when the textbook and instructions
are translated, has a wonderful understand of science. When given repeated verbal directions, coupled with visual supports, he is able to
complete tasks. Mateo also excels when activities and assignments are first modeled through hands-on activities.

Daisy has been identified as Gifted and Talented. She is performing a whole grade level above her peers in reading, writing, and
mathematics. Daisy often gets bored during classroom instruction and has difficulty with remaining motivated. Oftentimes, Daisy will not
finish her work and instead disrupt her peers with off-topic conversations. With appropriate, academic challenges, Daisy does enjoy
participating in cooperative group activities, discussions, and sharing her ideas with her peers. Daisy also enjoys doing research projects
and engaging creative writing opportunities.

PREREQUISITES
Students will need to know how to type and use Microsoft Word on a computer.
They will need to know how to read on their level text/follow along when someone is reading with them.
Students will need to know how to find details that are important in a story.
Students will need to be able to take a story and compare it to their own lives or thoughts in order to write a similar story (circular).

ESTIMATED TIME
1 hour

Potential Use

PURPOSE: Classroom Instruction, Small Group

GRADES: 2
CONTENT AREAS: English/Language Arts
COMMON CORE: College and Career Readiness: Anchor Standards
Reading
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.2 Determine central
ideas or themes of a text and analyze their
development; summarize the key supporting details
and ideas.

English Language Arts

Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.2.2 (grade 2): Recount
stories, including fables and folktales from diverse
cultures, and determine their central message,
lesson, or moral.

Goals
INSTRUCTIONAL GOALS

All students will be able to sequence a circular story and be able to create their own circular story.

OBJECTIVES
Given a circular story, the student will be able to recreate the story with a partner.

VARIABILITY
The following options are available for all students.

Options to Support Engagement:

Students will be given mul0ple forms of engagement through the ways they are reviewing circular stories. Their rst ac0vity is to act out dierent slips
of paper given to them to show how these events all connect to one another and the last event relates to the rst event which brings the whole story
back to the beginning. The students will be ac0ng out the events which will help with kinesthe0c learners and get the students all moving. During the
lesson, the students will be sequencing the story in their own way. They can choose whether they want to color pictures, make a comic strip, act it out,
etc

Options to Support Representation:

Students will be given mul0ple forms of representa0on for when they are puBng the events of the story "If You Give a Mouse a Cookie" in order. The
students can choose anyway they would like to represent the sequence of the story. They can make it as a comic strip, draw pictures, simply write it
out, or do a book review. The students will also get a chance to come up with their own stories with a partner that are similar to "If You Give a Mouse a
Cookie". They can brainstorm in anyway possible to them and they are allowed to write and type their stories out so they can be published and placed
into the classroom library.

Options to Support Action and Expression:

Students will be given the choice of choosing their own partner when they begin to write their own circular story. The students will be trusted that they can pick
their own partner and that they will get their work done. All students will have the op0on of asking the teacher to select their partner. Also all students are
subjugated to having their partners switched. If the teacher believes the students are not working well together, the teacher has every right to separate the
students. All of the class materials are accessible to the students and the students know where the materials can be found in the classroom since the teacher will
have them set out on the front table where every student can see the materials. At the end of the lesson the students are asked if they completed their objec0ve
and whether they met their goal of nishing the work. The students will give a thumbs up or thumbs down.

Accommoda0ons/Modica0ons for Specic Students:

Mike, a student with a high incidence disability, will have his own copy of the book If You Give a Mouse a Cookie that is online where he can use his
tablet for that will have a text-to-speech reader on it. Mike will also be given the text in written form so when he is sequencing the story he has two
options to look at when sequencing the story out. He will be able to listen to the text and see the text while he is listening to it be read to him. When it
comes to Mike helping his partner make their own circular story, Mike will have the option to use his personal dictionary given to him by the teacher,
so he can look up words he wants to use that he may not know how to spell. His partner is allowed to help him look up the words in the dictionary as
well.

