CEP 452: UDL Lesson Plan Form Background Information Names of Group Members: manda Ge!dersma" #auren $a!!

" Meg%an #&nc%" 'ate!&n (uski" !e)&s *ert+

Name of #esson: teac%ing s%ort,-o.e! discrimination using /r0(euss 1%&mes 21# for #esson: %ttp:33...0read.ritet%ink0org3c!assroom,resources3!esson,p!ans3teac%ing,s%ort,-o.e!,discrimination,4450%tm!6tab748tabs UDL Lesson Plan /escribe t%e barrier in detai! E)p!ain .%& t%e students in t%is c!assroom are !ike!& to encounter t%is barrier0 (ince t%e c!ass is made up of di-erse students" man& of t%e student<s !e-e!s of interest and engagement .i!! -ar&0 !so" t.o of t%e student .%o %a-e /$/ ma& strugg!e .it% pa&ing attention during t%e !esson .%ic% .i!! effect t%eir .ork and assignments !ater in t%e !esson0 student in t%e c!assroom %as (/ .%ic% effects %is socia! be%a-ior" %e ma& find t%e task of .orking in groups E)p!ain t%e feature9s: of t%is !esson t%at create or contribute to t%is barrier0 ;%roug%out t%e !esson students are asked to be engaged b& s%aring ans.ers" being ca!!ed to t%e board" and responding as a .%o!e0 !so" t%e !esson takes p!ace o-er 5 sessions .%ic% demands %ig% moti-ation to comp!ete t%e acti-ities0 /escribe a 2/# so!ution and e)p!ain %o. to imp!ement it0 =04 Promote e)pectations and be!iefs t%at optimi+e moti-ation0 /uring t%e !esson pro-ide reminders of .a&s to sta& on task and sta& moti-ated0 ;%ese reminders s%ou!d be gi-en on an indi-idua! basis and t%e c!ass as a .%o!e0 504 cti-ate or supp!& background kno.!edge Before students being to .ork in t%eir groups" supp!& background E)p!ain .%& t%is so!ution can e!iminate t%e barrier B& promoting a positi-e attitude and s%o.ing t%at &ou be!ie-e in t%e students" t%e& .i!! be more !ike!& to keep tr&ing %ard and be!ie-ing t%at t%e& can be successfu! in t%is !esson0

Barrier 4

;%e %ig% moti-ation and attention needed for t%is !esson cou!d pose a barrier to t%ose students .%o %a-e a %ard time sta&ing on task or engaged in t%e !esson0

Barrier 2

>orking in groups or pairs cou!d present a barrier for t%ose students .%o strugg!e in socia! settings0 Not on!& .ou!d it be %ard for a student .%o %as socia! prob!ems" but t%e !ack of support cou!d effect t%e

(tudents are to .ork toget%er on t%e Picture sort .orks%eet b& cutting out" !abe!ing" and sorting pictures

B& pro-iding background kno.!edge on %o. to be%a-e and participate in group .ork students .i!! kno. .%at t%eir

groups .ork as a .%o!e0 (tudents .%o cannot s%are or .ork .e!! .it% ot%ers .i!! not be ab!e to discuss and comp!ete t%e task at %and0

Barrier 5

C!apping and c%anting t%e onsets and rimes of se-era! .ords ma& pose a barrier to t%ose students .%o do not understand t%e concept0 >it%out a !ot of practice some students ma& not recogni+e t%e onsets and rimes in t%e .ords0 If a!! t%e c!aps and c%ants are not in s&nc" students .i!! become confused and t%e patter .i!! not .ork0

Barrier 4

1eca!!ing background kno.!edge from t%e pre-ious session to bui!d ne. kno.!edge0 Man& of t%e students %a-e difficu!t& memori+ing or reca!!ing facts" .%ic% .i!! be difficu!t for t%em to !earn ne. kno.!edge based on facts t%at t%e& forgot0

or anot%er indi-idua! o-er.%e!ming and not kno. %o. to contribute0 !so" t.o students %a-e /$/ .%ic% causes t%em to %a-e troub!e during seat.ork and sta& on task0 ;%ese students cou!d cause a distraction to ot%er group members0 4 of t%e students in t%e c!assroom %a-e !earning disabi!ities" .%ic% ma& cause t%em to find t%is acti-it& difficu!t to process0 !so" because so man& of t%e students in t%e c!assroom strugg!e to read t%is task of breaking up .ords b& t%eir s&!!ab!es .ou!d be difficu!t0 Man& students in t%e c!assroom %a-e difficu!t& memori+ing and reca!!ing basic facts0 In order to comp!ete t%is .orks%eet students ma& need to reca!! %o. .ords

t%at r%&me0 (tudents are a!so asked to read t%eir cut out sentences a!oud to a partner0

kno.!edge on %o. &ou are supposed to .ork .it% ot%ers in a group to comp!ete an assignment0 >rite t%ese guide!ines on t%e board" discuss t%em" and !ea-e guide!ines disp!a&ed t%roug%out eac% session0

ro!e is0 !so" if students forget or become misguided during group .ork t%e& can refer back to t%e guide!ines0

