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4/28/2016

UDL Exchange: Lesson

Signature Assessment
Grace O'Neill
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About This Lesson


DESCRIPTION
This lesson is taught in a third grade classroom of eight and nine year olds during their reading period. The unit that is being covered is
the informational text unit. Technology that is available in the classroom is desktop computers, Ipads, laptops, timers, and a SMART
board.
In this classroom there are a couple students with IEP's for various reasons.
Corey is a student in the classroom with the speech and language impairment of stuttering. He loves to be active in the classroom and
to read independently. As required by his IEP Corey has been using a SpeechEasy device for almost a year now as his AT. This helps
him to hear what he is saying more clearly and to self monitor his speech. When introduced to a new topic Corey can become nervous
about what he wants to say and will revert back to stuttering. He now uses a personal white board to write his answers on before he
speaks. This helps him to take the time to process what he is going to say before he says it.
Katie is a student in the classroom with ASD. She is unable to communicate verbally, so her IEP has provided her with an Ipad as her
AT. There is an iCommunicate app downloaded onto her Ipad for her to use to speak. She has mastered the use of the communication
app to answer questions in the classroom, but she needs to work on using her communication app in a social setting. Katie also tends
to become distracted while doing her independent work so she has been provided a timer to give her more structure in the classroom.
Anna is a student in the classroom who is an English Language Learner (ELL). Anna moved to the United states from Russia about a
year ago. She has a basic understanding of English so that she can casually communicate with people, but she still needs help
developing an academic language. Anna's assessments and worksheets have the academic language written in both languages to
help her further her understanding. Anna however is procient in writing english.
Jeremy is a student in the classroom who tested as GT. He is above grade level in math and reading. Jeremy is at a fourth grade level
in these subjects. Jeremy needs for there to be an a more advanced activity option in each lesson so that he can be challenged in the
classroom. When he is not academically challenges he sometimes starts to move out of his seat and wonder around the classroom.

PREREQUISITES
The students should have been present for the past lessons on informational texts about people who have inuenced our country.
They should also have a basic understanding of what a main idea is.

ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:

Classroom Instruction
3-4
English/Language Arts, Social Studies
College and Career Readiness: Anchor Standards
Reading
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.2 Determine central
ideas or themes of a text and analyze their
development; summarize the key supporting
details and ideas.

Goals
INSTRUCTIONAL GOALS
Students will be able to determine and analyze the central ideas or themes of a text, and support their ideas with key supporting
details.

OBJECTIVES
The students will be able to identify the main idea of the text Susan B. Anthony and support their answer with details from the text.

VARIABILITY
Part I:

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There are multiple variability options setup in the classroom:


Options to support engagement: In the morning the class begins with going over the classroom check list. Each time we complete a
task for the day we check it off. At the beginningof each lesson there is the objective projected onto the board so that the students will
be able to know what is expected of them during the lesson. Also at the end of each lesson the students are able to self reect on the
classroom blog.
Options to support representation: For all content important vocabulary and background information are gone over, there are books on
each subject in the classroom that are written in various levels and languages, on the classroom blog there are links to helpful articles
and educational games that can help further the students knowledge, all articles that are provided also have an audio recording.
Options to support action and expression: Computers and various low tech materials are provided to the students at the student
resource center to use at any point during class, during any classroom discussion students may raise their hands to answer or they
may respond by posting on Padlet which will be projected onto the board, each student has a set of goals that they have written our for
themselves, with each assignment there are multiple choices for students to choose from.
Part II:
Corey: High Tech Assistive Technology: Corey uses an SpeechEasy device to help him self monitor his speech. While Corey talks, the
SpeechEasy device transmits an echo of his voice into his ear which makes him feel like he is talking along with someone. This is what
helps to prevent him from stuttering. It is important that Corey turns his device on when there is a classroom discussion or when the
students are doing group work. For this lesson it will be important for Corey to have the SpeechEasy device on when he presents his
main idea and supporting details to the class.
Corey: Low Tech Assistive Technology: Corey is provided with his own white board and dry erase marker. This is to be used for him to
write his thoughts down before he speaks. This is important for him to use when he is responding to questions about new material that
he is learning. In this lesson the Corey can write down important facts about Susan B. Anthony or main ideas before he is called on to
respond to a question. **Any student may keep a white board with them to write their thoughts and ideas on.**
Katie: High Tech Assistive Technology: Katie is nonverbal. She has been trained on the iCommunicate app to speak with people. This
app has everyday vocabulary and her classmates names programmed into it for her to use. It also has a key board where she can type
out any word that she wants to communicate. The teacher should make sure before the lesson starts Katie has all the important
vocabulary downloaded onto the app such as Susan B. Anthony, Main idea, supporting detail, equality, womens rights, voting, election,
and the 19th Amendment. Throughout the lesson Katie will use the iPad to communicate to the classroom.
Katie: Low Tech Assistive Technology: Katie has difculties transitioning from task to task. She is provided a timer to keep on her desk
that the teacher will set up each time she starts a new task. The timer helps Katie to mentally prepare to stop a task and move on to
the next one. For this lesson the teacher should set up Katie's timer for when she reads the biography of Susan B. Anthony and for
when she is completing the graphic organizer. ** Any student may grab a timer from the student resources center and place it at their
own desk.**

