About This Lesson

DESCRIPTION
The lesson will be conducted in a Pre-K classroom (students are 4-5 years old) during the allotted time
for English Language Arts instruction. The class has 4 students. Students have access to materials in the
classroom such as papers, pencils, scissors, markers, dry erase boards, paint, etc. The teacher has an
interactive smartboard available as well as a projector and white board. The students have access to
picture schedules, PECs systems, and assistive technology such as Big Mac, Dynawrite, and a Mobile
Tablet with icommunicate app.

Mateo

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 understanding 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
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.
Nate
Nate has been identified with learning disabilities in the areas of language arts. His reading is below
grade level. His writing is legible, but immature with simple sentences of three or four words. He
attempts to phonetically write words, but becomes easily frustrated with this. He does well in science
and social studies, which involve discussion, lectures, and text material read aloud by other students.
The teacher administers tests to him orally. Nate is eager to respond verbally in science and social
studies. Concern has been expressed about the next grade level, which will require more independent
reading and writing.
Beatrice
Beatrice was diagnosed with autism when she was four years old. Due to her late diagnosis, she did not
receive early intervention services. Beatrice exhibits deficits in speech and language, social, and

1
academic skills. She is below grade level in all academic areas, but especially in areas that involve
language skills. She has no productive speech and some of her more challenging behaviors include
rocking and perseverating on certain speech sounds. Beatrice is especially disruptive during language
activities, especially the activities that require her to respond to verbal directions.
Beatrice appreciates routines and does well with visual supports. She works well independently and
responds positively to reinforcement.

PREREQUISITES

Students must be able to sit and listen.

They must be able to identify objects.
They must be able to describe objects.

ESTIMATED TIME
45 Minutes

Potential Use
PURPOSE:
Small Group
GRADE:
Pre-K

CONTENT AREAS:
English Language Arts

COMMON CORE:

RL1- With modeling and prompting, answer questions about details in a text.

Goal
INSTRUCTIONAL GOAL

Students will be able to appropriately answer questions from the text Apples and Pumpkins.

OBJECTIVE(S)

We will engage in a discussion about our prior knowledge of fall.

We will read a story called Apples and Pumpkins by Anne Rockwell
We will answer questions about apples, pumpkins, and leaves.
We will sing a song about apples, pumpkins, and leaves.

2
 We will make matches to a picture chart of apples, pumpkins, and leaves.
We will demonstrate our knowledge of apples, pumpkins, and leaves using different means of
representation.

VARIABILITY
Part 1: Variability for All:

Options to Support Engagement:

Relate the lesson to the recent field trip where students went to pick apples and pumpkins from a
local pumpkin patch.
(UDL Multiple Means of Engagement) (Recruiting interest: Checkpoint 7.2- Optimize relevance,
value, and authenticity)

To help the lesson run smoothly, there will be evident charts and picture schedules that help
students to know the routine. Each student will have their own picture schedules to attend to.
This will ultimately help students to focus better and stay on task when they know an activity is
part of their routine.
(UDL Multiple Means of Engagement) (Recruiting interest: Checkpoint 7.3- Minimize threats
and distractions)

In order to prevent outbursts during the lesson that prevent other students from learning, students
will be provided with prompts, reminders, guides, rubrics, and checklists.
(UDL Multiple Means of Engagement) (Self-regulation: Checkpoint 9.1- Promote expectations
and beliefs that optimize motivation)

Options to Support Representation:

For the visual learner:

Highlight the words apples, pumpkins, and leaves in the objective to indicate their importance to
the lesson
Display a big chart so that everyone can see the words and pictures
Sweep hands over the apples, pumpkins, and leaves to increase understanding of each (UDL
Multiple Means of Representation) (Comprehension: Checkpoint 3.2- Highlight patterns, critical
features, big ideas, and relationships)

For the auditory learner:

Speak loudly and clearly

Use various voice tones and fluency
Sing slowly (UDL Multiple Means of Representation) (Perception: Checkpoint 1.3- Offer
alternatives for visual information)

3
For the kinesthetic learner:

During the lesson, have the students come up to the chart and touch the apples, pumpkins, and
leaves
At the end of the lesson, provide an activity where students find and match Velcro pumpkins,
leaves, and apples to a chart (UDL Multiple Means of Representation) (Language, expression,
and symbols: Checkpoint 2.5- Illustrate through multiple media) (UDL Multiple Means of
Representation) (Language, expression, and symbols: Checkpoint 2.4- Promote understanding
across languages)

Options to Support Action and Expression:

In order to ensure the equity of all students when it comes to responses to questions, students will
be provided with the appropriate and necessary means to respond to questions during the lesson.
For example, students can respond orally, with the PECs system, or using the Big Mac.
(UDL Multiple Means of Action and Expression) (Physical action: Checkpoint 4.1- Vary the
methods for response and navigation)

Students will use physical manipulatives of apples, pumpkins, and leaves to demonstrate their
understanding of the objects and what they are.
(UDL Multiple Means of Action and Expression) (Expressive skills and fluency: Checkpoint
5.1- Use multiple media for communication)

