Tip: In addition to the tips throughout the template, remember to thoroughly review the UDL

Lesson Plan Description and Rubric (see syllabus).

Tip: Use the rubric as a checklist and review past students examples!
About This Lesson
DESCRIPTION
Tip: Include a description of the classroom and lesson that includes all of the following components:
age and grade level and available technology.
Tip: In separated paragraphs include all case study information (e.g., strengths and weaknesses) for
your selected students. Remember that you need 4 student types (i.e., student with LI, HI, GT, ELL)
Tip: See the graphic organizer following this lesson plan template to help you identify, describe, and
address the needs of your students throughout the lesson plan.

This lesson will be conducted during a fifth-grade, self-contained class consisting of four students (students are
10 years old) during the allotted time for English Language Arts instruction. The classroom has low and high-tech
resources such as interactive Smart Boards, classroom computers, text-to-speech software, Classroom reader
software, audiobooks, adapted readers, highlighters, picture cards, and sentence starters.

Nate -
Nate has been identified with learning disabilities in the areas of language arts (high incidence disability). His
reading is below grade level. His writing is legible, but immature with simple sentences of three or four words.
He attempts to phonetically write words, but becomes easily frustrated with this. He does well in science and
social studies, which involve discussion, lectures, and text material read aloud by other students. The teacher
administers tests to him orally. Nate is eager to respond verbally in science and social studies. Concern has been
expressed about the next grade level, which will require more independent reading and writing.

Beatrice -
Beatrice was diagnosed with autism (low incidence disability) when she was four years old. Due to her late
diagnosis, she did not receive early intervention services. Beatrice exhibits deficits in speech and language,
social, and academic skills. She is below grade level in all academic areas, but especially in areas that involve
language skills. She has no productive speech and some of her more challenging behaviors include rocking and
perseverating on certain speech sounds. Beatrice is especially disruptive during language activities, especially
the activities that require her to respond to verbal directions.
Beatrice appreciates routines and does well with visual supports. She works well independently and responds
positively to reinforcement.

Mateo -
Mateo is an English Language Learner who just moved to the United States with his parents and his little sister.
Mateo loves futbol (soccer), music, and technology, especially his iPad. He speaks Spanish fluently. Mateo has
had little education in the English language and only knows rudimentary English vocabulary and directions. He
struggles at reading and writing in the English language. Mateo attends an ESOL class for an hour every Monday,
Wednesday, and Friday.
Mateo is a bright student and has a great understanding of math, and when the textbook and instructions are
translated, has a wonderful understanding of science. When given repeated verbal directions, coupled with
visual supports, he is able to complete tasks. Mateo also excels when activities and assignments are first
modeled through hands-on activities.

Daisy -

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Daisy has been identified as Gifted and Talented. She is performing a whole grade level above her peers in
reading, writing, and mathematics. Daisy often gets bored during classroom instruction and has difficulty with
remaining motivated. Oftentimes, Daisy will not finish her work and instead disrupt her peers with off-topic
conversations. With appropriate, academic challenges, Daisy does enjoy participating in cooperative group
activities, discussions, and sharing her ideas with her peers. Daisy also enjoys doing research projects and
engaging creative writing opportunities.

In this lesson, each student will be assigned a newspaper article that fits their interests and reading level. The
newspaper will be available in print and also online for students to listen to and interactively work with. The
main focus of this lesson will be to identify three key supporting details of the assigned article when given the
main idea. Students understand what a main idea is and how it relates to the text. Students are beginning to
identify key details that support the main idea and further, summarizing the text. Once students use the
provided main idea to find the three key supporting details, students will draw conclusions in order to
summarize the text.

PREREQUISITES
Tip: List the information, skills, or resources students would need in place in order to successfully
approach the lesson. Be as specific as possible.
Students will be familiar with using their assistive technology/aids to complete class work. They will have had
previous experience reading/listening with their devices.

Students must be able to understand main ideas.

Students must be able to determine key supporting details when given the main idea of a text.

Students will be given background knowledge on the newspaper article so they have an idea of what they will be
reading.

ESTIMATED TIME
Tip: How much time is typically allotted for this content area?
1 hour

Potential Use
PURPOSE:
Tip: Options include: Classroom Instruction, Small Group, Coaching, School/District Implementation,
Professional Development, Other
Classroom Instruction, Self-Contained Classroom

GRADE:
Tip: Select one grade level from Pre-K to 12
Grade level: 5th

CONTENT AREAS:
Tip: Options include: English/Language Arts, Math, Science, Social Studies, Other
English/Language Arts

COMMON CORE:

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Tip: Go to: http://mdk12.msde.maryland.gov/instruction/commoncore/
English Language Arts
Reading: Informational text
RI.5.2 (grade 5): Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

Goal
INSTRUCTIONAL GOAL
Tip: Restate the portion of the MCCRS that you will focus on in the lesson.
Tip: Be sure to emphasize the outcomes, not the means of achieving them (i.e., multiple paths/options
for achievement). This revised focus allows for greater flexibility in the ways students meet objectives
and captures the strengths of a wider range of students.
Tip: There should be no more than one goal for a lesson.