Jamal, a student with a low incidence disability, will have his own computer and his expandable keyboard. He will have options to
sequence the story If You Give a Mouse a Cookie all through technology. He will have the option to make a powerpoint, vocaroo,
poptoon, etc Jamal will get to make his sequence on his tablet and then email it to the teacher since he has troubles holding a pencil
and writing on paper. When he is working on writing his own circular story with a partner, he once again will get to use his expandable
keyboard in order to type the story as well as his VOCA which is a voice output communication aid, which all Jamal has to do is hit a
picture of something he wants to say and it will project out of the aid so his partner will understand what he is trying to say.

Mateo, an ELL student in the classroom, will be given the text If You Give a Mouse a Cookie in Spanish as well as English. On one side
of the text it will be in Spanish and on the other it will be in English. This will help him be able to sequence the story a lot easier and he will
get it done a lot quicker. When working with a partner Mateo will be allowed to use a translator machine that will help him translate what
the partner is saying to him, if he does not understand it. It will also be easier for him to translate to the partner what he wants to say in the
circular story.

Assessments
FORMATIVE ASSESSMENTS
Students will act out events given to them by the teacher as a whole group. The events will end up connecting to one another and help to
represent a circular story. The students will not be told that they are acting out a circular story and at the end of the acting out the teacher
will ask the students what kind of story were they acting out.

During the classroom instruction, students will be creating their own sequence of events of the story If You Give a Mouse a Cookie. The
sequence can be in any form they want it to be. The teacher will monitor the students work by walking around the classroom and helping
students who maybe struggling with what event comes next. The teacher will collect the finished products and grade the sequences based
on whether the events are correct and not based on how the sequence was done.

Students will also be creating their own narratives/circular stories. The students work will be graded based on punctuation, capitalization,
spelling, and sentence structure. The teacher will not grade the work on how creative the story is or how well the story is bind together.

At the end of the lesson, students will be given a short story, which is a circular story, that they have to read and then given pictures of the events that
happened, they will have to glue them to a piece of paper in order and show how the story is sequenced in a circular fashion. The students will have
the option to do this activity on their tablets or with paper.

SUMMATIVE ASSESSMENTS
At the end of the unit on circular stories, the students will complete a unit test that will assess their knowledge on circular stories,
sequencing stories, and key details in stories. The test will be given online under the classroom homepage. The students will have an
option of having the text being read to them or they can just read to themselves. The students can either record their answers on a piece
of paper or on the tablet itself.

The test will feature a short story that is a circular story which will have 5 multiple choice questions about key details. There will also be a section of
the test that will have the students fill in the blanks of the sequence of events. The students will be given a chance to come up with their own short
circular story at the end of the test and sequence their own events in order and pull out the key details of their own story. This test can either be done
on a piece of paper or on their tablets through the classroom website. The teacher will be able to monitor how the students are doing by logging on to
the classroom website and by walking around the classroom.

Instructional Methods
OPENING
Introduction
The teacher will ring a bell, students know that the bell means for them to clean up what they are doing and come sit on the carpet.

The teacher will ask students to nd their spot on the carpet. All students know where they are supposed to sit on the carpet. Jamal will sit in his wheelchair at
the back edge of the carpet since he cannot get out of his wheelchair easily. Mateo will sit in the front because it is hard to keep him focused when he does not
understand English.

The teacher will begin to discuss with the students what it means to sequence a story. The teacher will ask the students to describe the parts of a story. The
students should answer that there is a beginning, middle, and end. The teacher will ask one student to read the objec0ve. The teacher will ask the students what
they will be doing during the lesson according to the objec0ve?

The teacher would then ask the students to stand up on their spot so they can begin the next ac0vity.