In my lesson, I will provide prompts and scaffolds that help individual students understand the
difference between apples, pumpkins, and leaves. By knowing my students, I will be able to
estimate effort, resources, and difficulty in advance to enhance my lesson, and provide the proper
support to all of my students.
(UDL Multiple Means of Action and Expression) (Executive function: Checkpoint 6.1- Guide
appropriate goal setting)

Part 2: Accommodations/Modifications for Specific Students:

Beatrice is a student with an IEP who is diagnosed with autism. She is below grade level in all
academic areas, but especially in areas that involve language skills. She has no productive speech
and some of her more challenging behaviors include rocking and perseverating on certain speech
sounds. Beatrice is especially disruptive during language activities, especially the activities that
require her to respond to verbal directions. Beatrice will receive the accommodations of having
Big Macs to respond to the prompts asking about the difference between the objects. There will be
three Big Macs that have a picture of either an apple, pumpkin, or leaf, and the labels below the
pictures as well. When she presses the buttons, the Big Macs will have prerecorded names of the
objects. This will ensure that Beatrice can participate as well. As for the fact that Beatrice may
cause some disruption, there are picture schedules located in the room for each child that
specifically show the children where and when they are supposed to go. This aspect of routine will

4
really help Beatrice to feel safe and more comfortable in the classroom, setting. This is something
that is being implemented for all the students, and can benefit all the students.
Nate has been identified with learning disabilities in the areas of language arts. His reading is
below grade level. His writing is legible, but immature with simple sentences of three or four
words. He attempts to phonetically write words, but becomes easily frustrated with this. Nate will
receive the accommodations of having sentence strips to answer the questions about the different
objects. Using these sentence strips, Nate will be able to take words and put them together to
create sentences that make sense. This way, Nate is able to think first before he has to speak.
Another accommodation for Nate is he is able to come up to the board and write a sentence that
he first creates with the sentence strips. Nate is able to use as many colors as he wants and can
then even draw a picture to represent the sentence. This will help Nate to write and make him feel
more confident and comfortable with it. Nate will also have access to the PECs system. The PECs
system will have specific words for Nate to use as a reference to formulate his sentences. Since we
know Nate has no problem communicating orally, this system will ultimately help Nate to
communicate through words.

Assessments

FORMATIVE ASSESSMENTS

Objectives:

We will engage in a discussion about our prior knowledge of fall.

We will read a story called Apples and Pumpkins by Anne Rockwell
We will answer questions about apples, pumpkins, and leaves.
We will sing a song about apples, pumpkins, and leaves.
We will make matches to a picture chart of apples, pumpkins, and leaves.
We will demonstrate our knowledge of apples, pumpkins, and leaves using different means of
representation.
During the activity, I will ask questions to assess students' understanding of apples, pumpkins,
and leaves (Short answer constructed responses) (How do you know that object is an apple,
pumpkin, or leaf?) (How do you know pumpkins are orange?) (How do you know apples are
red?) (How do you know leaves are green?) (Can apples, pumpkins, and leafs be different
colors?) (What are the characteristics of a pumpkin?) (What are the characteristics of an apple?)
(What are the characteristics of a leaf?)

Students will come up to a chart during the activity and use their hands to pick either apples,
pumpkins, or leaves (Matching on a chart)

(What is that?) (How do you know that is an (apple, pumpkin, or leaf)?) (Can you a draw a
picture of an apple, pumpkin, or leaf on the board?) (Can you act out eating pumpkin pie, an
apple, or act out being a leaf?)

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 Students will sing a song about apples, pumpkins, and leaves (movement/dance)

What song do we sing? What comes next? Can you dance along with the song?

Based on how the students answer the questions, I will be able to see if they are
understanding the lesson. If students are having difficulty, I will make note of their difficulty
on my anecdotal notes. I will then correct the students and have conversations with them
about why they thought what they did, and see if they can better understand the lesson with
repetition. I will provide students with automatic feedback through formative assessment so
they are able to know if they are correct, or know if they need to correct themselves. If
students answer one question incorrectly, but another question correctly, I will make it clear
to praise them so that they feel a sense of pride. If the students are still having difficulty, I
will make notes and plan to work with them one-on-one during free-time. If all the students
are understanding the lesson, I will then make sure that I plan for more advanced instruction
the next day and advance in the unit.

SUMMATIVE ASSESSMENTS

After the discussion of apples, pumpkins, and leaves, students will find the apples, pumpkins and
leaves and match them to a chart. I will pick a specific object for each child, and test their
understanding by seeing if they are able to make a match to the chart.
I will ask individual students to draw a specific object. Based on their drawing, I will be able to
assess student understanding of the objects.
I will ask students to act out a specific object. Based on their performance, I will be able to
assess student understanding of the objects.
I will ask individual students to further their understanding by writing or saying a sentence or
idea that includes all of the objects that we learned about.
I will note children that are having trouble with identifying the different objects and plan another
lesson that will further their practice of understanding different objects. I would find another
book about fall, or even write my own book that incorporates apples, pumpkins, and leaves.