(tudents are asked to c%ant or c!ap t%e onsets and rimes of se-era! .ords0 For e)amp!e" for t%e .ord %op" students .ou!d c!ap and c%ant 3%3" 3op3" %op0

202C!arif& s&nta) and structure0 B& c!arif&ing %o. a .ord is broken up and t%e structure of t%e .ord students .i!! be fami!iar .it% %o. a .ord s%ou!d be broken up0 C!arif& %o. .ords are broken up b& gi-ing e)amp!es and %a-ing t%e students practice indi-idua!!& before doing it as a .%o!e0 502 %ig%!ig%t patterns" critica! features" big ideas" and re!ations%ips0 ;%roug%out t%e !esson t%e teac%er s%ou!d be pointing out .%en .ords do r%&me" t%at .%en .ords do %a-e t%e same ending t%e

;%is .i!! gi-e students t%e practice t%e& need of seeing and %earing t%e break up of .ords0 ;%e c!arification of %o. .ords are broken up .it% be fami!iar .it% t%e students and guide t%em during t%e acti-it&0

(ession 2 of t%is !esson asks students to read a sentence and fi!! in t%e b!ank .it t%e op rime 9.%ic% t%e& !earned from t%e pre-ious !esson:0 (ome students ma& forget %o. to pronounce t%is0

B& re-ie.ing ke& points in t%e !esson o-er and o-er" and s%o. re!ations%ips3patter ns" students .i!! be more !ike!& to remember t%e information and find t%is patterns in t%e ne)t !esson

Barrier 5

Manipu!ation and substitution of sentence strips 9.ords: ma& pose a barrier to students .%o cannot read or reca!! on information t%e& !earned pre-ious!&0 ;%erefore" if students cannot read or manipu!ate t%e sentences and .ord t%e& .i!! not be successfu! at t%e acti-it&0

r%&me" from t%eir pre-ious !esson0 !so" man& students %a-e !earning disabi!ities .%ic% ma& %ind t%eir understanding of t%e content from t%e beginning of t%e !esson0 In order to be ab!e to comp!ete t%is task students need to read t%e sentences off t%e board and t%en fi!! in t%e b!ank .ords .it% t%e op rime0 (ince %a!f of t%e students %a-e difficu!t& in reading" t%is task .i!! be -er& difficu!t for t%em0 Man& of t%e students a!so %a-e troub!e .it% memori+ation and ma& %a-e forgotten %o. to pro-ince t%e op rime or manipu!ate t%e .ord .it% t%e op time0

(tudents in session 2 are a!so asked to reread a page of t%e book and find .ords t%at r%&me0 (tudents ma& forget %o. to identif& .ords t%at r%&me or sound t%e same0 (ession 2 of t%is !esson asks students to read off a sentences and fi!! in t%e b!anks .it% t%e op rime0 (tudents are a!so asked to take .ords and c%ange t%e ending to t%e op rime and t%en pronounce t%em0

usua!!& r%&me0 Make it a point to re%earse big ideas and s%o. re!ations%ips bet.een !essons0

.%ic% .i!! %e!p t%em be successfu!0

505 Bui!d f!uencies .it% graduated !e-e!s of support for practice and performance0 Before %a-ing students fi!! in t%e op rime on t%eir o.n or finding .ords t%at r%&me" t%e teac%er s%ou!d mode! t%e be%a-ior" t%e c!ass s%ou!d do t%e acti-it& as a .%o!e" t%en %a-e students .ork indi-idua!!& .it% teac%er or %e!pers support a-ai!ab!e0

B& mode!ing to t%e students .%at t%e& s%ou!d be doing .i!! guide students understanding" t%en t%e& .i!! get to do it as a c!ass .it% support" t%en on t%eir o.n .it% a teac%ers support if t%e& get stuck0 ;%is scaffo!ding of %e!p .i!! ensure students to be successfu! at doing t%e task on t%eir o.n0 ;%is .a& students .i!! be fami!iar .it% t%e concepts if t%e& forgot %o. to do it" ensuring t%e& .i!! be successfu!0