Assessments
FORMATIVE ASSESSMENTS
Observations
- While studentsare either in their pairs reading or independently reading the teacher will be observing what key details the studnets
are picking out from the text. This will be observable by what the students are writing on the sicky notes and where they are placing
them in the text book. The teacher will be looking out for things like: Are their supporting details related to the main idea? Are their
details important? Are the students using all resources such as text features? If the teacher notices some errors in a students work she
will approach the studnets and have a conversation about some of the missconceptions the student might have.
Some questions that will lead the conversation are:
"What do you think the main idea of this story is?"
"What is a supporting detail?"
"How is the Main idea of a text and a supporting detail related?"
"If we read off one of your details will it support your main idea?"
"Should we use a detail that has nothing to do with our main idea as a supporting detail?"
Physical Evidence

The students will ll out a graphic organizer on the main idea of the textSusan B. Anthony and provide supporting details. This can be
completed by hand or typed onto the computer. Katie will have the option to type her main idea on the computer, and to copy and
paste her supporting details from the digital book. This graphic organizer will help the teacher to assess what students are able to
identify and articulate the main idea of an informational text. Also it will show if they are able to pick out strong supporting details to
proove the main idea.

SUMMATIVE ASSESSMENTS
At the end of the unit, the students will create a presentation on the main idea of an informational text that they are assisgned, and
provide details that support the main idea. They will have the option of creating a powerpoint, a powtoon, a poster, or a video diary of
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their ndings. If the students would like to challenge themselfves they will have the option to choose another informational text with a
similar main idea. They are to compare and contrast the two texts. This option has been put in place for Jeremy to be further
challenged, but it is open for all students to try.

Instructional Methods
OPENING
During this lesson Katie will be using her ipad's iCommunicate app to speak and answer questions. The important names and
vocabulary from past lessons and today's lesson are already downloaded for her to use.
When there is going to be a discussionin the classroom, go to Corey's desk and tap on his desk twice with your index nger. This
signals him to turn on his SpeechEasy device.
Warm-up (10 minutes):
The

teacher will tell the students to put away everything on top of their desks except for their laptops.
The teacher will ask the students to go onto their classroom blog and to go to today's Padlet page.
The students will be instructed to take 2 minutes to think about some of the important women they have read about in their informational texts.
The teacher will set two minutes on Katie's timer on her desk. The teacher will also signal Corey to turn on his SpeechEasy device (Double tap).
As the students remember the women's names, they should write those names on the Padlet.
The teacher will suggest that the students write down some the important things that the women did on either a white board or a scrap piece of
paper. This will help all students, especially Corey, think about how they are going to respond to the next couple of questions.
The class will take a look at the responses on Padlet.
The teacher will point out the name Eunice Kennedy Shriver: "Who can tell me what she did that was important", "What group of people did she
help?". (Answers: She created the SpecialOlympics. She helped people with Intellectual Disabilities.)
The students should be given some time to think and to look at their notes.
A few students will be called on to answer. One student should be Katie, because she has the vocabulary on her communication app, and she
needs to practice answering academic questions with the communication app.
Motivation (15 minutes)