Instructional Methods

Options to Support Engagement:

Relate the lesson to the recent field trip where students went to pick apples and pumpkins from a
local pumpkin patch.
(UDL Multiple Means of Engagement) (Recruiting interest: Checkpoint 7.2- Optimize relevance,
value, and authenticity)

To help the lesson run smoothly, there will be evident charts and picture schedules that help
students to know the routine. Each student will have their own picture schedules to attend to.
This will ultimately help students to focus better and stay on task when they know an activity is
part of their routine.

6
 (UDL Multiple Means of Engagement) (Recruiting interest: Checkpoint 7.3- Minimize threats
and distractions)

In order to prevent outbursts during the lesson that prevent other students from learning, students
will be provided with prompts, reminders, guides, rubrics, and checklists.
(UDL Multiple Means of Engagement) (Self-regulation: Checkpoint 9.1- Promote expectations
and beliefs that optimize motivation)

Options to Support Representation:

For the visual learner:

Highlight the words apples, pumpkins, and leaves in the objective to indicate their importance to
the lesson
Display a big chart so that everyone can see the words and pictures
Sweep hands over the apples, pumpkins, and leaves to increase understanding of each (UDL
Multiple Means of Representation) (Comprehension: Checkpoint 3.2- Highlight patterns, critical
features, big ideas, and relationships)

For the auditory learner:

Speak loudly and clearly

Use various voice tones and fluency
Sing slowly (UDL Multiple Means of Representation) (Perception: Checkpoint 1.3- Offer
alternatives for visual information)

For the kinesthetic learner:

During the lesson, have the students come up to the chart and touch the apples, pumpkins, and
leaves
At the end of the lesson, provide an activity where students find and match Velcro pumpkins,
leaves, and apples to a chart (UDL Multiple Means of Representation) (Language, expression,
and symbols: Checkpoint 2.5- Illustrate through multiple media) (UDL Multiple Means of
Representation) (Language, expression, and symbols: Checkpoint 2.4- Promote understanding
across languages)

Options to Support Action and Expression:

In order to ensure the equity of all students when it comes to responses to questions, students will
be provided with the appropriate and necessary means to respond to questions during the lesson.
For example, students can respond orally, with the PECs system, or using the Big Mac.

7
 (UDL Multiple Means of Action and Expression) (Physical action: Checkpoint 4.1- Vary the
methods for response and navigation)

Students will use physical manipulatives of apples, pumpkins, and leaves to demonstrate their
understanding of the objects and what they are.
(UDL Multiple Means of Action and Expression) (Expressive skills and fluency: Checkpoint
5.1- Use multiple media for communication)

In my lesson, I will provide prompts and scaffolds that help individual students understand the
difference between apples, pumpkins, and leaves. By knowing my students, I will be able to
estimate effort, resources, and difficulty in advance to enhance my lesson, and provide the proper
support to all of my students.
(UDL Multiple Means of Action and Expression) (Executive function: Checkpoint 6.1- Guide
appropriate goal setting)

Beatrice is a student with an IEP who is diagnosed with autism. She is below grade level in all
academic areas, but especially in areas that involve language skills. She has no productive speech
and some of her more challenging behaviors include rocking and perseverating on certain speech
sounds. Beatrice is especially disruptive during language activities, especially the activities that
require her to respond to verbal directions. Beatrice will receive the accommodations of having
Big Macs to respond to the prompts asking about the difference between the objects. There will be
three Big Macs that have a picture of either an apple, pumpkin, or leaf, and the labels below the
pictures as well. When she presses the buttons, the Big Macs will have prerecorded names of the
objects. This will ensure that Beatrice can participate as well. As for the fact that Beatrice may
cause some disruption, there are picture schedules located in the room for each child that
specifically show the children where and when they are supposed to go. This aspect of routine will
really help Beatrice to feel safe and more comfortable in the classroom, setting. This is something
that is being implemented for all the students, and can benefit all the students.
Nate has been identified with learning disabilities in the areas of language arts. His reading is
below grade level. His writing is legible, but immature with simple sentences of three or four
words. He attempts to phonetically write words, but becomes easily frustrated with this. Nate will
receive the accommodations of having sentence strips to answer the questions about the different
objects. Using these sentence strips, Nate will be able to take words and put them together to
create sentences that make sense. This way, Nate is able to think first before he has to speak.
Another accommodation for Nate is he is able to come up to the board and write a sentence that
he first creates with the sentence strips. Nate is able to use as many colors as he wants and can
then even draw a picture to represent the sentence. This will help Nate to write and make him feel
more confident and comfortable with it. Nate will also have access to the PECs system. The PECs
system will have specific words for Nate to use as a reference to formulate his sentences. Since we
know Nate has no problem communicating orally, this system will ultimately help Nate to
communicate through words.

