UDL+CRT.docx
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School
Purdue University *
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Course
265
Subject
English
Date
Dec 6, 2023
Type
Pages
11
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Lesson plan template (blank)
UDL+CRT LESSON PLAN TEMPLATE
Directions for lesson planning assignment in EDPS 265
You will write a formal lesson plan for student(s) in your TIP placement. You may plan for
instruction to the whole class, a small group or a single student. You are not required to teach
this lesson. Ensure that your lesson aligns with the standards and expectations of your TIP
placement.
The lesson plan must follow the UDL+CRT lesson plan format provided below and be aligned
to the Indiana State Standards. This is a formal lesson plan, you will likely not plan lessons like
this as a practicing teacher. The purpose of this assignment is to demonstrate your ability to
plan a lesson for learners of various abilities. You must complete all components. When
determining how much detail to include, think of a substitute teacher reading this plan and
being able to teach it for you.
Feedback List
You will receive feedback on your first three submissions of the lesson plan assignment
(submissions 1-3) before your final submission (submission 4). You are required to apply the
feedback you receive from each submission to the subsequent submission, so that every
submission is an improved version that is closer to meeting the highest level of expectations
(see rubric for detailed expectations). Compile the feedback below for your own reference
and for grading purposes.
Feedback from submission 1:
Overall Feedback on Brightspace:
Inline Feedback:
- Section 1: Well done here
- Section 2: Great Job
- Section 3: Expand on this more. What is the role of a co-teacher?
- Section 4: This is written as a lesson overview. Try the following format:
- Section 5: What about the other materials?
Feedback from submission 2:
[insert all feedback here]
Feedback from submission 3:
[insert all feedback here]
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UDL+CRT LESSON PLAN FORMAT
Contextual Information
Lesson Title
Exploring the Financial Struggles of the Great Depression
Content Area &
Grade Level
United States History - Eleventh Grade
Schedule and
Duration for
instructional time
50 minutes, Date and Time: TBD
Learner(s) Description
Describe information about your learner(s) including age, gender, primary language, disability status as reported on
IFSP/IEP or 504 plan, augmentative or alternative communication (AAC) or assistive technology (AT) used by a
learner and any behavior management plans in place.
In this class there are 22 students, ratioed as 12 boys and 10 girls all ranging from 16-17 years of age. English is the
primary language of 20 of the students, and for two of the students English is their secondary language with Spanish
as their primary language. I have three students with IEP's: one with a 504 plan for ADHD who uses AAC to keep a
positive behavior within the classroom instead of being disruptive (also might need a BIP in case of too much
disruptiveness), another student who has been diagnosed with comorbid autism who needs a mixture between AAC
and AT to stay within the standards, and a student who has a 504 plan who struggles with reading and spelling but
once he is able to comprehend the assignment he is not a issue.
Setting Description
Describe the setting for instruction and your role. Descriptions of setting might include: general education
instruction, special education instruction, inclusive, resource, self-contained, functional skills, academic skills, social
skills, online instruction, whole class instruction, small group instruction, individual instruction, Response to
Intervention (RTI), elementary, secondary, middle school, high school, day or residential school
This is a lesson for my inclusive classroom for the eleventh grade in a public high school. I have a co-teacher to assist me with
student problems and to expand upon my instruction and curriculum. A co-teacher is another teacher paired in the same
classroom to share responsibilities such as the creation of lesson plans, instruction, and the assessment of students.
Indiana Academic State Standards
Identify standard(s) using the following links:
Use this link to access Indiana’s academic standards:
http://www.doe.in.gov/standards
or Early Learning Foundations Framework for PreK:
http://www.doe.in.gov/earlylearning/framework
Include the Content Connector(s) as needed in this section:
https://www.doe.in.gov/standards/content-connectors
Content Connector(s) are Indiana’s alternate standards for students with significant cognitive disabilities who are
assessed with an alternate assessment. These apply to lessons designed for ELA, Math, Science, and Social Studies.
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What standard(s) are being targeted by this lesson? The lesson objective and assessment must be aligned to the
standard(s). Identify the type of standards, the standard and indicator that this lesson is aligned to.
Indiana Department of Education: United States History
Standard 4.7: Assess the economic impact of the Great Depression on all Americans
Indicator: Compare and expand the inflation of today to the 1930's. As well as learning important dates through a quick lecture
and discussion between other students.
Lesson Objective
Identify
ONE
lesson objective that you will assess. The objective is the key knowledge that students will master in
this lesson. The objective describes what students will be able to know/do by the end of this lesson. The objective
includes 4 parts: the learner, behavior, conditions and criterion. The behavior must be
measurable
and
observable
.