Anticipatory Set
The teacher will hand out a slip of paper to each student. On the slip of paper there will be a number and an event the students have to act out or
describe in front of the class. There are 25 slips of paper for the 25 students in the classroom. The circular story the students will either be ac0ng out or
describing will be the story If You Give a Mouse a Mun by Helen Lester. Some of the slips of paper will say I gave a moose a mun., and Then
the moose wanted me to put jam on it, and so on. Jamal will have an event that he can act out while si<ng in his chair. Mateo will have an event
with rudimentary English on it so he will be able to read it. The teacher will tell the students to get in order from 1 to 25. Once the students are in
order they can begin ac0ng out their event.

The teacher will tell the students to sit down when they are done ac0ng out their event. Once all the students have acted out their event, the teacher
will collect the slips of paper and have the students stay on the carpet.

This ac>vity would be could for Daisy because it keeps her entertained and has her physically moving which will keep her mo>vated to con>nue
working on the lesson.

Hook
The teacher will hold a brief discussion with the students about the ac0vity they just did. The teacher will ask the students what did the ac0vity represent. The
students should say that it represents how events all connect to one another. The teacher will then ask if the students no0ces that event 25 related back to even 1.
The students will hopefully no0ce that the ac0vity represented a circular story and represents what the students are going to be doing during the lesson. If the
students do not truly understand what is going on the teacher will review with the students what a circular story is. The teacher will review how the ac0vity they
just did represents the book If You Give a Moose a Mun and how that story is circular.

DURING
Introduce New Knowledge
The teacher will have the students go back to their seats and will turn on the projector and place a piece of paper under the projector. The teacher
will tell the students that they are going to begin to sequence the story If You Give a Mouse a Cookie, that they read earlier in the unit. The teacher
will go over the main purpose and parts of the story. The teacher will then ask the students how the story is circular and how they could represent the
story being circular when sequencing the story. The teacher will write down the ideas on an anchor chart that is in the front of the classroom, so the
students can see the different ideas of how to represent the story is circular when sequencing. Then the teacher will ask the students if they have any
ideas of how to sequence the story. The teacher will write down the ideas on the anchor chart that the students come up with, so the students can
use the ideas when they are sequencing the stories themselves

Model New Skills and Knowledge

The teacher will put up a blank piece of paper under the projector. The teacher will then tell the students that she will put the rst two events in order for them.
The teacher begins to draw the rst event. The teacher would draw a picture of the mouse geBng a cookie from a child. The students would see where and how
the teacher drew the picture since it would all be done on the projector. Underneath the picture the teacher would write the mouse received a cookie. The
teacher will go over what the word receive means, so the students understand what the teacher is wri0ng. The teacher will con0nue to do this for all the other
events that happen in If You Give a Mouse a Cookie. The teacher will then ask the students to come up with ideas of what could have happened aYer the end of
the book that will s0ll allow the story to be considered a circular story.

Guided Practice
The teacher will say: Since we nished sequencing the story, I want to see how we could add onto the story while s0ll making it circular. Does anyone have any
ideas? If Jamal answered the ques>on he would be allowed to use his VOCA in order to talk/answer the ques>on. If Mateo answered the ques>on he would be
allowed to come up to the front and draw a picture of what happened next. The teacher will then write and draw the new events the students have come up
with to add onto the story. The teacher will ask for at least ve dierent events that could happen that would allow for the students to keep the story circular. The
teacher will keep the sequence of events up on the board for the students to see, so they could begin their independent prac0ce.

Independent Practice
The teacher will tell the students that it is their turn to sequence a story. The students will each receive a copy of the book, If You Give a Pig a Pancake. Mateo
will be given his own copy that is in both Spanish and English. Mike will get his own copy and the website to get the book online through his tablet. The
teacher will then take out all the possible materials the students could need and place them on the front table (markers, pencils, colored pencils, colored paper,
white paper, scissors, glue, crayons, tape, etc). All students will be encouraged to take their tablets out if they want to use them in order to sequence. Jamal will
use his tablet in order to sequence the story since he cannot hold a pen/pencil and write on a piece of paper. All of the students will have the op0on of using
their tablets though.