After a few students give their answer, the teacher will transition to the topic of Susan B. Anthony.
The teacher will say "Today, we are going to learn about another important woman named Susan B. Anthony."
The teacher will give the students some background knowledge on Susan B. Anthony: She was a women's rights leader in the
1800's. Women have not always had equal rights as men had. Women did not have the right to vote. In 1920, the 19th
Amendment was added to the constitution, which gave people the right to vote regardless of their gender.
The teacher will explain to the students that they will be reading a passage to learn more about Susan B. Anthony, but while they
read they are going to be focusing on what the main idea of the passage is and what details are in the passage that support the
main idea.
While this is being explained the teacher will project the objective onto the board for every one to see. This will help to keep the
students on task.
The teacher will show the students an example of the graphic organizer that was created for the passage about Eunice Kennedy
Shriver.
The teacher will explain " Whenever we nd the main idea of a story we must also have supporting details that prove we are right
about the main idea."
The teacher will ask "What is a main idea?"
The students will be given a few moments to think and then two students will be called on to answer.
The teacher will focus the students attention back to the example organizer.
The teacher will point out what she thought was the main idea of the story, and explain why she chose her supporting details. This
should show the students how the supporting details are supposed to relate to the main idea.
The teacher will tell the students that this is what they should be doing while reading the passage on Susan B. Anthony.
The teacher will explain the three questions the students should be asking themselves in order to nd the main idea: Why is
Susan B. Anthony Important?, What do you think is the most important point the passage made about her?, How would you
explain what this text is about to someone who has never read it before?
These questions will be projected onto the board for the students to look back at.
Bridge (2 minutes)
The teacher will instruct the students to get their textbooks from the shelf, and return to their seats.
Katie should use the online version of the passage, which is on her reading level. Also Katie will have her own version of the
graphic organizer that already has the main idea stated.
The teacher will hand each student a small stack of sticky notes.

DURING
Development of New Learning (25 minutes)
The students will be given the option to choose a partner to read with or to read independently.
independent readers should be on one side of the room, while the partners are on the other side whisper reading to each other. If
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Corey chooses to read with a partner suggest that the students read out loud at the same time. This helps Corey and all other
students with their uency skills by reading out loud with another person.
The teacher will instruct the students to read through the passage once to try and nd the main idea.
Anna will have an English to Russian dictionary with her is she stumbles across a word that she is unsure of. Also for Anna, and
anyone else in the classroom who is still confused about the women's rights movement, can go to the class website and pull up
the article posted on the subject.
Katie's timer should be set for about 5 minutes for her to read through the passage.
Once the students have their main idea they will write or type it onto their graphic organizer.
Katie will read over the main idea that is already written on her organizer.
The students will then reread the passage. Only this time they will be focusing on the supporting details for the main idea.
Katie's timer should be set for another 10 minutes to reread and nd supporting details.
As they read they can use the sticky notes to write down the details that they nd or stick the note under the detail in the passage.
Katie can highlight the supporting details on her computer.
Once they are done reading through the text, the students can look over their details and pick the three details that best support
the main idea that they wrote down or highlighted.
They will write these three details onto their organizer.
Katie will cut and paste her details from the electronic version of the book.
As the students are doing their work the teacher should be walking around the classroom monitoring the students.
The teacher should give specic praise to any student doing a good job, and should be answering any questions that the students
may have.
Enrichment
On the back of everyone's graphic organizer is a lined paper to write a paragraph about the main idea of the Susan B. Anthony text.
Any students who nished early should look over their work and then start the paragraph. Jeremy must complete this paragraph because that
will be more of a challenge for him than lling out a graphic organizer.