8
OPENING

Introduction:

Students will be transitioning into Language arts from their free play. Students will be finding their
physical picture schedules and figuring out where they need to be. Students will find the Velcro picture
of language arts and stick it on the Velcro language arts chart by the carpet. Students will sit in their
square chairs and wait for directions from the teacher. (UDL Multiple Means of Engagement)
(Recruiting interest: Checkpoint 7.3- Minimize threats and distractions)

The Lesson will take place in the classroom. There is a carpet with 5 box chairs. The Teachers desk is
in the corner of the room. There are different centers/areas around the classroom (Reading area, sensory
area, math area, toy area).There are two table groups in the classroom. The classroom is a Pre-K out of
general education classroom. There are 4 students in the class. All the students will be sitting in box
chairs on the carpet. The box chairs enable students like Beatrice to sit still.

Before starting the lesson, I will go over behavior expectations for the students. I will tell the students
that they must have their eyes on me, their hands to themselves, and their mouths closed unless it is their
turn to speak. I will also reference the chart on the board that reiterates the behavior expectations with a
picture of a model student who is listening and being respectful. (UDL Multiple Means of Engagement)
(Self-regulation: Checkpoint 9.1- Promote expectations and beliefs that optimize motivation)

For Beatrice and Nate, I will also have specific expectations. Beatrice must participate in small
group while sitting in the box chair, communicate responses using the big macs, her mobile tablet,
and the PECs system, participate in small group discussions, stay seated during group work, raise
her hand to share thoughts, follow verbal directions, follow her picture schedule, and listen and
comprehend the book as its read aloud. Nate must Listen and comprehend the book as its read
aloud, participate in small group while sitting in the box chair, communicate responses using
sentence strips, the PECs system, and his Dynawrite, participate in small group discussions,
staying seated during group work raise hand to share his thoughts, follow verbal directions, and
follow his picture schedule.

I will begin by asking the students what we did the previous day. I will have the students tell me about
their experiences at the pumpkin patch the previous day. This is relating the lesson to the recent field trip
where the students went to pick apples and pumpkins from a local pumpkin patch (UDL Multiple Means
of Engagement) (Recruiting interest: Checkpoint 7.2- Optimize relevance, value, and authenticity). I
will have the talking ball that will be passed around to each student. Students will be told that they
will only be allowed to speak if they have the talking ball. Each student will individually speak about
their experience at the pumpkin patch. I will have a big piece of chart paper on the board where I will
record what each student says. For Mateo, I will have a low tech assistive technology tool of pairing

9
words with visuals. There will be words all around the room (simple vocabulary) related to the
classroom environment. Also, there will be words associated with visuals of the pumpkin patch.
This way, Mateo will be able to participate in the discussion and his language wont be a barrier.
For Daisy, I will let her come up to the board and tell me what the beginning letters what she
described are. For example, if Daisy talk about her experience picking a pumpkin, I will ask her to
come up to the board and write the letter that pumpkin starts with. This will challenge her.
Beatrice will be able to use the PECS system as well. She will have a similar system as Mateo, but
she will have a PECs system that will have less words and pictures to choose from. For Nate, I will
have cut out words and a blank sentence strip. Nate will use the blank cut out words to form
simple sentences about his experiences. Then he will speak orally after creating a sentence with the
cutouts. I will then guide a discussion based on what all the students say.

I will have a chart with pictures of pumpkins, apples, and leaves. I am displaying this big chart so that
everyone can see the words and pictures. I will sweep my hands over the apples, pumpkins, and leaves
to increase understanding of each (UDL Multiple Means of Representation) (Comprehension:
Checkpoint 3.2- Highlight patterns, critical features, big ideas, and relationships). First I will say, I like
many things about fall. My favorite thing about fall is pumpkins. I will hold up the chart and point to the
pumpkin and show all of the students. The students will point to the chart to show me what their favorite
thing about fall is. Next, I will specifically go up to each child and ask, "What do you like about fall?" I
will prompt the student to either choose the picture of an apple, leaf, or pumpkin. The student will either
choose themselves or will require extra support from an assistant. Once the student chooses, I will say
"(Name) likes (Apples, Pumpkins, or Leaves)". I will repeat this process with each student. As each
student says what they like, I will hold up a bigger picture of the object for all of the students to see and
to reinforce the objects. Today, we will be learning about apples, pumpkins, and leaves. I will highlight
the words apples, pumpkins, and leaves in the objective to indicate their importance to the lesson.

Because Nate has difficulty communicating thoughts, ideas, and questions during learning, and
difficulty communicating responses to academic work, Nate will use sentence strips to answer the
question about what he likes about fall. Using these sentence strips, Nate will be able to take words
and put them together to create sentences that make sense. This way, Nate is able to think first
before he has to speak. Nate will also use the Dynawrite that has word prediction features,
multiple voices, and rate enhancement. This will allow Nate to communicate effectively and
efficiently.
Because Beatrice has difficulty communicating responses to academic work, communicating with
the other students, and communicating with her classroom teacher, Beatrice will use the PECs
system as well as a Big Mac to answer the question about what she likes about fall. The PECs
system will have simple pictures and words and there will be different Big Macs with pictures that
show whether the voice says apple, pumpkin, or leaf. Beatrice will also be using a mobile tablet
that will help her. There are pre-programmed voices and visual prompts to communicate,
interact, and respond to questions.
Mateo will also have access to the words with visuals. He will be able to answer the questions using
his words paired with visuals related to the lesson.