MCCRS: Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.

Goal: Students will be able to identify the main idea of a text, as well as, the supporting key details, and
summarize the text in their own words.

3
OBJECTIVE(S)
Tip: Create objectives that are concrete, specific, measurable steps that lead students toward
accomplishing the instructional goal. Be sure your objectives are written using student friendly
language.
Tip: Your objective should still be flexible and allow for adjustments and options (i.e., emphasize the
outcomes, not the means of achieving them).
Objectives: SWBAT identify 3 supporting key details when given the main idea of a text and summarize the text
in their own words.
I can understand the main idea of a text.
I can analyze the text to find key details that support the main idea.
I can summarize the text in my own words.

VARIABILITY
Part 1: Variability for All:
Tip: In this first part, take advantage of the variability in the classroom. Identify flexible options that are
in place in your environment. These are proactive strategies aligned to the UDL principles, guidelines
and/or checkpoints that are available to ALL learners.
Tip: Be VERY detailed in this section and remember that these options should be then INCLUDED in
your Instructional Methods Section.
Tip: In brackets, identify the UDL Checkpoints for each variability option.
Options to Support Engagement:
By assigning students newspaper articles that fit their interests I am optimizing motivation in
getting them to read and interact with the text [9.1 promote expectations that optimize
motivation].
In order for students to foster collaboration in the classroom, I will have my students do a think-
pair-share activity after reading their assigned text. This will allow them to share their findings
with a peer and engage in conversation regarding their articles [8.3 foster collaboration and
community].
Before the think-pair-share activity, I will show a short video clip, showing and explaining, how
the activity will work [8.2 vary demands and resources to optimize challenge].
The students will be allowed to choose their partner for the think-pair-share. By doing this, the
teacher is allowing the students the freedom to choose who they would like to work with.
Students can use this to their benefit to pair with a classmate who shares common interests
with them or is on their reading level [7.1 optimize choice and autonomy].

Options to Support Representation:

Students will have previous knowledge of understanding the main idea in a text in order to
complete this assignment [3.1 activate background knowledge].
In previous classes, the students had opportunities to work with main ideas and practice finding
the key details. To allow options for representation, students will be given sticky notes or a
graphic organizer to identify and mark the three key details they find in the text while reading
[1.3 alternatives for visual information].
The assigned newspaper articles will also be available online for students who prefer to listen to
their text and interact online using the classroom computers [1.2 alternative for audio
information].

4
 In terms of any ELL students, readings will be chosen to relate to students interests in order to
aid learning [2.4 promoting understanding across languages].

Options to Support Action and Expression:

The teacher will provide a checklist for this activity to ensure that the students stay on track. The
checklist will list the parts of this activity and give explanations of each step along the way such
as: first choose your preferred method to read the newspaper article assigned. Your options
include: a class computer for text-to-speech reading, or a hard copy for independent reading
[6.4 enhance capacity for monitoring progress].
Students who choose to interact with their text on the computers will have access to in-text
highlighter features, underlining tools, and a section for notes [4.2 optimize access to tools and
assistive technologies].
Students who choose to read the article on a hard copy at their desk will be provided
highlighters, sticky notes, graphic organizer, pens, pencils, and extra paper [4.2 optimize access
to tools and assistive technologies].

Part 2: Accommodations/Modifications for Specific Students:

Tip: In this section, discuss how you will ensure that any students with IEPs will receive their required
accommodations and/or modifications. If they are being addressed through UDL, explain how that is
being accomplished. For example, if all students have access to digital graphic organizers, and this is
an accommodation listed for a student with an IEP, be sure to clearly articulate this as an
accommodation for the specific student.
Tip: Refer back to MD Online IEP for accommodations/modifications options for a student with an IEP.

Nate Nate, who succeeds better when text material is read aloud, will be using a Classroom Reader on one of
the classroom computers for the independent reading of the assigned article. This will help him understand and
comprehend the article. He will also have access to the use of highlighters for the hard copy of his article while
listening to the Classroom Reader. This will allow Nate to highlight the key ideas of the article as he hears them.
Once Nate has heard the passage, he will be provided an organizational aid to help him format his findings. The
main idea will be at the top of the graphic organizer, then following that will be three boxes where Nate will list
the three key details that support the main idea. Due to Nates immature writing he will also be provided a word
bank to reinforce vocabulary in his writing. This will allow Nate to write complete sentences and clearly state his
findings.

