Unit UDL lesson plan 2

Part 1. Lesson Topic

Self-Portraits - Skills, Processes, and Mediums

Part 2. Learning Goals

Students will be introduced to multiple art mediums.

Students will be able to choose an art medium to create a self-portrait.

Students will be begin the creation of a self-portrait that expresses personal meaning.

Part 3. Standards
Standard 3.0 Creative Expression and Production
Students will demonstrate the ability to organize knowledge and ideas for expression in the
production of art.
INDICATOR
1. Create images and forms from observation, memory, imagination, and feelings
OBJECTIVES

Experiment with art media, processes, and techniques to generate ideas and express
personal meaning

Manipulate art media, materials, and tools safely

Create artworks that explore the uses of color, line, shape, texture, form, space, and
selected principles of design, such as pattern, repetition, contrast, and balance to
express personal meaning

Part 4. Potential Barriers

Materials & Methods

Student Qualities

Potential Barriers/ Missed

Opportunities

Whole class presentation @

Demonstration Table

Abbey moderate cognitive

challenges, ADD

May get distracted from task

Kevinmoderate visual
challenge, Low vision

May have difficulty viewing

demonstration

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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

Sarah learning disabled,

language processing disorder
(LPD)

Has difficulty gaining meaning

from spoken language

Sam moderate hearing

challenges

Has difficulty hearing teacher and

peers in group discussions

Using art materials

Phillip struggles with

handwriting and hand fatigue

Has difficulty with prolonged use

of hands as well as fine motor
control

Responding to review questions

Sarah learning disabled,

language processing disorder
(LPD)

Has difficulty expressing thoughts

in verbal form

Nick Easily discouraged, shy

May intimidate Nick

Henry broke his writing arm

Has physical inability to use

standard art materials
Could incorporate his love of
drawing into his journal entry

Independent project
Self-Portrait

Drew loves computer graphics

Part 5. Solutions
Potential Barriers/ Missed Opportunities
(from above)

UDL Solutions

May get distracted from task

Personal visual schedule just for the demonstration

that allows her to check off activities as they are
covered provides options for executive functions
(Strategic)
Fidget ball to encourage student to stay on task
and focus (Strategic)

May have difficulty viewing demonstration

Proper lighting and placement of student options

for perception (Recognition)

Has difficulty hearing teacher and peers in group

discussions

Provide picture/symbol book of art vocabulary

alternative to auditory information (Recognition)
Vibrating Alerting Devices that can aide in
transitions during demonstration.

Has difficulty gaining meaning from spoken

language

Provide picture/symbol book of art vocabulary

alternative to auditory information (Recognition)
Word wall of art vocabulary (Recognition)

Has difficulty expressing thoughts in verbal form

Provide response options such as drawing, picture

cards, or modeling options for expression and
communication (Strategic)

Has difficulty with prolonged use of hands as well

as fine motor control

Pencil Grips reduce hand fatigue and help with

proper hand position.

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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

Custom made model magic grips can be made for

paintbrushes.
Loop Spring scissors could help if student chooses
collage medium
(Strategic)
Has physical inability to use standard art materials

Eyewriter- low cost software that uses peoples eye

movement to draw on a computer (Recognition)

Part 6. Lesson Description

Introduction Students will enter the classroom, sitting in assigned seats determined by any issues
related to hearing, visual, or behavioral challenges.
Objectives will be read aloud. Objectives will be revisited and repeated as they are being addressed.
A detailed, visual class schedule will be referenced and items checked off as activities are completed.
Students will be called by table to come to the demonstration table. Fidget balls are provided at the
demonstration table so students with busy hands can focus on the demonstraions and not grab
materials they should not.
Once the entire class is at the demonstration table, the posted visual support for behaviroal
expectations at the demonstration table will be reviewed. During demonstrations students have the
chance to work while standing, experiment (touch and practice breifly) with the mediums being
demonstrated, and to ask questions to the teacher or to their peers. A review of the previous lesson
will be given in the form of oral response questioning as well as visual demonstration completed by
the student. For example, if the question is what kind of line could an artist use to express anger, a
student would have the option to answer orally, with a picture card, or to physically draw the line on
their demo materials in front of them. I would ensure all students get a chance to answer a question in
this manner as to add to ongoing assessment.
Guided practice will be a main strategy used in demonstrating mediums and processes. The
meduims that will be demonstrated are painting with watercolors or acrylics, drawing with pencils or
charcoal, collage with magazine clippings/various papers, and our high tech option of using the
following interactive website; http://www.mylearning.org/portraits/interactive/194/
The website will be demonstrated on the classrooms SmartBoard as the final demonstration before
studetns are asked to return to their seats, check schedule.
Table material managers for the week distribute materials to their tables, taking orders from each
classmate as to what medium they choose to work in. Students can response orally or with picture
cards or by pointing the appropriate materials bin. All materials are organized in bins according to
medium choice, they are labeled with both pictures/symbols as well as text.
Once materials are available to students they will work independently on their self-portraits. I will
make myself available for any questions or assistance needed. Students have the option of using
stability balls, standing while working, or sitting in chairs.
Clean-up bell rings and vibrating alerts go off, time to clean up. Students are prompted to check
schedule A visual schedule exists for clean-up time. Students work through the schedule, prompted
by me and check off each task as it is completed.
Closing Activity described below
Formative Assessment Questions during demonstration- Various response options

