UDL Lesson Plan Template

Teacher Candidate’s Name: Madisyn Kleinschmit

Date Created: February 3, 2021

Content Area: Social Studies/ Second Step

School: Madison Elementary

Grade Level: 4th Grade

Lesson Title: Solving Playground Problems

Time: 45 minutes
Michigan Academic Standards: (include code and standard)
The standards below come from the SEL Competencies found on michigan.gov

5B: Children/students develop, implement, and model effective decision-making skills to

deal responsibly with daily academic and social situations.
 Describe the steps of a decision-making model.
 Generate alternative solutions to problems and predict possible outcomes.
4C: Children/students demonstrate an ability to prevent, manage, and resolve
interpersonal conflicts in helpful ways.
 Activate the steps of a peaceful conflict resolution process (listen, express feelings,
discuss solutions, make amends, etc.)

Performance Based Learning Objectives:

Learners will be able to
 Identify common playground conflicts.
 Demonstrate using the Problem-Solving Steps to handle playground conflicts.

Materials: (Low tech, including number needed)

Teacher: Handout 19 (25), partner matching papers (22 total)

Students: Pen or Pencil, Computer

Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system

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o Webcam o Other______________

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Bibliography/References: (in APA format)

(n.d.). Retrieved January 29, 2021, from https://members.writingcity.com/prepare-and-

present/4th-grade

Prior Learning Connections: (Background knowledge support)

This is a reinforcement lesson using the skills learned in the past few weeks Second Step
lessons which involved working through each Problem-Solving Steps. Which are:
 Say the problem without blame
 Think of solutions that are safe and respectful
 Explore consequences. What could happen if…
 Pick the best solution. Make your plan.

Differentiation/accommodations:
Student A: N/A
Student B: N/A
Both: Both students will be revisited during the independent practice portion of the lesson to
help ensure that they are staying on task and to restate the directions if needed.

Special Concerns (including medical, behavioral, and/or environmental):

Medical: None
Behavioral: Students talking over one another
Environmental: Students not having enough room to fully “step” through solving the problem
however, this can be solved by moving desks and special spots to provide more room if
needed.

Assessment:

Formative: Completed Handout 19, Walking around and listening to the students
“STEP” through their playground problem, Whole class discussions, Partner
discussions.

Summative: N/A

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
Prior to this lesson for our Classroom Book a Day this particular day is The Recess Queen.
Which is a book about a girl named Mean Jean who is the bully at recess until a new student
comes to school and brings her out of her bullying ways and they become friends.
Part 1: Engagement/Warm-up: (5-7 minutes)

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  Start the lesson with a black screen up on the board.
 For second step today we all need to come up to the front of the room, make sure masks are on, and
voices are off.
 We are first going to start by just listening to a short audio clip, make sure you pay attention to what you
hear.
 Play the video (0:11)
 In the clip, can did anyone pick out the location of where these students are? (outside at recess,
playground, gym)
 In this audio clip did anyone pick out some of the emotions the kids in the video might be feeling.
(Frustrated, angry, irritated, annoyed, etc)
 What did it sound like was happening on the playground? (it sounds like they are having problems on
the playground. It sounds like they aren’t playing fair. It sounds like they are fighting)
 Recently we have been discussing ways of solving problems with our S-T-E-P Strategy. Can anyone
name the S-T-E-P Steps to solving a problem? (call on a handful of students to answer).
 Now today we are going to pull together and use all the Problem-Solving Steps and skills we’ve learned
so far.

Transition: Play the S-T-E-P Music video to bring the students into the mindset for solving
problems and taking the correct steps to do so. Before we hear the students on the
playground problems let’s hear the step song one more time.

Part 2: Instruction/Exploration: (30 minutes)

 First, let’s hear from the real students talking about a few problems that happen at their
own schools. Listen carefully for a few problems that may also happen here at Madison
with your own class/ each other.
 Play the video (1:11)
 Do any of these problems sound familiar? (Various Answers)
 Now on the whiteboard write the ideas the students come up with as they are talking.
 What are some typical playground problem we have here on our playground? Now
before anyone answers, can someone please remind the class what the S in S-T-E-P
stands for? (say the problem without blame)
 Exactly, so before we say any of the problems, we have experienced at recess we are
not going to use names or point fingers at other friends.
 So, what are some typical problems we have here on our playground? (if the students
do not say anything about disputes/ arguing about the rules add that to the list)
(bounce ideas off of the children, make sure to get into the bigger problems that
students may face)
 What are some problems that have occurred recently on the playground? See if any of
them bring up the class disrespecting and ignoring the recess guard and their rules.
 For grouping students for this activity either have the students select their own
partners or match the cards (washer to dryer, peanut butter to jelly, etc) Pass these out
right when the students finish eating lunch.

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  Next, have the materials people pass out the Handout 19.
 Now, with your partner, choose one of the problems we listed on the board. Give the
students 2 minutes to choose their problem.
 Once, you and your partner have selected your problem, write a short description of the
problem in the space provided at the top of your handout.
 Give the students 3-5 minutes to complete the short description. (set a timer on the
board to track their progress)
 In a couple of minutes, you and your partner are going to actually step through the
problem-solving steps.
 Each student pair is going to physically walk through the Problem-Solving Steps to
find a solution to the problem they just described.
 I will need each group to find a spot in the room with enough room to move around.
Make sure not to be too close to another group.
 By using the provided S-T-E-P Papers, arrange them in a staircase pattern, starting
with S then T then E and finally P. Follow the diagram below. *Show this on the
board*

P
E
T
S
 Give the students 90 seconds to complete this task.
 Now that you all have arranged your “steps” you and your partner are going to try solving the problem
you picked off of our whiteboard list. You are going to try to solve the problem by “stepping” through
each step of the solving problem steps. *Demonstrate this to the students* (F/A)
 As you are working through the problem make sure you are checking off each step as you go on
Handout 19.

Transition: Hey, class, class, Hey, yes, yes? Now that we have all completed stepping through our
problem with a partner, what were the problem-solving steps used during today’s lesson?

Part 3: After Lesson: (5-7 minutes)

Closure:
 How was it helpful to have to actually “step” through the Problem-Solving Steps? Various Answers
(F/A)
 With your partner talk about how you can use these steps on the playground in the future. Give the
students about 3 minutes to talk* (F/A)
 What would happen on our playground if more students solved problems with the steps? Various
Answers (F/A)
 Now that we have worked through our problems please submit the Handout to canvas under Mrs.

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 Teague’s social studies as well as bringing the handout up front to the blue turn in bin. Once you have
done that make sure the papers on the floor are cleaned up and we will move on in a few minutes. Make
a smart choice while you wait for the next instruction. (F/A)

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)