UDL LESSON PLANNING TEMPLATE

Name: Ms. Crouch

Subject: ELA
Grade Level: 8

IDOE Standard for Lesson:

Teaching Goal(s) for Lesson: (What

you want students to know/understand.)

Identify Barriers to Learning for Students:

Students will realize that many children

face conditions that are systematic
effects of social or political oppression.
Students will form connections between
the children they read about in old
fairytales and in the modern age.
Students will realize that this includes
children living near them as well as
abroad.
Learning Outcomes: (Measurable
objectives to be assessed.)

8.RL.2.1 Cite the textual evidence that most

strongly supports an analysis of what a text
says explicitly as well as inferences drawn
from the text.
8.RL.2.3 Analyze how particular lines of
dialogue or incidents in a work of literature
propel the action, reveal aspects of a
character, or provoke a decision.
8.RL.2.4: (Previously taught) Make predictions
about the content of text using prior
knowledge of text features, explaining whether
they were confirmed or not confirmed and why.
8.RV.2.1: Use context clues to determine or
clarify the meaning or words or phrases.
8.W.6.1b: Verbs Explaining the function of
verbals in general and their function in
particular sentences
8.W.6.1c: Adjectives and Adverbs
8.SL.2.4: Pose questions that connect the ideas
of several speakers and respond to others
questions and comments with relevant
evidence, observations, and ideas.

Interest in reading
Classroom distractions
Lack of materials (pencils)
Vocabulary in classic fairytale

Assessment(s):
Formative

1. Students will compare and

contrast the three texts we have
read.
2. Students will review elements
common in fairy tales.

List of wants/needs
Opinions supported with cited evidence
Students will play an online computer
game later in the unit that reviews the
material in this lesson

Summative
-

Later in the semester, students will write a

letter to an authority figure asking for an
improvement in a childs situation.
Students will use the knowledge theyve

cumulated throughout the grading period

to provide evidence on why a child needs
certain improvements.

Materials/Resources:
-

The Juniper Tree

The Rose Tree
The Juniper Tree short film
Dictionary
Venn diagram handout

Differentiation:
Recognition: Reading text aloud with class; option
to read alone quietly; Viewing film together as a
class with pauses for quick responses to action and
dialogue
Strategic: Mix of writing, reading, watching, and
responding; Comparing and contrasting multiple
texts aloud
Affective: Recalling details from earlier stories

Introduction: (Time 5-7 minutes)

Daily Oral Language
Modeling/Guided Practice:
1. Students will be given a Venn diagram handout with three circles.
2. The teacher will model for the students how to label each circle in the Venn diagram.
3. As a whole-class, the teacher and students will work together to fill out the circles that
include The Juniper Tree film and The Juniper Tree story.
4. Students will be given a copy of The Rose Tree written by Joseph Jacobs.
5. As students read with a partner, they will work on their Venn diagram.
6. Students will watch The Juniper Tree film in order to complete their Venn diagram.
Conclusion/Assessment:
Tomorrow, students will complete the
following guided response question:
After reading The Juniper Tree and The
Rose Tree and watching the film version
of The Juniper Tree, make an inference
about the lives of children in the middle
ages. Cite evidence from the text in
your response.

Reflection: (For example, based on the evidence

from the assessments, what are your next steps in
the learning cycle?)
The teacher will revisit the concepts taught in this
weeks lessons throughout the grading period.
Students will continue to discuss the rights of
children through fiction and nonfiction. Students will
refer to their notes from this lesson later in the unit
when planning their letter advocating for an
improvement in childrens rights.

Reflection for Unit Plan:

As this was the second or third time these students have completed a Venn diagram in our class,
little serious instruction was needed to get the ball rolling on this assignment. Also, much of the
comparing and contrasting had been discussed in class periods prior to this one.
Due to the discussions preceding this one and, perhaps the familiarity of the Venn diagram, this
was by far the most successful lesson of the unit. Students were able to easily compare and
contrast small details of the fairytales. During the modeling and guided practice stage, students
were engaged and eager to assist me in filling out the diagram. During the collaborative stage,
students worked smoothly together without much additional help from the teacher.

One hiccup of this lesson was that only a handful of students from each class grasped how to
compare and contrast the fairytales structurally. If I were to teach this lesson again, I would add
more fairytales and, perhaps, a mini lesson on structuralism in order to kick start student
learning in this area. That being said the students that did include structural elements in their
Venn diagram did so accurately and drew from knowledge from previous lessons.
Learners 1 and 3 used the guided practice and collaborative stages of the lesson to share their
ideas aloud with their respective classes. I provided them with praise and, at times, challenged
them to be more specific in their additions to the diagram.
*For the Honors version of this lesson (which met the Nonfiction standards), students read two
reviews of The Hunger Games, their unit text. One review recommended that parents read the
book to their children and siege the opportunity to have discussions about violence and media
matters. Another reviewer advocated banning the book from schools because of the amount of
violence against children by children it contains. Students were asked to compare and contrast
the ideas in the articles.
I asked the students during this lesson to include details of the speaker, organization, audience,
purpose, and tone. This ensured that they include comparisons of the structure of the reviews in
addition to the content.
Learner 3 did not receive any exclusive benefits from this lesson.