10
Daisy will have the opportunity to answer the questions by either acting out what she likes,
drawing, a picture, or answering orally.
DURING

In order to prevent outbursts during the lesson that prevent other students from learning, students will be
provided with prompts, reminders, guides, rubrics, and checklists. I will prompt students to sit, have
quiet mouths, or keep their hands to themselves if they start to get a little bit antsy. I will have a
reminder on the board about quiet hands, feet, and mouths, as well as break cards for the students to take
a break if needed. I will provide these expectation before introducing new knowledge. (UDL Multiple
Means of Engagement) (Self-regulation: Checkpoint 9.1- Promote expectations and beliefs that optimize
motivation)
Introduce New Knowledge:
While at the pumpkin patch, what types of objects did we see? How do we know that certain objects
are what we say they are? Objects have different characteristics. Characteristics are the different parts of
objects that make them what they are. Describe yourself. What makes you who you are? As we read the
book Apples and Pumpkins we will see a variety of object. We will focus on apples, pumpkins, and
leaves. I want you to pay attention to the reading of the book in order to understand these fall objects.

Model New Skills and Knowledge:

With a loud and clear voice, I will begin by showing the students the cover of the book we are reading. I
will read the title aloud with fluency and rhythm. I will use various voice tones and fluency (UDL
Multiple Means of Representation) (Perception: Checkpoint 1.3- Offer alternatives for visual
information). I will point to the little girl on the cover and ask them to point to it and look. Then I will
ask them what objects they see on the cover. Once they tell me what objects they see, I will ask them
what season it is. I will ask the students "How do we read?" I will wait for responses and begin to sing
the "reading song" that goes "top to bottom, left to right, left to right" (UDL Multiple Means of
Representation) (Perception: Checkpoint 1.3- Offer alternatives for visual information). We will do the
hand motions and I will use the book to show exactly what top to bottom and left to right means. Once
we finish singing, I will praise the students and I will begin to read. As I read, I will point to different
objects that I see and talk about them and some of their different characteristics.

I will provide prompts and scaffolds that help individual students understand the difference between
apples, pumpkins, and leaves. By knowing my students, I will be able to estimate effort, resources, and
difficulty in advance to enhance my lesson, and provide the proper support to all of my students (UDL
Multiple Means of Action and Expression) (Executive function: Checkpoint 6.1- Guide appropriate goal
setting).

As we go through each page, I will have a new student flip the page and then I will ask them how we
read. I will take my hand and sweep my hand top to bottom and left to right. Then I will take the hand of
the students and sweep it across the pages top to bottom, and left to right.

11
(As I read, I am always using my hand to swipe across the pages from top to bottom and left to right to
model reading)

pg. 1-2- Read and sweep hand top to bottom left to right, ask a student to turn the page and say "How
do we read?" Wait for a response. I say "Top to bottom, left to right." Wait for all the students to watch
my hands. I say "Let's use our hands to show the correct direction to read." I will model flapping my
arms top to bottom and left to right.

pg. 3-4- Read and say "Do you see a barn?" Wait for a response. I say What do you know about barns?
What do they look like? What do you see in the picture?" Let's find out what happens next". Wait for
all the students to point to the page. I ask one student to turn the page. I will model turning the page if
the student has difficulty.

Guided Practice

Read and say "Where are the apples?" I will highlight the word apple. I will sweep my hands over the
apples. Wait for a response. I say "In the basket! Point to the basket." Wait for all the students to point to
the basket. I say "What do the apples look like? How do you know that those are apples? How do you
know that apples are red? What are the characteristics of apples? I will model describing the apples.
Then the students will give it a try. Pass a basket of apples around. One student will come up to the chart
on the board and touch the apple.

Read and say "Where are the apples now?" Wait for a response. I say "In the trees! Point to the trees."
Wait for all the students to point to the trees. I say "Tell me what the apples look like now." I guide
students as they answer the question.

Read and say "The apples are back in the basket!" Wait for a response. I say "Let's find out what
happens next." Wait for all the students to point to the page. I ask one student to turn the page." I will
model turning the page if the student has difficulty.

Read and say "Where are the pumpkins?" I highlight the word pumpkin. I will sweep my hands over the
pumpkin. Wait for a response. I say "Point to the pumpkins." Wait for all the students to point to the
pumpkins. I say "What do the pumpkins look like? How do you know that those are pumpkins? How do
you know that pumpkins are orange? What are the characteristics of pumpkins? I will model describing
the pumpkins. Then the students will give it a try. Pass a pumpkin around. One student will come up to
the chart on the board and touch the pumpkin.