CLOSING
(15 minutes)
The teacher will instruct the students to start nishing their work, and tell them that she will be calling on a couple people to
present their ndings.
The teacher will come up to Corey and tell him that he will be the rst to present. This will give him time to process that he is going
to say.
A couple other students will also be called on to present their work.
Once they are done presenting the students will post their reection on the lesson on their classrooms blog by answering "What is
a main idea and a supporting detail?".
Katie will post a picture of the thumps up, thumbs down or a sideways thumb to indicate whether she understood, didn't
understand, or kind ofunderstood what supporting details are.

Author's Reflection
This lesson is a refection of the UDL framework with the implementation of CEC standards, Intasc
standards, and the SETT framework. The UDL framework is made up of three principles: Representation,
Engagement, and Action and Expression. All three principles are used to create the best learning environment for
students.
The engagement principle is used to get the students invested in the lesson. To get the students invested,
the students must learn content that addresses different perspectives relating to authentic local and global issues,
this is what the Intasc Standard 5 addresses. This lesson is made to connect to a unit of informational texts about
people who have been inuential to our country. The students are learning about all the global and local issues we
have faced throughout history. Specically in this lesson, the students are learning about the womens rights
movement and how Susan B. Anthony was a crucial part in women getting their right to vote. The students are
also required to critically think about how Eunice Kennedy Shrivers impact on the lives of people with learning
disabilities was similar to Susan B. Anthonys impact on womens rights. These topics are meaningful to the
students because without people like Susan B Anthony, our students would be living a much different life. This
makes the content more accessible and meaningful for learners, and assures a better chance of the mastery of
the content, which is what Intasc Standard 4 and also the engagement principle of UDL asks of teachers.
Engagement is parts of this lesson are giving the students choice of whether they complete their graphic organizer
on paper or online, projecting the objective of the day on the board, allowing students to choose if they would like
to collaborate with a partner, and also by allowing the students to reect on what they learned in the lesson by
writing a blog post. This all gives the students a felling that they have control over their learning and thats what
makes motivated leaners.
The action and expression principle is used to create goal directed learners. The students are already
motivated so now they need a Common Core Standard. The standard that is addressed in the lesson is
CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. This is the goal that the students want to get to in the end. To make sure the
Common Core Standard is met, there are multiple formative assessments put in place during the lesson. One was
the teacher walking around the classroom observing what key details the students were choosing from the text.
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Second were the students lling out their graphic organizers. Third were having the students reect on their work
by answering the question What are main ideas and supporting details? on the classrooms blog. This all assures
that the lesson is having the students meet a rigorous learning goal that was drawn up from the curriculum, which
is what the Intasc Standard 7 asks of teachers. These various types of formative assessments are apart of the
action and expression principle because they all vary in methods of response. Optimizing the access to the
Assistive technology and tools used throughout the lesson would also be apart of the UDL principle. These would
be the SpeechEasy device, personal white board, iPad, iComunicate app, timer, and dictionary. These all provide
students with options for physical action.
The last principle addressed is representation, which it is used to create knowledgeable learners. To be a
knowledgeable learner one must be well informed. The students activated their background knowledge by writing
down all the famous women they read about, on the Padlet. Anna has her dictionary to clarify the English
vocabulary that she is still not sure of. All the students are required to use their comprehension skills to determine
the main idea of the story. All these aspects of the lesson contribute to the representation principle of UDL.
Basically everything that UDL stands for is a combination of what CEC Standards 3 and 5 are about, and
also Intasc standard 8. The end game for all these frameworks and standards is to individualize learning, through
selecting and adapting evidence based instructional strategies for individuals with and without exceptionalities, in
order to build skills to apply knowledge in meaningful ways.