Match a color to a mood.

What kind of line can show power and importance?

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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

What imagery could an artist use to show happiness?

Which medium would you use to create an expressive self-portrait?

Draw or say a shape that we associate with men? Women?

What does repetition of a design element do for the meaning? What design principle can we use to
describe repetition?
Closing Activity - Exit Slip

On a post-it students will write how they are feeling about their self-portrait so far. They can
write a word, draw a picture, or use emoticon stickers to respond.

Part 7. Assessment
Informal/Ongoing Assessment:
Demonstration discussion and questions asked during demonstration
Summative/End Of Lesson Assessment:
Rough Draft of Self-Portraits
Exit Slip

Part 8. Reflection on UDL

I have incorporated UDL guidelines in the design of this lesson as the content can be accessed in multiple
ways. The content is visual in nature and the lesson is based on a hands on, kinesthetic learning with
visual and auditory supports. Students are encouraged to engage with their peers to foster a sense of
collaboration and community during demonstration time. Options for comprehension, communication,
expression, executive functions, sustained effort and persistence, and options for perception have all
been taking into consideration when designing this lesson. In this lesson, the focus is on kinesthetic
learning and student choice.
The lesson uses both low and high tech assistive technologies that reinforce UDL principles and
guidelines. The following low tech assistive technologies are incorporated in this lesson:
Seating position Students are seated according to hearing needs, visual needs, and behavioral needs.
This allows all students to access the content of the lesson by limiting distractions and ensuring all
students can see and hear the content of the lesson.
General Visual Schedule This is for all students to view and engage with so they can know what to
expect and what is expected of them in terms of staying on task. As a class, each activity is checked off
once completed and attention is drawn to each transition between activities by using an audio cue to
check schedule. Picture supports are included in the schedule. Schedule is in use throughout the class.
Visual Support for demonstration table behavioral expectations This is a basic visual support that
provides all students with text and images of expected behaviors such as eyes on speaker, ready to
listen, raising hands to speak, hands/feet still, etc.
Pencil Grips are always made available to all students to reduce hand fatigue and help with proper hand
position.

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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

Stability balls are also made available to those students who learn better while in slight motion and can
encourage them to stay at their table.
Word wall with images and picture books are provided to ensure auditory content (art vocabulary) is
available in visual form.
Loop Spring scissors could help if students have low muscle tone in their hands.
Fidget balls allow students to maintain focus as well as keep their hands off things they should not be
touching.

In addition to low tech assistive technology, this lesson incorporates high tech forms of assistive
technology to ensure all learners have access to content and more specifically are able to complete the
writing task. The following are examples of high tech assistive technology used:
Eyewriter low cost software that uses peoples eye movement to draw on a computer would allow any
student suffering from temporary or permanent loss of arm movements the ability to write and draw.
Vibrating Alerting Devices that can alert hearing challenged students when a transition in the schedule is
coming as they may miss the check schedule prompt.
Specialized table lighting to aide in visually challenged students ability to see and produce artwork.
Interactive website (http://www.mylearning.org/portraits/interactive/194/) helps motivate students who may
have a specific interest in computers/graphics as well as allow students who may be intimidated with art
processes to access content.
Smart Board will allow student to interact with digital content and provide enlarged visuals of
demonstrations.
The following may not be considered AT but do support UDL guidelines and principles:
Guided Practice is used to aide in theory of mind cognition.
Turn and talk/small group discussion facilitate breaks in the lecture and allow students to encourage
collaboration and community to enhance learning.
Options to communicate in a variety of ways when responding to oral questioning

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5
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.