UDL Lesson Plan Template

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 7 February 2020

Content Area: Social Skills

School: Addison High School

Grade Level: High school self-contained

Lesson Title: All About Me

Time: 30 minutes
Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

MAS.W.9-10.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.

MAS.W.11-12. 8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.

MAS.SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.

MAS.SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear

and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and style
are appropriate to purpose, audience, and a range of formal and informal tasks.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)

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 Learners will be able to:
 Use 10 positive, descriptive characteristics to explain oneself with 100 percent
completion.
 Explain word cloud in approximately 2 minutes elaborating on at least 10 positive,
descriptive words with 100 percent participation.
 Engage in casual, self-positive conversation three times with 100 percent
participation.

Materials: (Low tech, including number needed)

Teacher: Word cloud example (1), coloring utensils, plain paper (4), list of positive
descriptors.

Students: Coloring utensils, plain paper (1)

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
o Webcam o Other______________

Bibliography/References: (in APA format)

 Teacher research/planning
 Source of learning materials

https://wordart.com/
Prior Learning Connections: (Background knowledge support)
 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

The students have seen me once before when I first visited the classroom. The students are
familiar with each other and have been in school with each other for a number of years.
Therefore, the students should be comfortable with one another, but they need the chance to
build a relationship with and trust me.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities

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Students may:
 Use choice of coloring utensil.
 Complete word cloud online.
 Choose where to sit.

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

There is one student who has Cerebral Palsy. Make sure activities are appropriate and
accommodating to his physical needs while encouraging his abilities at the same time. Another
student lost her mom and struggles with the topic of mothers. All three students have low self-
worth and need constant encouraging and love.

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
Word clouds
Share out from word clouds
Number of times students engage in casual, self-positive conversation.
Summative:
N/A
During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Part 1: Engagement/Warm-up: (2 minutes)

 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

The teacher will introduce themselves and encourage the students to introduce themselves as
well. The teacher will inform that he/she is excited to be working with them over the course of
the next few weeks, and cannot wait to get to know each of them… Once the students have
introduced themselves the teacher will explain to the students that they will be participating in
a get to know you activity, so that the teacher can get to know the students and the students
can get to know the teacher.

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Good morning, I am Miss. Yarbrough, or Miss. Matelyn, whatever is preferred. I will be
spending the next ten Tuesday mornings with you working in small groups. I would really like
to get to know each one of you. Can each of you tell me your name, grade, and something
special about you?... Thank you, I really appreciate your willingness to let me get to know
you. With that being said, I want to dig deeper. Today’s activity is going to be a get to know
you activity so that I can get to know each of you and each of you can get to know me.

Transition: How many of you have heard of a word cloud?

Part 2: Instruction/Exploration: (20 minutes)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
 Include specific plan for new instruction or review and guided and/or independent practice;
repeat the sequence as needed.
 Specify if plans are different for small groups or individuals.
 Indicate formative assessment with (FA).

The teacher will introduce the get to know you activity, the word cloud. The teacher will share
an example of a word cloud using positive self-attributes. The teacher will then explain to the
students that they will each be completing a word cloud. (FA) For the word cloud the students
must have at least ten positive descriptors about oneself. The teacher will then encourage
students to research positive attributes that best fit them as well as hand out the provided list of
positive attributes… While the students and teacher are working on their word clouds, the
teacher will tally how many times each student engage in self-positive casual conversations
and how many times they engage in self-deprecating casual conversations. (FA)

The get to know you activity that we will be doing today is a word cloud. A word cloud is this.
It is a bunch of words describing something, with the main topic large and highlighted. The
words can change fonts, colors, or directions, as long as they apply to the main topic. This is
an example of a quick word cloud that I have made about myself, but I am going to create a
new one with you. On your word clouds, I want to know all the positives about you. What do
you like to do? What interests you? What are your positive characteristics? I want to know
these things because you are all wonderful people who deserve to be celebrated for who you
are and your likes and dislikes. With that being said, I want you to make sure you are using
positive words, you may use your technology to research positive attributes or use some words
off this list that I have provided. If you would like, you may complete the word cloud online in
a word cloud processor of your choice. When coming up with your words, think about why
you chose them. Once you are all finished we will share our word clouds to each other.

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Transition: Now that we have finished creating our word clouds, I want you to take about 30
seconds and reflect on what you wrote so that you can share out to your group.

Part 3: After Lesson: (8 minutes)

Closure:
 Refer and tie back to course objectives
 One last quick assessment

The teacher will facilitate a discussion allowing each student to share their word cloud. The
teacher will share their word cloud first to model what is expected. The teacher will remind to
students to at least share 10 of their attributes with a sentence to go along with each. (FA) The
teacher will remind students to be encouraging to each other and respectful.

I am excited to share these word clouds and get to know each other better. I will start to give
an idea of what I am expecting. When sharing, I would like you to include 10 of your
attributes and sentence to go along with each explaining why you chose those words.
Remember to be respectful and encouraging of each other during the share outs… Thank you
for sharing your word clouds and helping us all get to know each other a little more. I will see
you all next week!
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:

This lesson went decently well. It was a laid-back lesson to start with and allowed
plenty of opportunity for students to share about themselves to me and to one another.
Only two of my students were at school, so it made the lesson even more relaxed. This
lesson also encouraged students to start talking positively about themselves. The
students would ask questions about a certain characteristic and I would have them
explain to me how it relates to who they are. This allowed the students to make
connections with a positive attribute and be able to identify with it. Overall the lesson
was smooth and ended with great information for me about the students and for the
students about me.
Areas for Growth:
I need to find the balance of unstructured and structured. These small group lessons are
almost directly related to the “between the lines” of a lesson. I am not sure if I am
creating an effective lesson as well as implementing enough time for casual growth and
conversations. I also want the students to talk because I want to know how to help the
students increase their self-esteem, although, I do not know how to create a happy
balance between conversations and content being that most of the content is
conversations.
Focus for next lesson: (should align with Areas for Growth)
For my next lesson, I will really focus on not being so uncomfortable with the
unstructured lessons. The unstructured lessons are what allow for structure with the content

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that I am trying to share, it is just very hard to implement it into a lesson plan. I will also allow
conversations to go where they need to. That way I can continue to get to know the students
and help them with their needs.