Read and say "Where are the leaves?" I highlight the word leaves. I will sweep my hands over the
leaves. Wait for a response. I say "Point to the leaves." Wait for all the students to point to the leaves. I
say "What do leaves look like? How do you know that those are leaves? How do you know that leaves
are different colors? What are the characteristics of leaves?" I will describing the leaves. Then the
students will give it a try. Pass leaves around. One student will come up to the chart on the board and
touch the leaves.

(UDL Multiple Means of Representation) (Comprehension: Checkpoint 3.2- Highlight patterns, critical
features, big ideas, and relationships)

12
Beatrice will have a Big Mac that says yes and no. She will also have a Big Mac that represents a
pumpkin, apple, and leaf. This way, she is able to press the buttons and participate in the lesson as
well as answer questions just like the other students. This enables her to answer the questions. She
also has access to a PECs system so she is able to point to different vocab words and pictures that
reflect her thinking. Beatrice will also have access to a mobile tablet that will help her. There are
pre-programmed voices and visual prompts to communicate, interact, and respond to questions.

Mateo will have picture cards that specifically correspond to the book that he is able to look at
closely as the story is being told. This will enable Mateo to get used to vocabulary and participate
in the lesson.

Nate use sentence strips to answer the questions about the different objects. Using these sentence
strips, Nate will be able to take words and put them together to create sentences that make sense.
This way, Nate is able to think first before he has to speak. Nate is also able to come up to the
board and write a sentence that he first creates with the sentence strips. Nate is able to use as
many colors as he wants and can then even draw a picture to represent the sentence. Nate will also
have access to the PECs system. The PECs system will have specific words for Nate to use as a
reference to formulate his sentences. Nate will also use the Dynawrite that has word prediction
features, multiple voices, and rate enhancement. This will allow Nate to communicate effectively
and efficiently.
Daisy will have the opportunity to act out the different objects that she sees and I will ask her to
make a connection to the objects. This way, Daisy will be engaging in questions of high cognitive
demand that some of the other students may not be ready for.

Independent Practice:

Students will use physical manipulatives of apples, pumpkins, and leaves to demonstrate their
understanding of objects and what they are (UDL Multiple Means of Action and Expression)
(Expressive skills and fluency: Checkpoint 5.1- Use multiple media for communication). I will now ask
all the students to point to either the big apple, pumpkin, or leaf. I will say, "Look! (Name) sees the
(Apple, Pumpkin, or Leaf)." Then, I will ask an individual student to come up and get the big (Apple,
Pumpkin, or Leaf). I will ask the student to make a match to the chart that has Velcro (UDL Multiple
Means of Representation) (Language, expression, and symbols: Checkpoint 2.5- Illustrate through
multiple media) (UDL Multiple Means of Representation) (Language, expression, and symbols:
Checkpoint 2.4- Promote understanding across languages. Each student do this. Each time a student
makes a match, we will sing a song about the object (UDL Multiple Means of Representation)
(Perception: Checkpoint 1.3- Offer alternatives for visual information). An example using the apple
would be "If you see an apple, stand up (stand up), if you see an apple stand up (stand up). If you see an
apple, (apple, apple, apple) if you see and apple stand up (stand up). Once we go through the apple,
pumpkin, and leaf, we will be all done.

In order to ensure the equity of all students when it comes to responses to questions, students will be
provided with the appropriate and necessary means to respond to questions during the lesson. For

13
example, students can respond orally, with the PECs system, or using the Big Mac. (UDL Multiple
Means of Action and Expression) (Physical action: Checkpoint 4.1- Vary the methods for response and
navigation) For the Daisy, she will instead come up to the board and demonstrate her knowledge of
the objects by drawing them on the board. Based her drawing, I will be able to assess student
understanding of the objects. I will also ask Daisy to act out the objects we learned about. Based
on her performance, I will be able to assess student understanding of the objects. I will ask Nate to
further his understanding by writing or saying a sentence or idea that includes all of the objects
that we learned about. He will be able to use his sentence strips, the PECs system, the Dynawrite,
and the board. I will ask Mateo to write or say a sentence or ideas that includes all of the objects
that we learned about. Mateo will be able to use his picture cards with the corresponding
vocabulary from the story. Last but not least, I will ask Beatrice to tell me what objects we learned
about. Beatrice will be able to use her PECs system as well as her Big Macs, and her mobile tablet
to answer the question.

I will note children that are having trouble with identifying the different objects and plan another
lesson that will further their practice of understanding different objects. I would find another
book about fall, or even write my own book that incorporates apples, pumpkins, and leaves.

CLOSING

In order to prevent outbursts during the lesson that prevent other students from learning, students will be
provided with prompts, reminders, guides, rubrics, and checklists. The students will once again be
prompted if they do not have quiet, hands, feet, or mouths. The students will also be reminded of
expectations on a picture chart on the board that shows how they should be acting. (UDL Multiple
Means of Engagement) (Self-regulation: Checkpoint 9.1- Promote expectations and beliefs that optimize
motivation)

What did we learn today friends? Right! We learned about apples, pumpkins, and leaves. I will say,
"Now we know what apples, pumpkins, and leaves are!" I will point to each object on my board. Over
on the table for snack time, we have some pumpkin pie and apple cider. After you eat your snack, you
will color a leaf and we will hang it on our wall of masterpieces. "Okay friends. Language arts is all
done. It's time to check your schedule!" (UDL Multiple Means of Engagement) (Recruiting interest:
Checkpoint 7.3- Minimize threats and distractions)

Authors Reflection
How does applying the UDL guidelines to lesson plans allow teachers to meet the needs of a
diverse group of students?