Beatrice Beatrice will be given a lower level newspaper article in order to accommodate her below grade level
skills. Since Beatrice likes visual supports, pictures will also be provided alongside the text, such as an adapted
reading, so that she can also visually see the key happenings in the text. She will be provided a Vidatak Picture
Communication Boards (EZ Boards) so that she can point to pictures and/or letters to spell out words. Beatrice
likes to work alone so her work will be independent. After she completes the reading, Beatrice will be provided
with written directions to prompt the following activity of finding three key details that support the main idea.
Beatrices graphic organizer will be provided on a classroom computer so that she can type her responses. She
will also be provided manipulatives and sensory activities to modify her rocking behavior and her repetitive
conduct of certain speech sounds. This will allow Beatrice to focus on her tasks as well as having the teacher
monitor her independent work. Beatrice responds well to positive reinforcements so the use of positive
reinforces will be given after she completes each task. The teacher will use positive reinforces to ensure that
Beatrice stays on task and completes the assignment.

Assessments
5
FORMATIVE ASSESSMENTS
Objectives: SWBAT identify 3 supporting key details when given the main idea of a text and summarize the text
in their own words.
I can understand the main idea of a text.
I can analyze the text to find key details that support the main idea.
I can summarize the text in my own words.

Formative assessments:
The teacher will provide various products (newspaper articles) to each student in order to meet their
reading grade level and motivate the students to read. For example, Mateo would be given an article in
reference to soccer or music because he loves those things. This will gauge students level of
engagement in the activity. Providing students with a reading that meets their interests can also
enhance their fluency.
The teacher will vary the way the text is presented to modify students needs. For example, Nate will
listen to his newspaper article via Classroom Reader while having a hard copy in front of him to follow
along and make markings on.
The teacher will hold a class misconception check in order to ensure that students understand the
concept of main idea and finding key details within the text. This will ensure that all students have the
same relevant background knowledge on the concepts they are working on. The teacher can use the
results of this information to determine whether the instructional methods of the lesson were effective
or not. If a student seems to be lost, the teacher will then attempt to instruct the student using a
different instructional method.
One on one conversations will be conducted throughout the activity to check the students level of
understanding. This will allow for students to stay on track and not fall behind in the activity. This will
also allow the teacher insight on the students progress of their assignment thus far in the class period.
After this, the teacher can reflect and think about how they might reteach the content material if
students are struggling. If students are succeeding, the teacher can begin to plan to move onto the next
topic.
Students will use hand signals, such as raising their hand, when they have a question about the
assignment. This will ensure that the teacher will get to each and every student and help comply to their
needs. The teacher can make changes to the assignment while observing and answering questions
during independent work. If a student is struggling with one aspect of the activity, the teacher can give
them feedback on their progress and make changes at that time.
The constructed response that will be required of the students will vary. Students will be provided
different graphic organizers. Some students will be given word banks and prompts in order to aid
writing. Using different strategies for comprehension will ensure students are being given content based
on their individual level. If students are struggling with one form, the teacher may have them switch to a
lower level based organizer.

6
Tip: Include again your lesson objective(s) to make sure you are assessing them throughout your
lesson.
Tip: A clear assessment plan includes all of the following:
Formative assessments (questioning, checklists, observations, etc. see table below) are used
as measurable opportunities for learners to practice and for the teacher to gauge students
levels of engagement throughout the lesson.
A plan for how the results will be used to inform instruction as well as to give learners
timely feedback on their progress.
Sample of Potential Assessment Methods
Selected Response Constructed Responses Product Performances
Multiple-Choice Short answer Story/play Oral representation
True/False Diagram Poem Demonstration
Matching Concept map Art exhibit Dance/movement
Fill in the Blank Graph Portfolio Enactment
Illustration Model Recital
Table Videotape Dramatic Reading
Web Journal Debate

SUMMATIVE ASSESSMENTS
Tip: A clear assessment plan includes all of the following:
Flexible summative assessment (projects, presentation, brochure, etc.) that provides an
accurate picture of student skills and understanding about the targeted MCCRS
A plan for how to use the summative assessment(s) to gauge how successful the lesson
was at reaching the wide range of students, and to further inform refinements to the next
lesson as well as overall teaching practice.

At the end of the unit, students will be able to read a passage, identify the main idea, and determine three key
details that support the main idea. Students will have the option to write their findings in a 5-paragraph paper,
construct their detailed responses in a graphic organizer, or generate a visual on PowerPoint.