Verbs that you might use to describe behavior might include: identify, analyze, summarize, define, explain, conclude,
justify, compare. Conditions might include prompts, materials, the setting, time or needed assistance. Criterion
describes the assessment and expected achievement level. Assessment products might be: an essay, paragraph,
sentence, speech, lab report, reflection, play, poem, comic strip, or magazine article.
article.
Students will participate in an activity that compares the modern inflation rate and prices to the prices of
items in 1932 which is when the Great Depression was put into mass effect. The students' goal is to find
the price of 10 items they could not live without and share with the class about how much more it would
cost. When given a unit exam or small quiz students should apply from this lesson how the American
people struggled with inflation in the Great Depression. They should complete this in 10 minutes to move
on to the next unit.
Therefore, when given the Inflation Calculator, students will find 10 items they can not live without and find
the rate of inflation and price of their items, the students should be able complete this within 10 minutes.
Academic Language
List and define the essential vocabulary that will be taught in this lesson. Some students will need to be explicitly
taught vocabulary prior to more conceptual learning. Academic language must be taught within the learning plan to
all students.
Inflation - a general increase in prices and fall in the purchasing value of money
.
Materials and Equipment
List all materials needed to support teaching and learning during this lesson. Attach a copy of the materials you
create (e.g., PowerPoint slides, handouts, worksheets, quiz). Cite the source of any resources that you did not
create. Indicate in parenthesis if you have attached something.
Inflation Calculator -
https://www.usinflationcalculator.com/
The students will also need an assistive technology device such as an iPad or Google Chromebook, or if there are no
devices, pencil/pen and a sheet of paper/notebook
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Lesson plan template (blank)
LEARNING PLAN
Describe the following required components: (1) Anticipatory Set, (2) Modeling, (3) Guided Practice, (4)
Independent Practice, (5) Assessment of Student Learning, (6) Closure (7) Individualized Instruction (8) UDL Planning
Reflection and (9) CRT Planning Reflection
PRO TIP
: Use the letters (e.g., a – d) to identify which item you are addressing for each component. Be mindful of
your duration of your lesson as you develop the plan.
Anticipatory Set
The anticipatory set is what you do to “grab” the students’ attention/interest and lead the students into your lesson.
The anticipatory set is the hook the increases curiosity and generates questions. It is usually the first 2-5 minutes of
the lesson. You may relate the experiences of the students to the objectives of the lesson, linking prior learning to
the lesson. In the anticipatory set describe:
(a)
What you will say and do to focus students' attention on the lesson?
(b)
How you will lead students into learning (include lesson overview, connections to prior learning)?
a). To focus the student's attention I will try to relate to the current things they are buying and show them
how much it cost in the years of the Great Depression. And to give them a short lecture on some of the
information needed within the lesson.
b). to lead the students into learning, I will connect their prior learning experiences to the Great Depression
and expand the knowledge and give them new ways of learning about the terrible crash of the market and
the staggering rate of inflation. Students will also need to refer to the Video Lesson, and use the
Accessible Document.
Modeling “I DO” & Guided Practice “WE DO” & Independent Practice “YOU DO”
The purpose of Modeling, Guided Practice and Independent Practice is to systematically teach the students the
primary learning tasks for the lesson being taught and provide an opportunity for the students to practice what they
have learned.
(a) Modeling
(I DO) is when the teacher models a process or skill. Teachers can model through demonstration. It is
important for students to see an example of what they are going to learn/do so they can better understand what
their learning experience will be like. What concept/skill/learning task you will model? You must explain the process
or think aloud while modeling. What points will you emphasize for the students as you model?
(b) Guided Practice
(WE DO) is when the teacher and students complete a second example together (can include
multiple examples or activities). Guided practice is different from modeling as you are providing an opportunity for
students to engage in a learning task with some degree of support from you. What activities will you have the
students perform under your supervision to ensure that they are able to practice the concept/skill/learning task you
modeled? What guidance/prompts/support will provide as the students engage in the task? How will you check for
understanding to know that they are ready to move onto independent work? How will you correct mistakes and
provide positive/constructive feedback?