My ability to meet the needs of diverse learners has developed tremendously through the writing of this
lesson. UDL gives every student access to least restrictive environment in the general education

14
curriculum and setting. When all students are accommodated in ways that cater to their specific needs,
learning gaps are decreased and all students are given a chance to be successful through equitable means
(CEC Standard 1 and InTASC Standard 2). There are three components to UDL that I must use as I
become a teacher who works with diverse groups of students (InTASC Standard 4). By using UDL, I am
presenting information carefully and precisely in a variety of ways. This really has an impact on how
engaged students really are during a lesson (InTASC Standard 5). From my knowledge of my students
and their specific needs and interests, my students are able to learn in a variety of ways that work best
for them and their personal learning styles. This lesson will meet the intended goals and objectives
because all of the students are provided equal opportunity to learn using different means. Even though
the students are learning differently, they all meet the same goals and objectives at the end of the lesson
(CEC Standard 5).

Explain why the two students with special needs in your description required additional
supports and provide a rationale for how you made appropriate choices about assistive
technology and augmentative and alternative communication?

The two students with special needs in my lesson needed specific and extra support to help them to be
successful during the lesson. Supports and accommodations have been put into place to my students be
successful in a general education setting. Specific accommodations have been put into place to ensure
the success of my students and to help them reach the same learning goals and objectives of all the
students in the class (CEC Standard 5 & InTASC Standard 7). Accomodati0ons are made so that
students are able to work in the general education setting with the rest of their class and still have the
same equal opportunities to be successful. I made appropriate choices about assistive technology,
augmentative and alternative communication based on the students strengths and needs (CEC Standard
1). Looking at a child like Beatrice, who has difficulty communicating, is going to need to use a mobile
device with the icommunicate App in order to be successful during the lesson alongside her peers. A
child like Nate who has difficulty putting his thoughts into words, is going to be provided with the
necessary PECS system with basic vocab and pictures to help him communicate his thoughts and words.

How does this artifact demonstrate your ability to plan instruction for diverse learners,
including English Language Learners and students who are identified as gifted and talented?

All students are different and these differences must be taken into account. An inclusive classroom
environment makes sure that all children have equal opportunity to learn in the general education
classroom. This means that despite disability, or no disability, all students have the equal opportunity to
learn. As an educator, I must make sure that the needs of all of my students are met. This includes
knowing the strengths, needs, and interests of my students (CEC Standard 1). My UDL lesson
showcases that my instruction includes the essential instruments needed to implement instruction that
considers all UDL principles. This includes multiple means of engagement, action & expression and
representation. These UDL principles ultimately meet the needs of diverse learners (InTASC Standard
7). It is important to plan in a way that is variable and plans for all types of learners. In my lesson, my
English Language Learner needs visuals with simple vocabulary. I plan for my gifted and talented
students by providing them with an extension of my lesson that encourages higher levels of cognitive
demand. This ensures that all of my students continue to stay engaged throughout the lesson (CEC

15
Standard 5). I am still very in tune with my students and recognize that my gifted and talented students
may also have struggles that deal with behavioral issues.

Materials
MATERIALS AND SUPPLIES
Apples and pumpkins adapted book by Anne Rockwell (BIG BOOK)
real pumpkin
real apple
real leaves
sentence strips with basic vocab words
pictures cards of apples, pumpkins, and leaves
5 big macs (high Tech)
3 pecs systems with basic vocab (low tech)
Velcro apple, pumpkin, and leaf along with chart
chart paper
markers
dry erase markers
dry erase board
fidget toys
5 Box Chairs
Dynawrite
Mobile Tablet with icommunicate app

RESOURCES INCLUDED
Apple and Pumpkins by Anne Rockwell

Authors Reflection

Explain how your ability to meet the needs of diverse learners has developed.

My ability to meet the needs of diverse learners has developed through learning and implementing UDL
in my lesson plan along with the three specific principles of UDL (CEC Standard 1 & CEC Standard 3).
I have written and implemented a number of lesson plans that include all three principles of UDL. As I
go to my field placement each week, I am able to do my best to implement the principles of UDL where
I see fit and appropriate. I try to accommodate all my students and ensure equity throughout the
classroom. From this specific UDL lesson, I have learned how to modify and adapt students learning. I
have done this by researching different types of assistive technology (high teach and low tech) tools that
are instrumental in the success of all students (InTASC Standard 8). I always observe my mentor teacher
implement all three principles of UDL, and as I have started to take over, I implement these principles as
well. From this course and UDL lesson, I have believe that I am competent to be able to match assistive
technology tools with students based on their specific needs. I have also learned how to collaborate with

16
my peers, professors, and fellow coworkers. This collaboration is valuable in getting feedback from
other professionals that can ultimately help me best fit the needs of my students.