Instructional Methods
Tip: In brackets, identify the UDL Checkpoints from all 3 of the Principles of UDL (i.e., representation,
expression, engagement) throughout your Instructional Methods. These should directly align with what
has been identified in your Part 1. Variability For All section.
Tip: Address the variability of your 4 students throughout the lesson.
Tip: Include varied materials and flexible tools to address the variability of how students take in,
engage with, and act on information and includes all tools suggested in your completed SETT
framework.
Tip: Remember that at least 1 appropriate, high tech AT AND 1 appropriate, low tech AT must be
identified and implemented THROUGHOUT the lesson plan for each of the two students
identified as having disabilities (HI and LI). Use the SETT Framework to help you identify these
AT tools.
Tip: Make sure to address the needs of ELLs and students identified at GT THROUGHOUT the
lesson with the use of the principles of UDL.
Tip: Bold sections of your Opening, During, and Closing that specifically address the needs of the
students you have described in the first section of your lesson plan (i.e., Description).

OPENING

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Tip: This part of the lesson is to grab the students attention or relate the experiences of the students
to the objectives of the lesson. It should focus on:
Student attention on the lesson.
Creating an organizing framework for the ideas, principles, or information that is to follow (e.g.,
state and discuss the lesson objective)
Extending the understanding and application of abstract ideas through the use of an example or
an analogy; or may be used when a different activity or new concept is being introduced.

Introduction: In todays class, we will continue working on main idea and finding key details that
support the main idea of the text. In addition, we will also summarize our individual texts using the details we
find.
The objective will be read aloud for students to hear as the teacher points to it on the board.
After the objective is read aloud, students will have time to ask any questions they may have
regarding todays agenda.
Students will have previously assigned reading agendas with rules designed to motivate each
student so that they willingly read the content given. For example, Beatrice will be given a
lower level adapted reading to match her reading level. She knows that if she completes her
reading, then she will receive a token which can be used towards the classroom store at the
end of the day [6.4 enhance capacity for monitoring progress].
Each student will receive their assigned article on hard copy or digital. For example, Nates
article will be read aloud to him using a Classroom Reader provided on one of the classroom
computers [1.2 alternative for audio information].

Anticipatory Set:
Ask the students to take a minute and recall what they already know about main idea and how it
relates to any text. Have the students raise their hands to contribute to a discussion of what
they already know about main ideas. If they can remember, have them recap on previously
discussed main ideas [3.1 activate background knowledge].
o Correct response: Its a summary of the information from the book in your own
words.
Teachers response: Great job! Does anyone have anything they would like to
add?
o Incorrect response: Its the topic of the book.
Teachers response: Topic and main idea can seem alike in many ways. Think of
a books topic as a theme or an issue, and think of a books main idea as the
most important point.
Tell the children that it is important to learn about main idea and key supporting details because
each and every text has a purpose and we read to find out that purpose. Have the students turn
to their neighbor and share one of their favorite stories main idea. The story can be previously
read at home or a story they read in class. Allow the students 5 minutes to complete this
activity. A timer will be displayed on the board so students can stay on task.
The students readings will be connected to their personal interests in order to engage them in
the activity. For example, Mateos reading will be focused on soccer since he holds a deep
interest in soccer. His reading will also be assigned at a reading level that matches his
comprehension level. Mateos text will be provided on his iPad via audiobook and will be read
aloud to him [9.1 promote expectations that optimize motivation].

8
 Hook: In order to hook the students, the teacher will display the video, Main Idea, from BrainPop.com
to get the students engaged in the topic of the lesson.

DURING
Tip: Remember to check for understanding throughout. It is important for students to understand what
is to be learned before they practice it (i.e., usage of a Gradual Release Model).
Tip: Think about your questioning strategies and how ask the right questions to probe for higher levels
of thinking throughout. Blooms Taxonomy is a valuable tool in questioning strategies. Also include
possible correct and incorrect student responses to your questions.
Introduce New Knowledge:
Tip: Provide the information needed for students to gain the knowledge or skill through lecture,
film, tape, video, pictures, etc.
The teacher will display the Brainpop.com video on paraphrasing and context clues. These short
clips will introduce the topics of summarizing and finding key details. After the videos, the
teacher will conduct a short discussion with the students to ensure that they understand the
new knowledge [1.2 alternative for audio information].
o Questions include: What is a main idea? How do you get to the main idea of a text or
develop the main idea?
o Possible wrong answers: Main idea is the big topic in a story. You get there by reading
the story.
Possible response from teacher: You are on the right track! Can anyone dig
deeper and add more details to their answer?
o Possible correct answers: Main idea is the most important thought throughout the
text. You develop the main idea through important key details found throughout the
text that contribute to the importance of the main idea.
The closed captioning will be turned on during these videos in Spanish so that Mateo is able to
understand and follow along in his native language [2.4 promoting understanding across
languages].
The articles assigned to students will match their needs in order to motivate them to want to
read and engage with the text on a personal level [9.1 promote expectations that optimize
motivation].
Mateo loves his iPad so his article will be downloaded on his iPad for him to read and interact
with. Mateos text will be read aloud on his iPad via an audio book. Mateo will also have a
translator on his iPad to help him with his English when needed [2.4 promoting understanding
across languages].
Model New Skills and Knowledge:
Tip: Use the materials to show students examples of what is expected as an end product of
their work.
The teacher will complete a graphic organizer of the story, The Keeping Quilt, that was
previously read in class the day before. The teacher will describe the main idea, key supporting
details, and summarize the text. The teacher will ask the students for volunteers to answer each
section as listed main idea, key supporting details, and summary. The teacher will then display
this graphic organizer on the Smartboard and begin to fill out the organizer as the students
engage in conversation with her. This will be a group activity lead by the teacher [3.1 activate
background knowledge].