The students will complete the sequencing in anyway they want. They can choose any crea0ve way they want to sequence the story as long as the
sequence is correct. The students will have about 20 minutes to nish the sequence. Daisy will benet from this ac>vity because she is ge<ng the
chance to be crea>ve and does not have set guidelines to follow in order to create the sequence. Mateo will benet from this ac>vity because he is
allowed to draw pictures to show the sequence and there is no wri>ng component so he does not have to worry about his English.

Once the students are done sequencing the story, they will turn their sequencing into the turn in bin on the teachers desk. The students will then pick
a partner to do some coopera0ve independent work. The students will pick a partner and go over to the teacher to ask what they need to do next. The
teacher will tell the students that they are going to write their own circular story. Their stories are allowed to be 5-6 pages long. No more or no less.
The students will not necessarily have to write the text. Jamal will benet from this because he can not physically hold a pencil and write the text
down. Mateo will benet from this as well since he does have trouble reading, wri>ng, and speaking in English. The students will have to create
pictures of their story and be able to describe the pictures when asked to.

The students will begin to work with their partner to brainstorm ideas on what they are going to create. Jamal will use is VOCA in order to communicate
with his partner. Mateo will use his translator in order to communicate with his partner. The students can brainstorm anyway they want. They can list out
ideas, make a concept map, or so on. Once the students have brainstormed their idea they will begin to create their story. Students have the op0on of
using magazines, drawing their own pictures, making collages, drawing pictures on their tablets or so on. The students will be able to use any materials
they would like that are available to them in the classroom. Once the students have nished drawing the pictures and made a 0tle page for their book,
they will give it to the teacher in order for the book to be bind and placed in the classroom library. Once all students are done they will be asked to get
one of their books out of their carriers and par0cipate in SSR un0l all of their classmates are done.

Daisy will really benet from this ac>vity because she gets to work in a coopera>ve group/partner work which she tends to do a lot beKer in and
stay more mo>vated to do her work.

CLOSING
Closing

Once all students have nished their stories, the teacher will ring a bell and all the students will clean up their desks. The students will then nd
their way to the carpet and nd their way to their spot on the carpet. The teacher will then begin a 5-minute discussion with the students about
their wri0ng process. A couple of the partner groups will get to share how they wrote their stories. The teacher will then ask: What was our
objec0ve for the day? Did we succeed in mee0ng out objec0ve? One student will get to recite the objec0ve and the teacher will model with a
thumbs up or a thumbs down if they have met the objec0ve.

Author's Reflection

The UDL guidelines are extremely important when it comes to meeting the needs/demands of all students. It is
especially important when the teacher is trying to meet a diverse group of students needs and demands. Lets take
the group of students we have at hand during this lesson plan. There is one student with an LI disability (Jamal), one
student with an HI disability (Mike), one student who is ELL (Mateo), and one student who is considered GT (Daisy).
These students each come from different academic background and each need different things in order for them to
succeed. Jamal needs his computer or tablet at all times during a lesson. This not only benefits him but benefits the
whole class. If everyone is allowed to use their tablets when in class, they all have the same opportunity to succeed
with a lesson. The point is something that may seem beneficial to one student, can also be beneficial to the group as
a whole. The two students in the classroom who need the most support are Mike and Jamal. It was pretty easy
coming up with additional supports they would need and making sure they were appropriate to the task at hand.
Jamal needs an expandable keyboard since he does not have the mobility to be able to type on a regular keyboard or
even pick up a pen and write. He also needs a Voice Output Communication Aid or VOCA for short, since he has
trouble being understood not only by the teacher but his classmates. The activities at hand require Jamal to be able to
draw a picture which he can do on his tablet, as well as communicate with his fellow classmates. As for Mike he
needs a text-to-speech reader because he struggles with reading. The text-to-speech reader will allow him to be able
to hear the text read aloud to him while he is working independently or with a partner. He also needs a personal
dictionary because he struggles to spell. He needs one that has words he knows how to read, but not know the
meaning and words that he does not know at all yet. These supports will help Mike and Jamal succeed in the task set
in front of them. This lesson plan shows all UDL principles. Mateo and Daisy may not necessarily have IEPs, but they
need to be supported throughout the lesson. Mateo needs items in Spanish as well as in English. He needs the option
of being able to have conversations translated to his native language. Daisy needs to have more engaging activities
as well as partner work. She needs to be able to share her ideas with others. Mateo and Daisy get the things they
need throughout the whole lesson. The lesson includes supports that not only benefit the students who need the
supports, but also the whole class. That is the main purpose of UDL to have a universal design that everyone can
learn in.
Materials
MATERIALS AND SUPPLIES
Bell (for teacher)