Materials
MATERIALS AND SUPPLIES
Projector
Laptop computers
Graphic Organizers
Sticky notes
Example of Graphic Organizer
Powerpoint
English to Russian Dictionary
McGraw-Hill Reading Wonders Literature Anthology 3 Text Book
Portable White Boards
Dry Erase Markers
Padlet link
Ipad
Timer

RESOURCES INCLUDED
SpeechEasy
Why it's included:
SpeechEasy is a high tech device that is helpful for some people who have a stutter. The device is
placed inside the students ear and it transmits the sounds that the person would normally hear into a
type of echo for the person. This helps some people to stop stuttering because they feel like they are
talking along with someone even though they are the only ones talking. This device helps Corey to self
monitor himself while he speaks and he is able to control his uency in speech most of the time.
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iCommunicate
Why it's included:
This is an assistive communication app. On this app there are visuals and words, and when they are
pressed they are spoken. This is helpful to people who are nonverbal because it gives them a way to
speak to others. Katie uses this app to communicate to her classmates and her teacher.
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Timer
Why it's included:
This digital timer counts down time and lets off a sound when the time is up. Katie uses the timer to
better mentally prepare herself for the transitions between tasks. She is better able to stay on a
schedule when she is sure of the timing of everything.
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Padlet
Why it's included:

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This is a website were people can start a board and then people who are invited can post on the board
text, pictures, videos, and voice recordings.In the classroom this is used to have student post their
answers to questions without having to respond verbally. This takes the anxiety off all students and is
help to Corey because to is a place other than his white board that he can write hies ideas down on.
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Author's Reflection

This lesson was created with a combination of the CEC standards, Intasc standards, UDL framework, and
the SETT framework in mind. This classroom is lled with a diverse group of students and these standards are
what help to make the lesson useful to all learners in the classroom.
CEC Standard 1 is about understanding how the students exceptionalities may interact with the
development and learning during the lesson. This also relates to the Intasc Standard 2, which states that by
understanding the classrooms differences and diverse cultures and communities the lesson can be created to
enable each learner to meet high standards. So in order to meet the high standards teachers have to know their
students and be able to use the SETT framework to create the best environment, tasks, and tools for their
students needs. In this classroom the students have been provided with the tools that they need in order to
succeed in the classroom.
In this classroom there is Corey, who has been identied with the speech and language impairment of
stuttering. He uses a SpeechEasy as a high tech AT. This is a device that he places in his ear that creates an echo
of his voice that only he can hear, so when he speaks he feels like he speaking at the same time as another
person, which helps him to self monitor the uency of his speech. He uses this during the discussions in the
lesson about what the students have previously read and about the main idea of the Susan B. Anthony story.
Corey, along with the rest of his classmates who also use a low tech AT, uses a white board to write his thoughts
on before he speaks. This helps him to process what he is going to say; which helps him focus more on his
speech rather than the content of what he is trying to say.
Katie is a student with Autism Spectrum Disorder (ASD). She is nonverbal and is working on her use of the
iCommunicate app on her iPad, to better express herself in academia. Her iCommunicate app is her high tech
device. This is used throughout the whole lesson because that is how she is able to communicate to the
classroom. So any answers or questions that she says throughout the class will come from her communication
device. The low tech AT that Katie has is a timer. Katie puts on the timer whenever the teacher gives the students
a specic amount of time to complete a task. Knowing how much time each task takes helps her to have better
transition.
Anna is an English Language Learner (ELL) who moved to the United States from Russia about two years
ago. She has quickly learned to communicate and write in English but still struggles with some of the academic
language. She uses an English to Russian dictionary to look up words. The teacher may also provide her with the
vocabulary in both Russian and English.
Lastly there is Jeremy; he is a student who is identied as Gifted and Talented (GT). He is above his grade
level by a year in both math and reading. When he is not being challenged, he tends to act out in class. For him in
the lesson there is an enrichment piece where he has to put the information he found for the graphic organizer into
a complete paragraph. Though this is specically made for him it is offered to all students who nish early.
By placing these Assistive technologies in my classroom I am better preparing for the variability of my
classroom. By being prepared, my students will be able to meet the high standards that I have created for them.

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