9
 The teacher will walk through a think-aloud with the students and together they will fill in the
graphic organizer as an example for the students upcoming activity. The teacher will lead this
discussion but allow time after each question for the students to think of a response. The
students will raise their hands to volunteer to answer the questions. If a student gets stuck, the
teacher will ask questions to further their thinking process.
o Possible questions from the teacher: So right now we know they had a dress and a
babushka. Can you remember what they did with the dress once she outgrew it and
couldnt wear it anymore?

Guided Practice
Tip: This part allows students an opportunity to demonstrate their understanding of the lesson
by working through an activity or exercise under the teachers supervision. This is the time for
the teacher to move around the room and determine the level of mastery and to provide
individual remediation, if necessary.
All students will be working independently with supports, if necessary. During this time, the
teacher will be observing the students and providing individual help/remediation. This will allow
the teacher instant feedback and the ability to reflect on the lesson at hand [6.4 enhance
capacity for monitoring progress].
Various graphic organizers will be provided so that students of all levels will be able to display
knowledge at their level. Tools such as sticky notes, highlighters, extra paper, word banks, and
sentence starters will be provided upon student request [4.2 optimize access to tools and
assistive technologies].
A think-pair-share activity will be conducted so that the students are given an opportunity to
share their findings with a classmate and receive feedback or supports from their peers. Once
each student has completed their graphic organizer, they will turn to their neighbor and share
their findings that relate to their reading. The students will be provided 5 minutes to share and
reflect on each others articles [8.3 foster collaboration and community].
o During this activity, the teacher can walk around and join in on some groups finding,
they can also ask the students to explain their findings and/or help the student develop
deeper answers.
Nate will be using a Classroom Reader to listen to the assigned article. There will also be
highlighters available for Nate to interact with the text on his hard copy. Nates graphic
organizer will include a word bank to match his reading and sentence starters to help him
develop his findings in his own words [4.2 optimize access to tools and assistive technologies].
Beatrice will be given a lower-level article to match her reading level. Her text will include
pictures to help her understand what is being said, such as an adapted reading. Beatrice will
also be provided a Vidatak Picture Communication Boards (EZ Boards) to use during the think-
pair-share, which she will be familiar with using. She will use this board to point to words or
letters to spell out words that she is attempting to express. In addition, a copy of written
instructions to follow throughout the days lesson will be taped to Beatrices desk [4.2 optimize
access to tools and assistive technologies].
The GT student, Daisy, will be given a more complex graphic organizer where additional
questions will be provided in order to optimize challenge in engaging with the text [8.2 vary
demands and resources to optimize challenge].
Independent Practice:

