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Feb 20, 2024
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UDL/Accommodations Lesson Implementation and Reflection
By Kellyn Montgomery
Montgomery College School of Education Early Childhood Alternative Certification Program
Erica Jackson Individualized Instruction/Special Education
01/31/2024
Name and Context
Pre-K ELA: Exploring Characters, Setting, and Main Events in the story “Giraffes Can’t Dance” Standards (Include all
that apply)
RL.PK.3 With modeling and support, identify characters, settings, and
major events in a story.
RL.PK.10 Actively engage in group reading activities with purpose and understanding.
Objectives
Students will be able to identify the setting, characters
,
and events in a short story.
Materials
•
Giraffes Can’t Dance (1)
•
Google Slide of Lesson (1)
•
Phone for Novel Effect App
•
Gerald’s Safari Worksheet (23)
•
Crayons, Large Crayons Markers, Pencils, Stickers, Glue, Paper
Technology Application:
•
Boxlight
•
Google Slides
•
Phone with Music from Novel Effect
Planned Beginning:
Warmup/Starter/Grabber
(5 min)
Warm-Up:
1.
Students will come to the carpet. Offer flexible seating to students who can participate better in them.
2.
The teacher will play a movement song. This song goes along with the setting of the story we will read today. https://www.youtube.com/watch?v=HpOe8lngp_
o
Direct
Instruction/Instructional
Procedures:
(10-15 minutes)
Introduction to Lesson/ Activate Prior Knowledge:
1.
The teacher will activate students' attention by showing images depicting Characters, Settings, and Main events, reinforcing the class's ongoing exploration of these story elements.
2.
Transitioning to the slide featuring a giraffe, the teacher will foster engagement, saying, "This image provides a sneak peek into today's adventure. Who can tell me who might be one of the characters in our
story? Raise your hand and share what you observe on the screen. Also, where might our setting be?
3.
To begin story time the teacher will remind the students of whole-
body listening during story time.
4.
The teacher will introduce a new element to the read-aloud, music to enhance the story and make it more interactive. The teacher explains
that using our quiet voices allows the app to go along with the story, adding a magical layer to our reading experience.
Read Aloud:
1.
As the teacher reads the story the Novel Effect app will change the music based on the page that the teacher read.
2.
To get the full effect of the music the teacher will hold discussion questions until the end but offer movement breaks during the story.
3.
If the story needs to be paused for any reason you can hit the pause button on the app but when reading the page again you must start from the top of the page so the music aligns perfectly.
4.
When the page is turned to the animals dancing offer the children to get up and dance like one of the animals in the story for 30 seconds. 5.
In addition, when Gerald Finally dances offer another movement break to dance like Gerald for 30 seconds.
Group Activity and Practice:
1.
When the story is done initiate another instructed movement break for
1 minute. Tell the class they can either dance like Gerald, and the other characters, or what they would dance like in the jungle.
2.
Pull up the characters, setting, and plot graphic again.
3.
Ask the students to say Out loud as a group can everyone tell me Where the story takes place? Tell them that you all know the setting of Giraffes Can’t Dance
4.
Next ask the students to raise a quiet hand to name one character in the story. Go around and call on many children. 5.
Tell the children that they can identify the characters and setting in Giraffes Can’t Dance. Then open up the group discussion. Tell them they can have a few moments to discuss with their neighbors about what happened in the story and then we will share.
6.
Last the teacher will call on a few students to discuss the main events in the story
7.
Tell the students that they identified the characters, setting, and main events in the story Giraffes Can’t Dance.
8.
Go back to the schedule slide and say ALL DONE with our read-
aloud and begin the transition into centers.
Teacher Activities and Tasks
Student Activities and Tasks
1.
Read Story Aloud
2.
Initiate movement breaks in the story to keep children’s attention
3.
Prompt students with identifying the characters, setting, and main events in the story with questions after
the story is finished.
4.
Keep Students engaged by 1.
Listen to the story attentively to be able to answer the guidelines of the characters, setting, and main events
2.
Participate in movement breaks by doing what is comfortable for them
3.
Answer questions to follow up the story either
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using interactive tools.
out loud, to a partner, or in their head.
Guided Practice/ Centers:
(20 min)
Grouping Strategy
: Ask students to look and listen to the instructions for each center and table job today (listed below). Call each student one by one for free choice centers (Dramatic Play, Blocks, Social Studies, Art, and Table
Toys). During Center time call groups of 2-4 to complete table job/ activity Gerald’s Safari Activity:
1.