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(c) Independent Practice
(YOU DO) is when students complete a learning task independently. This can be an in-class
assignment/activity or homework the students will do to practice the concept/skill with minimal teacher
supervision. What activities are you providing to the student to independently practice the concept/skill that were
taught? What directions are provided for the students to work on the task/activity designated as independent
practice? How will you correct mistakes and provide positive/constructive feedback? What opportunities are being
provided to apply the feedback they had received?
a). The concept I plan on modeling is the concept of inflation and how much it affects money throughout the year. I
plan on showing this through a walk through of the provided site (Inflation Calculator) and I will provide an example
with a candy bar, as seen in my storyboard.
b). I will provide a second example as seen in my storyboard draft with the gallons of gas, with a thorough
explanation for those who were not paying attention, or for those students with learning disabilities. To make sure
that the students understand the objective they will have time to discuss their methods and their opinions through
an in-class discussion with their neighbor. And after the discussion the class can share what they discussed or pose
any questions.
c). The students will have time to practice their objective in between my last example and the in class discussion
between neighbors. This can create a sense of independence, while having multiple levels of support from their
neighbor, another group, or the teacher and co-teacher. I can correct mistakes when they either ask or after the
discussion with the class sharing. They can apply the feedback in class with the class sharing or with a post
discussion exit ticket / assignment.
Closure
How will you wrap up and end the lesson?
This lesson will close after the presentation full of information that can be used in the Accessible Document, and will
end with the students sharing their notes with me to observe their comprehension and interactivity within the class.
Assessment
There are two types of assessments: (1) formative and (2) summative. Your lesson needs to contain at least 2
examples of assessment. Assessments can be given at any point during the lesson. If the assessment is given during
Modeling, Guided Practice, or Independent Practice, provide a clear description of where and how the assessment
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was incorporated. Both types of assessments should measure student understanding/mastery of your lesson
objective.
Formative assessments
are quick checks for understanding that happen throughout a lesson. Formative
assessments are cues to the teacher that either the majority of the students are ready to move on in the lesson or
the teacher needs to reteach because the students are not understanding the concept. Formative assessment can
be oral (choral response, questioning) or written assessments (quiz, whiteboard response, exit slips, class poll,
Kahoot, concept map) or observations of learning (discussion, games, Think-pair-share, constructions/illustrations,
hand signals: thumbs up/down, self/peer assessment, participation).
Summative assessments
are one-time assessments used to determine if students have mastered specific
content/skills after instruction has occurred (end of unit or chapter posttests, portfolios, projects, presentations).
(a) Did you use formative or summative assessment?
(b) Describe how you assessed your student(s).
(c) Describe how you checked for understanding in your lesson.
(d) Describe how you plan to correct mistakes and provide positive/constructive feedback
My lesson contains multiple forms of assessments. Within class there are many formative assessments for example
in the lesson I have sectioned time out for in class discussion to observe comprehension and interactivity within
class, have an exit ticket (a short quiz for understanding of the lesson), that could be used as the most observable
way to understand the students learning, and possibly a notes submission. I also have my accessible document for a
method of Summative assignments as it will question the students overall comprehension of the objective.
Feedback can be given for all of these assessments easily, whether it is during the class individually , or assignment
feedback through the accessible document.
Individualized Instruction
allows instruction to be designed according the needs of an individual student. This is
sometimes referred to as Specially Designed Instruction (SDI). SDI is specific to a target objective and taught based
on the individual student strengths, needs, and learning history. Individualized instruction takes the form of either
accommodations or modifications. An
accommodation
changes
how
a student learns the material. A
modification
changes
what
a student is expected to learn. ***Case studies that describe students with disabilities are provided
[see document attached]. You will select at least one student from the case studies. Describe at least one
accommodation AND one modification to your lesson that would benefit the selected student’s learning.***
For the Case Study of Jonathan, I can give an accommodation through allowing more time for work to be done and
also giving other technological devices to help with comprehension of the lesson objective. In this classroom I could
also provide both accommodations and modifications with a co-teacher giving assistance to the student with a
learning disability.
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Universal Design for Learning (UDL) Planning Reflection:
UDL increases engagement and access to the curriculum
by planning for variations in learning. It provides opportunities to actively participate in learning in ways that best
meet the individual needs of students. There are 3 major principles in UDL: multiple means of engagement,
representation, and action & expression. Within each principle, there are several checkpoints that can be used for
planning how the UDL principle can be applied in a lesson. See the CAST website for a detailed description:
http://udlguidelines.cast.org/
Using the UDL table in Brightspace (also attached to this document), identify at least 3 checkpoints under
each
UDL
principle (total 9 checkpoints). Describe how you applied UDL in this lesson, refer to specific checkpoints from the
CAST UDL table. Describe how you intentionally designed multiple and flexible ways to engage students, represent
content, and allow students to express what they know.
This lesson reflects the following UDL
checkpoints:
Description of how the checkpoint is applied in the lesson (use
complete sentences to explain how yours instructional strategy
or materials align with the principle and checkpoint):
Principle 1: Multiple Means of Engagement
Recruiting Interest
My lesson can recruit interest through the opening activity of
finding 10 items that students can not live without and finding its
inflation rate and price. This recruits relatability between the
students and I, as an educator.