10
 Tip: This may include group work or individual work in class. It may also include projects or
another way for students to apply what they have learned.
Students will be asked to summarize the article in their own words on the back of their graphic
organizer using the main idea and key details that they found in the text. Students may also use
pictures/drawings to help summarize the context. For those students who are weak in creating
sentences, they have the option of using a computer to incorporate pictures into their summary
or even speech-to-text software. This modification will be a good substitute for Nate and Mateo.
Students will then verbally share their summary with the class. This will allow students to
express themselves in sharing their work, and will also provide the teacher with feedback of
whether or not the students understand the content. If a student does not feel comfortable with
sharing in front of the class, the teacher may read their work for them.
Since Beatrice responds positively to reinforcement, she will receive a token for completing
the reading and actively participating to the best of her ability in think-pair-share and
classroom discussion. Motivating Beatrice with tokens will keep her focused on the task at
hand. Tokens can be used towards the classroom store at the end of the day.
CLOSING
Tip: These are statements by a teacher or student that are designed to bring a lesson to an appropriate
conclusion. Closure is the act of reviewing and clarifying the key points of a lesson. It is used to:
Cue students to the fact that they are at the end of the lesson.
Help organize student learning.
Help students form a clearer picture of what the lesson was all about.
Tip: Think also about routines that are in place to close a lesson, and prepare for a transition to the
next lesson.
Once all students are finished their graphic organizer the teacher will close the lesson by conducting a
debriefing exit ticket. The teacher will ask the class to briefly describe main idea, key details and
summarization in their own words. The students will turn in their exit ticket on their way out of the
classroom. The teacher will review the exit tickets and from there, further instruct the individual on the
objective or move on with the class.
If students are struggling, the teacher will review the lesson objective with the class to enhance
understanding.
o Objectives: SWBAT identify 3 supporting key details when given the main idea of a text and
summarize the text in their own words.
o The teacher will ask the again students what the main idea of a text is and how key details
correlate to the main idea.
For Nate, the teacher will verbally conduct the exit ticket to ensure that he understands the content
knowledge. This will allow Nate to express his knowledge out loud instead of struggling to write it out
[1.2 alternative for audio information].
The teacher will collect the students graphic organizers/summary and display them on the classrooms
bulletin board. This will give the students positive reinforcement for their hard work and show them
that the teacher acknowledges their desire to learn.

Authors Reflection

11
Tip: On UDL Exchange, this reflection section is under the Instructional Methods part. Be sure to
answer the questions identified below and NOT the questions identified on UDL Exchange. Type in
your responses below each of the three questions.
Tip: Describe how this artifact demonstrates mastery of the identified standard(s). BE SURE TO
INTEGRATE THE SPECIFIC STANDARDS INTO YOUR RESPONSE. You will find these standards
on the left side of the rubric under the Components & Requirements column or the assignment
description in the syllabus.

How does applying the UDL guidelines to lesson plans allow teachers to meet the needs of a
diverse group of students?
Applying the UDL guidelines to this lesson plan (or any lesson plan) allows teachers to meet the needs of diverse
students. The UDL guidelines are as followed: multiple means of engagement, multiple means of representation,
and multiple means of action and expression. Each of these guidelines motivate knowledgeable learners with
resourceful, purposeful, and strategic planning on the teachers behalf. Teachers who maximize, promote,
facilitate, and support learning are optimizing their students success (CEC Standard 1). Through UDL, students
are given the opportunity to access, participate in, and progress. Various options are offered for how
information is presented in the classroom, and how students can respond or demonstrate their knowledge such
as, various activities like posters, presentations, letters, papers, films, pictures, and more (InTASC Standard 8).
Explain why the two students with special needs in your description required additional
supports and provide a rationale for how you made appropriate choices about assistive
technology and augmentative and alternative communication?
Nate, a student with a high-incidence disability, and Beatrice, a student with a low-incidence disability, are both
exceptional students. Students with special needs require additional supports such as assistive technologies,
accommodations, or modifications in order to aid their learning (ELEM Standard 1). In order to aid learning, I
found that a Classroom Reader would suit him Nates best for the independent reading activity. For the graphic
organizer activity, I provided Nate with a lower level graphic organizer which included a word bank and sentence
starters to aid with his immature, simple sentences. In order to aid Beatrices learning, I found a lower level
article to meet her reading level with pictures since she does well with visual supports. These visual supports
make for an adapted reading to aid Beatrices reading. Beatrice likes to work alone so her activity would be
solely independent. Since she lacks productive speech, Beatrice uses her Vidatak Communication Board to
communicate with the teacher and other classmates when producing speech verbally. These supports are meant
to maintain or improve Nate and Beatrices functional capabilities and aid their learning in the classroom
(InTASC Standard 2).
How does this artifact demonstrate your ability to plan instruction for diverse learners,
including English Language Learners and students who are identified as gifted and talented?
This artifact demonstrates my ability to plan instruction for diverse learners, ELL students, and GT students by
incorporating the 3 UDL guidelines, assistive technologies, accommodations and modifications, and classroom
rules and procedures that allow for instruction to be given to a diverse group of students. By utilizing goals,
methods, materials, and assessments teachers have the opportunity to develop expert learners, which I believe I
showed in this lesson plan (ELEM Standard 3). For my ELL students, Mateo, I used his interest in soccer to
engage him in his reading. For my GT student, Daisy, I created a more complex graphic organizer with in depth
questions so that she would be engaged and challenged. By incorporating various level newspaper articles,
different graphic organizers, and different assessment options, I showed that I was addressing the strengths and
weaknesses of all students and eliminating curriculum barriers which some students may have (ELEM Standard
4). In this lesson plan, I as the teacher have all the tools necessary to differentiate my lesson in powerful ways so
that all learners are engaged.
Materials