Call students while they are playing in groups of 2-4. Choose groupings depending on students' needs.
2.
**Example below but the bottom two would just say main events instead of problem and solution. Introduce activity. Tell students we are going to work together to draw the characters, setting, and main events.
3.
Provide crayons, markers, pencils, stickers, and various other mediums for children to complete work 4.
Go step by step with all students so
everyone is working at the same
time. If a child needs extra support
direct the children that are done to
or add more color or turn and talk
to a neighbor about what they drew
in each box. 5.
Before children go back to playing
go over each box with them and
ask them to either point to the
elements when prompted or tell.
Assessment:
•
Observe students during small groups. •
Check for understanding while at the teacher's table to identify the
characters, setting, and main events in Giraffe’s Can’t Dance
•
Class discussions and group activity about our story will be our informal assessments
•
Completion of the worksheet will be our full assessment. Students
will need to identify the character, setting, and problem in the
picture. Planned Ending or
Closure:
Closing:
1.
Tell students they did a great job of identifying parts of a story
2.
Briefly review the 3 parts learned
3.
Put on a movement break then transition to the next schedule change.
Accommodations:
•
Provide a variety of choices for seating for students
•
Include simple visuals on slides for alternate forms of verbal directions
•
Cater to children’s special interests by choosing a book with music. This transforms the whole read-aloud experience
•
Give special reassurance for students who have anticipated behaviors
•
Providing multiple opportunities for movement. Offering different
ways of moving
•
Encourage peer support for students who may need assistance grasping characters, settings, and main events in a story
•
Allow for flexibility in responses, considering varying levels of verbal expression among students.
•
Take note of students who may need extra time tomorrow with the
teacher and be sure to group them for the next day
Other
Analysis and Reflection (to
be completed after
delivery):
1.
What worked well and why?
2.
What did not work and planned and how would you change it next time?
3.
How can the process
of reflection during and after a lesson improve your teaching and instructional practice?
4.
Other? Reflecting on my lesson, I can identify several aspects that worked well and contributed to an inclusive learning environment. I intentionally aligned my approach with the Universal Design for Learning (UDL) guidelines, emphasizing the use of accommodations to enhance the learning experience for all students.
One successful element was the engaging warm-up, featuring a movement song. This activity adhered to the UDL principle of providing multiple means
of engagement, accommodating diverse learning preferences and ensuring active participation for students with varying sensory and physical abilities. Additionally, I incorporated technology through the Novel Effect app, leveraging interactive music to align with the UDL principle of offering multiple means of representation. This not only catered to different learning styles but also served as a personal touch, considering that one student in the class had a particular affinity for music.
The utilization of varied learning activities, such as movement breaks and group discussions, demonstrated a commitment to the UDL principle of providing multiple means of action and expression. These activities allowed students to express their understanding through different avenues, be it verbal
communication, physical movement, or collaboration with their peers. This design acknowledged the variability in how students respond to and express their learning.
To further accommodate individual needs, I made specific choices in the lesson. I selected an alternate story that aligned with the special interests of one student, who had a passion for music. This decision aimed to increase engagement and make the lesson more accessible for that particular learner. Moreover, I provided choices for seating, participation methods, and diverse materials to accommodate different preferences within the class.
However, upon reflection, I recognized areas for potential improvement. The transition from the read-aloud to the group activity could be smoother, and I acknowledge the need for visual cues or a brief recap to accommodate diverse information processing styles. Additionally, the observed challenge with time management during centers suggests a need for adjustments to ensure equitable support for all students, aligning with the UDL principle of providing options for sustaining effort and persistence.
I also acknowledged a misstep in my approach, especially in the context of virtual learning. While the use of music with the story was effective in person, it did not translate well in a Zoom setting. In the future, I would reconsider such elements and adapt accordingly to the online learning environment.
Building on feedback from a previous lesson, I made intentional changes to focus solely on characters, setting, and main events, eliminating unnecessary details. This adjustment aimed to enhance clarity and engagement, aligning with the UDL principle of providing periodic reminders of the goal and its value for sustained effort and concentration.
\In conclusion, the evidence-based reflection on my lesson plan underscores a
thoughtful alignment with UDL guidelines. The accommodations implemented cater to diverse learning needs, fostering inclusivity and accessibility. The ongoing reflection process serves as a valuable tool for identifying areas of improvement and refining instructional practices, ensuring a continually engaging and beneficial learning experience for all students.
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