How does this positively impact student learning?

Through multiple means of representation, action and expression, and engagement, there are no more
obstacles to instruction (CEC Standard 1). Students are able to learn in different ways, express
themselves in different way, and become engaged in different ways. When teachers teach in a way that
caters to the needs of all students, there are less defeated attitudes and an increase in overall student
success (InTASC Standard 7). When all the needs of diverse learners are met, the result is an inclusive
and positive learning environment for all students (InTASC Standard 2). Sometimes, instruction does
not always go as planned so it is important that I have more confidence in myself to tweak instruction as
I teach. This tweaking of instruction ensures that I can differentiate instruction on the spot so that I have
provided my students with the best instruction possible. (InTASC Standard 8).

How will you use the knowledge and skills developed in this class in your future teaching?

This class has paved the way for me to meet all the diverse needs of my students (CEC Standards 1). I
am confident in my abilities to teach my students in a way that caters to all of their needs. I have the
resources, knowledge, and skills to provide choices for my students that will assist them in being
successful in the classroom. Options for expression, physical action, executive functions, and
communication will be provided for all of my students so that they are prosperous (InTASC Standard 5).
It is important to provide students with assistive technology that promotes independence. This class has
opened my eyes to the importance of incorporating assistive technology and the different principles of
UDL. By incorporating UDL and having assistive technology in my classroom, I am making sure that all
of my students have the same chance to be successful.

17
The SETT Framework Developed by Joy Zabala
Student
Beatrice
General Information/
Interests:
Beatrice was diagnosed
with autism when she
was four years old. Due
to her late diagnosis, she
did not receive early
WHAT WE KNOW
intervention services.
Student Strengths:
Beatrice appreciates
routines and does well
with visual supports.
She works well
independently and
responds positively to
reinforcement.
Student Needs:
Beatrice exhibits deficits
in speech and language,
social, and academic
skills.
She is below grade level
in all academic areas, but
especially in areas that
involve language skills.
Environment
Physical Environment:
Lesson will take place in
the classroom
There is a carpet with 5
box chairs
Teacher desk is in the
corner of the room Expectations:
There are different
centers/areas around the
classroom (Reading area,
sensory area, math area,
toy area)
There are two table
groups in the classroom
Instructional Environment:
Pre-K out of general
education classroom
4 students are in the class
She is sitting on the
carpet in a box chair with
3 other students
Access Issues:
Communicating
Responses to academic
work
Communicating with the
other students
Communicating with her
classroom teacher
Task Tools
Participate in small
Low Tech AT:
group while sitting in the
Board maker symbols
box chair
(PECs system with basic
Communicate responses
vocab and pictures)
Participate in small
Fidgets
group discussions
PECs Schedule
Staying seated during
group work Basic Picture Cards
Adapted book
Raise hand to share
High Tech AT:
thoughts
Communication Device
Follow verbal directions
(Mobile Tablet) using the
Follow her picture
iCommunicate App
schedule
Big Macs
Listen and comprehend
book as its read aloud
 She has no productive
speech and some of her
more challenging
behaviors include
rocking and
perseverating on certain
speech sounds.
Beatrice is especially
disruptive during
language activities,
especially the activities
that require her to
respond to verbal
directions.
Physical Environment:
Nate Lesson will take place in
the classroom
Expectations:
General Information/ There is a carpet with 5
Interests: Listen and comprehend
box chairs book as its read aloud
Nate has been identified Teacher desk is in the
with learning disabilities Participate in small
corner of the room Low Tech AT:
group while sitting in the
in the areas of language There are different box chair PECs Schedule
arts. centers/areas around the
The teacher administers Communicate responses Board maker symbols
classroom (Reading area,
tests to him orally. using sentence strips (PECs system with basic
sensory area, math area,
Concern has been Participate in small vocab and pictures)
toy area)
group discussions Dry Erase Markers
expressed about the next There are two table
grade level, which will Staying seated during Dry Erase Board
groups in the classroom
require more group work Adapted Book
independent reading and Instructional Environment: Raise hand to share High Tech AT:
thoughts Dynawrite
writing. Pre-K out of general
Student Strengths: education classroom Follow verbal directions
His writing is legible. Follow his picture
4 students are in the class
He attempts to He is sitting on the carpet
schedule
phonetically write words. in a box chair with 3
He does well in science other students
and social studies, which
 involve discussion, Access Issues:
lectures, and text Difficulty
material read aloud by communicating thoughts,
other students. ideas, and questions
Nate is eager to respond during learning.
verbally in science and Difficulty
social studies. communicating
Student Needs: responses to academic
Learning disabilities in work.
the areas of language
arts.
His reading is below
grade level.
Immature with simple
sentences of three or four
words.
He attempts to
phonetically write words,
but becomes easily
frustrated with this.