12
MATERIALS AND SUPPLIES
Smart Board
4 different articles available in print and online
2 different graphic organizers, one basic and one complex
Sticky notes, pens, pencils, highlighters and extra paper
Classroom computers
Classroom Reader
Vidatak Picture Communication Boards (EZ Boards)
Mateos iPad

RESOURCES INCLUDED
Brainpop.com
Source of articles

Authors Reflection
Tip: On UDL Exchange, this reflection section is under the Materials part. Be sure to answer the
questions identified below and NOT the questions identified on UDL Exchange. Type in your responses
below each of the three questions.
Tip: Describe how the knowledge, skills, and dispositions learned from completing this artifact have a
positive impact on student learning. BE SURE TO INTEGRATE THE SPECIFIC STANDARDS INTO
YOUR RESPONSE. You will find these standards on the left side of the rubric under the
Components & Requirements column or the assignment description in the syllabus.

Explain how your ability to meet the needs of diverse learners has developed.
My ability to meet the needs of diverse learners has developed. Through this lesson plan, I have been given the
opportunity to deeply study English Language Learners and Gifted and Talented students. In completing this, I
have practiced various UDL assessing and planning strategies (ELEM Standard 3). In meeting the needs of diverse
learners, I know that I must utilize the UDL standards and pair them with assistive technologies to meet the
needs of all learners (ELEM Standard 4).
How does this positively impact student learning?
By using UDL, I am able to positively impact all students learning whether they may be an ELL student, a GT
student, a student with a high-incidence disability, or a student with a low-incidence disability. UDL allows for
teachers to incorporate a variety of instructional methods which differ based on the personal needs of each
student (InTASC Standard 2). This curriculum positively impacts diverse learners by providing them the multiple
means of representation of their knowledge.
How will you use the knowledge and skills developed in this class in your future teaching?
In my future teaching, I will use many of the resources I have found during the completion of this lesson
plan. I have developed strong skills on behalf of a future educator which will improve my instructional
planning (CEC Standard 5). My knowledge of a UDL lesson plan has been greatly enhanced after
completing this assignment. By practicing writing lesson plans with the UDL lesson plan template now, I
believe I will be well-prepared as a future educator.

13
Tip: Use this graphic organizer to begin planning your lesson. This only for your own use and does not need to be formally submitted.
About the Lesson and Potential Use Graphic Organizer
Brief Description of Technology (hardware and software) Available in the Classroom:

Age and AT Needs

UDL LP (minimum of 1 low and 1 high tech
No. Student Name Grade Strengths Needs
Requirements tool for each of the two students
Level identified as having disabilities)
Student with He does well in science
His reading is below
HI disability and social studies,
grade level. His writing
which involve
is legible, but immature
discussion, lectures, and
with simple sentences
text material read aloud
5th grade, of three or four words.
1 Nate by other students. The
age - 10 He attempts to
teacher administers
phonetically write
tests to him orally. Nate
words, but becomes
is eager to respond
easily frustrated with
verbally in science and
this.
social studies.
Student with LI Beatrice exhibits deficits
disability and in speech and language,
Communication social, and academic
Need skills. She is below
Beatrice appreciates
grade level in all
routines and does well
academic areas, but
with visual supports.
especially in areas that
5th grade, She works well
2 Beatrice involve language skills.
age - 10 independently and
She has no productive
responds positively to
speech and some of her
reinforcement.
more challenging
behaviors include
rocking and
perseverating on certain
speech sounds. Beatrice
 is especially disruptive
during language
activities, especially the
activities that require
her to respond to verbal
directions.
Student Mateo is a bright
Identified as an student and has a great
English understanding of math,
Language and when the textbook Mateo loves futbol
Learner (ELL) and instructions are (soccer), music, and
translated, has a technology, especially
wonderful his iPad. He speaks
understanding of Spanish fluently. Mateo
science. When given has had little education
5th grade,
3 Mateo X repeated verbal in the English language
age - 10 directions, coupled with and only knows
visual supports, he is rudimentary English
able to complete tasks. vocabulary and
Mateo also excels when directions. He struggles
activities and at reading and writing in
assignments are first the English language.
modeled through
hands-on activities.