If You Give a Mouse a Cookie by Laura Numeroff (12 copies)

Slips of paper with number and event on them (1 for every student/25) (If You Give a Moose a Muffin by Laura Numeroff)

Markers (available for all students)

Pencils (available for all students)

Colored pencils (available for all students)

Colored paper (available for all students)

White paper (available for all students)

Scissors (available for all students)

Glue (available for all students)

Crayons (available for all students)

Tape (available for all students)

Online copy of If You Give a Pig a Pancake by Laura Numeroff (for Mike)

Text-to-speech reader (for Mike)

Personal dictionary (for Mike)

Expandable keyboard (for Jamal)

Voice output communication aid (for Jamal)

Copy of If You Give a Pig a Pancake in Spanish and English (for Mateo)

Translator machine (for Mateo)

Tablets (1 for every student/25)

Magazines (available for all students)

RESOURCES INCLUDED
Text-to-Speech Reader
Why it's included:
Mike, who has a high incidence disability, struggles to read and write. He succeeds in the classroom
when texts are read to him aloud and a teacher cannot sit one-on-one with him all the time in order to
read the text to him. He needs a device or some type of technology that will do that for him and this
resource is perfect for him.

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Personal Dictionary
Why it's included:
Mike, who has a high incidence disability, struggles with reading and writing. He tends to spell things
wrong and does not feel the need to ask for help to figure out how to spell the word correctly. This
resource is perfect for him to be able to write his own circular story so he can make sure he is spelling
all the words correctly.

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Expandable Keyboard
Why it's included:
Jamal, who has a low incidence disability, is in a wheelchair at all times of the day and he can not
necessarily sit at a computer table easily. He has to have a keyboard that can expand to his tray on his
 wheelchair in order to get his work done.

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Voice Output Communication Aid

Why it's included:
Jamal, who has a low incidence disability, has problems with speaking. He can speak, but often times it
is hard to understand what he is saying. When he is communicating, especially with peers, he needs a
way of getting his point across in a clear way, a way that everyone can understand him. This resource
will allow him to be able to communicate more fluently with other students in his classroom.

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Translator Machine
Why it's included:
Mateo, an ELL student, will benefit from this resource because he does not have his full English
vocabulary yet. He only know rudimentary English vocabulary and a translator will help him be able to
translate what he wants to say as well as translate what others are saying to him.

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Author's Reflection

I have come to notice that it was very hard in the beginning to figure out what every student needs. Once I sat down
and began writing the lesson out I noticed and picked up on the certain needs to the students. It was a lot easier to
implement it into the lesson. I began to think about every part of the lesson and how I could include UDL more and
how I could make it easier on the students who need those extra supports. Providing these supports allows for the
students to feel like they can actually succeed. The students feel as if the teacher cares. As a whole class, the
students feel as if they can actually get their work done and make it through the lesson or task at hand. I know if I
needed supports to get through classes, I would be so happy to receive them and I feel like I would succeed more in
the classroom setting. These students will feel as if the lesson comes to them a little easier and they will be able to
get their work done just like the other students in the classroom. Learning about UDL and assistive technology has
made me come to see how important it is in a classroom setting. I definitely plan on including assistive technology in
my future classroom. I want all my students to succeed. I know there are going to be students who need the extra
help or push in the classroom and these students are the reason why I am becoming a teacher and special educator.

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