Sustaining Effort and Persistence
My lesson format can sustain effort through the multiple
discussions within the lesson plan. There is the neighbor
discussion and the overall class discussion which can build a
strong in-class community and positive environment.
Self Regulation
Self Regulation is completed in the lesson through the exit tickets
and the accessible document assignment through reflection on
the lesson objective and their opinions.
Principle 2: Multiple Means of Representation
Perception
My lesson can provide multiple forms of learning mediums
through discussions, notes, auditory explanation, and the
availability of a co-teacher.
Language and Symbols
My lessons also provide multiple forms of media through videos,
comprehension discussions, and assessments in and outside of
the classroom.
Comprehension
The beginning of the class will allow time for students to discuss
the prior knowledge on the lesson objective and theme. Which
along with the later class discussions can help transfer prior
knowledge to the current objectives.
Principle 3: Multiple Means of Action & Expression
Physical Action
If the students have access to assistive technology, the students
can use that to help comprehend the lesson through the use of
the Inflation Calculator.
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Expression and Communication
There are many forms of expression and communication, through
the support provided by the co-teacher and I during the in-class
activities, which could help amplify the students' participation
and performance.
Executive Functions
I can provide facilitation through my lesson objective,”
When
given the Inflation Calculator, students will find 10 items they
can not live without and find the rate of inflation and price of
their items, the students should be able to complete this
within 10 minutes.”
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Culturally Responsive Teaching (CRT) Planning Reflection:
Describe how you planned instruction in alignment with
CRT practices. Choose at least one of the resources provided below. Describe at least
three
CRT
characteristics/features/descriptors and how these practices were applied as part of your instruction. Check the
box(es) of the source(s) you use.
☐
The Education Alliance CRT Characteristics:
https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-
teaching-0
☐
Culturally Responsive Teaching Matters: Key Features of CRT (pages 4-6):
https://pdf4pro.com/view/culturally-responsive-teaching-matters-the-equity-alliance-509332.html
☐
Culturally responsive lesson plan descriptors:
http://cstp-wa.org/cstp2013/wp-content/uploads/2014/08/NTA_lesson_plan_descriptors.pdf
CRT characteristics/features/descriptors
Describe how CRT practices are applied in your lesson
Share Control of the Classroom with your
students
Shared control is provided through the discussion I have built
within the lesson, as students can lead the discussion and the
co-teacher and I will be there to facilitate and make sure the
conversation stays within the lesson theme.
Acknowledge Memberships in different
groups
I could integrate multiple groups that my students participate in
by including multiple items that they might enjoy and cover the
groups that might have been affected in the Great Depression that
the students are affiliated with.
Communicate High Expectations
The co-teacher and I could communicate our expectations for the
class when beginning the lesson through giving an overall
schedule and sharing our own objectives with the students before
beginning the learning activities.
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Case Study #1
Jonathan has a learning disability. He shows average or above-average abilities and
behaviors in many areas but has difficulty with certain cognitive processes essential for reading.
Jonathan can sound out most words but struggles with comprehension of what he is reading.
Jonathan requires extra time to understand assignments, but once he does, he is eager to get to
work. Jonathan is a poor speller, which makes it difficult at times to understand what he is trying
to communicate in writing. Other children in your class make fun of Jonathan if he has to read
out loud to the class, leading him to attempting to avoid this task.
Case Study #2
Fatimah has emotional/ behavioral disorder and ADHD. Her behaviors are sufficiently
disruptive that they interfere with both in-class and out-of-class assignments. Her academic
ability is at or above average, but she does not complete and turn in work regularly. Fatimah has
few friends, is bored easily, often challenges authority figures, blurts out answers in class, does
not like to wait and is absent at least once a week. If Fatimah’s hand is raised but the teacher
does not call on her to answer questions, she may get very frustrated and may kick her desk or
throw instructional materials.
Case Study #3
Simon has a comorbid diagnosis of autism and moderate intellectual disability. Simon
attends an inclusive classroom for majority of the day but also attends a special education class
in the afternoon for one hour. Simon can respond orally using three-word sentences and can
sight-read some words. Simon has difficulty initiating the general morning routine. When Simon
enters the classroom in the morning, instead of putting his backpack and lunchbox away in his
locker, he moves directly to the library area where he takes out books related to safari animals.
His teacher has to direct the teaching assistant to remind Simon to put his backpack and lunch
away in his cubby before reading his favorite books. Simon often requires several redirections
from the teaching assistant to put his backpack and lunchbox away. Jake is often gets upset when
receiving directions to put away his backpack and lunchbox.
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