Student With appropriate, Daisy often gets bored

identified as academic challenges,
Gifted and Daisy does enjoy
Talented (GT) participating in
5th grade,
4 Daisy X cooperative group
age - 10
activities, discussions,
and sharing her ideas
with her peers. Daisy
also enjoys doing
during classroom
instruction and has
difficulty with remaining
motivated. Oftentimes,
Daisy will not finish her
work and instead
disrupt her peers with
off-topic conversations.
 research projects and
engaging creative
writing opportunities.
Content Area:
Maryland College and Career-Ready Standards:
Describe any Prerequisite Information, Skills, or Resources Students Would Need in Place in order to Successfully
Approach the Lesson:
The SETT Framework Developed by Joy Zabala
Tip: In addition to the tips throughout the template, remember to thoroughly review the UDL Lesson Plan Description and Rubric (see
syllabus). Use the rubric as a checklist and review past students examples!
Student
Tip: Identify the name of student Physical Environment:
identified with HI Disability
Tip: Use the graphic organizer
on the previous page to help
with this section.
Nate
General Information/
Interests:
Learning disability in the
area of language arts.
WHAT WE KNOW
Student Strengths:
He does well in science
and social studies, which
involves discussion,
lecture, and text
material read aloud by
other students. The
teacher administers
tests to him orally. Nate
is eager to respond
verbally in science and
social studies.
Student Needs:
His reading is below
grade level. His writing is
legible, but immature
with simple sentences of
three or four words. He
attempts to phonetically
Environment Task Tools
General education
classroom
Self-contained classroom
for Language Arts.
Smart Board is located in
Expectations: Tip: Use the mATchup Tool to
the center of the
Listen and comprehend identify AT that align with the
classroom.
lesson and instructions students need and the content
Teachers desk is in the area of your lesson
as they read aloud.
front corner where all
Immature sentence (http://cte.jhu.edu/matchup/)
students can be
structure and word Low Tech AT:
monitored.
choices. Word bank, sentence
Students desks are in starters
Easily frustrated when it
pairs of 2 but can easily
comes to spelling. Verbal reinforces
be separated. throughout the lesson.
Verbally communicate
Instructional Environment: High Tech AT:
responses to ideas and
Verbal instructions and Classmate Reader App:
questions.
readings. app that reads text
Reading below grade
Verbal discussions and aloud. Also allows
level. Student will be
responses. students to create and
provided individually
Students will sit at their publish their own work
selected reading
desks for the lesson. when signed in.
materials.
Interactive Smart Board
at the front of the room
so all students can see.
Each student has
individual device (tablet,
iPad, communication
 write words, but
becomes easily
frustrated with this.
Tip: Identify the name of student
identified with LI Disability and
Communication Need
Tip: Use the graphic organizer
on the previous page to help
with this section.
Beatrice
General Information/
Interests:
Diagnosed with autism
at four years old. Did not
receive early
intervention services.
Student Strengths:
Beatrice appreciates
routines and does well
with visual supports.
Works well
independently and
responds positively to
reinforcement.
Student Needs:
device) for use when
needed.
Access Issues:
Does well verbally so
most responses will be
verbal.
Difficulty communicating
with teacher and
classmates through
writing.
Difficulty reading texts
and teachers written
instructions.
Physical Environment: Tip: Use the mATchup Tool to
General education Expectations: identify AT that align with the
classroom Listen and comprehend students need and the content
Self-contained classroom lesson and instructions area of your lesson
for Language Arts. as they read aloud. (http://cte.jhu.edu/matchup/)
Smart Board is located in Below grade level in all Low Tech AT:
the center of the academic areas Daily visual schedule
(individual and
classroom. Does not respond well to
classroom)
Teachers desk is in the verbal directions
All instructions will be in
front corner where all No productive speech
students can be and experiences written form and
accompanied by visuals.
monitored. behaviors such as
High Tech AT:
Students desks are in rocking and
pairs of 2 but can easily perseverating on certain Vidatak Picture
Communication Boards
be separated. speech sounds
(EZ Boards): a
No productive speech, Disruptive during
communication
rocking and language activities,
intervention for non-
perseverating on certain especially the activities
verbal individuals or
speech sounds. that require her to
individuals who need
Wiggle chairs and other respond to verbal
assistance
modifications are directions.
communicating.
available for students
 Difficulty in speech and
language, social, and
academic skills. She is Instructional Environment:
below grade level in all
academic areas, but
especially in areas that
involve language skills.
No productive speech
and some disruptive
behaviors.
Access Issues:
who struggle with sitting
still.
Routines are important
so the classroom will
have a visual schedule
for students to view.
Works well
independently so desk
will be separated.
Responds positively to
reinforcement so an
award system will be
used.
Students will sit at their
desks for the lesson.
Interactive Smart Board
at the front of the room
so all students can see.
Each student has
individual device (tablet,
iPad, communication
device) for use when
needed.
Below grade level in all
academic areas, but
especially in areas that
involve language skills.
No productive speech
and other
challenging/disruptive
behaviors.
 Appreciates routines and
does well with visual
supports.