UDL Lesson Plan Template

Teacher Candidate’s Name: Kelly Montei

Date Created: March 27, 2022

Content Area: History and Drama

School: To Be Determined

Grade Level: 5th Grade

Lesson Title: Life, Liberty, and the Pursuit of Monologues

Time: 1 hour
Michigan Academic Standards: (include code and standard)
SOC.5 – U3.1.6 Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams,
John Adams, and Thomas Paine.
ART.T.I.5.1 Create and demonstrate vocal expression to support the playing of a character.

Performance Based Learning Objectives:

Given the one hour of instruction, students will be able to:
 Perform a monologue using vocal expression with 75% accuracy due to their
research.
 Identify key individuals and their role in the revolutionary movement with 90%
accuracy.
Materials: (Low tech, including number needed)
Teacher:
 Laptop (1)
 Sticky Notes (1 package)
 White board (1 Medium Sized)

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  “Extra” brand markers (2-3)
 Pencils (1 package)
 Paper (1 package)

Students:
 Preferred Writing Utensil (2-3)
 Notebook (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)

Elements of drama/theatre - eluprogram.com. (n.d.). Retrieved March 27, 2022, from

https://www.eluprogram.com/Elements_Of_Drama.pdf

Kagan, S., Kagan, M., & Kagan, L. (2016). 59 Kagan structures: Proven engagement
strategies. Kagan.

Michigan K-12 standards for Social Studies. (n.d.). Retrieved March 27, 2022, from
https://www.michigan.gov/mde/-/media/Project/Websites/mde/Year/2020/08/26/
Final_Social_Studies_Standards_Document.pdf?
rev=4310927d992c495e9ccdb7627f708f8a&hash=9880CF64363CA212551124B365738
F63

Michigan merit curriculum: Visual arts, music, dance, and theater. (n.d.). Retrieved March 27,
2022, from
https://www.michigan.gov/-/media/Project/Websites/mde/2017/09/08/VPAA_Standards
_Accessible_Final.pdf?rev=6e6c0181c834447fa9a2d7eafa5f06df

Spin the wheel to decide a random choice. Picker Wheel. (n.d.). Retrieved March 27, 2022,
from https://pickerwheel.com/

Prior Learning Connections: (Background knowledge support)

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This is an introductory lesson on our founding fathers. Students should be familiar with a few
of America’s founding fathers’ names. They have had time off to celebrate them (Presidents
Day and/or fourth of July), and some students have read books about them. My class has
expressed that they love to move around and act, and as such, I am indulging them with this
monologue.

Differentiation/accommodations:
Visually:
 If needed, materials can be altered to be bigger or smaller.
 Colors can also be changed on various materials if that is needed.
Auditory:
 Transcripts can be made if necessary.
 If needed I am willing to wear a microphone.
Physically:
 Tables and chairs can be altered in the potential event a student is wheelchair bound.
 Materials can also be altered in the event a student has a fine motor impairment or
issue.
Cognitively:
 Lower achieving students can get away with key words or drawings.
 Groups will have a wide range of abilities, making it possible for these individuals to
have easier roles.
Socially:
 Skits can be altered so those with social impairments can become confident with easier
prompts.
ELL:
 These students could help the group with determining what pictures should be put in
the slides.
 Presentation can also be done in their preferred language.
 Language settings can be changed on the computer.
ASD:
 Noise regulator app can be used while students are working.
 I can also get the student a fidget if they need one as well.
ADD/ADHD:

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  Set away from window and door.
 Additionally, a noise regulator can help as well.
Special Concerns (including medical, behavioral, and/or environmental):
 Before starting, make sure names are on picker wheel website.
 Write down who is in what group and make topic sticky notes prior to starting.
 Make sure to clean up area when finished.
 It’s always a good thing to know where the emergency packet and supplies are located.
 Ensure that students are remaining on task.
 Lights should always be on.
 Be observant of students’ usage of table adjusters.
 Groups can be difficult, so make sure that no conflict breaks out.
Assessment:
Formative: Question and Answer, and Research

Summative: The Final Monologue

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)

Part 1: Engagement/Warm-up: 10 minutes

“Salutations, Class. Today we are going to be talking about our founding fathers who created
this great country. Before we start, I want you to get into groups of two and talk about who
these individuals might be. We will be doing a Kagan structure called Pair Share (pg. 100)
and each person is going to get the chance to share their ideas. When I say “go,” the person
who is the tallest will share their thoughts first, and while they are doing that you will listen to
what they have to say. Once they are done, it is your turn to begin sharing. When the activity
has concluded, we will reconvene, and pairs can share the ideas that they have come up with.
I will be walking around the room to make sure everything goes smoothly.” (FA).
After three to four minutes, I will announce that time is up. Then I will go around and have
one person from each group share their discoveries. (FA).
“Wow! Good Job Everyone! We have discovered so many founding fathers. Now by a show of
hands, who can tell me what they all did?” Observe who has raised their hands. “It’s okay if
you don’t know, because that is what we are going to be learning about this week.”

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Transition: “It is often said that a person’s character is defined by their actions. Do you think
that rings true for our founding fathers?”

Part 2: Instruction/Exploration: 45 minutes

Before going into this part make sure classroom names are listed in this website.
Link: https://pickerwheel.com/
“On the board you are going to see your names listed on a wheel, and that is because we are
going to be working in groups of 3 to 4 today, making short presentations on these historical
figures. You are expected to make a 4 to 5 slide PowerPoint on the accomplishments of the
founding father that your group is assigned and perform a monologue that this person may
have done. I stress that you can look up the monologue, but feel free to be creative if you
would like. I expect you all to work well together and present great projects. Once groups are
assigned, I will give you a note with your assigned historical figure.” To clarify my
expectations, I would write the assignment on the board.
Spinning the wheel, I would build groups, eliminating names as I go that have already been
chosen. And before students begin, I would say, “Devise a plan early, because you only have
twenty minutes to do this project. Good Luck!” Once the groups are assigned, I would have
them go sit in their pods, and they would already have laptops to start working. While students
are doing that I would walk around the room and see how they are doing, helping whenever it
is needed.
After twenty-minutes I would say, “Time’s up. Who is ready to present?” and allow teams to
come up with their presentations. When groups finish up their presentation, I would ask what
they thought their founding father was feeling during that period in history, and have them
reflect on what they have learned. (SA)
Due to time constraints, I would only let a few groups go and the rest would be done on the
following day. (SA)
Transition: “For those doing the monologue, what can your group do to improve their
monologue performance next time one is needed to be presented?”
Part 3: After Lesson: 5 minutes
Closure: “Today, I am sending you home with a packet involving concepts of drama. I want you
to be sure to look at it, as we are going to be looking more deeply into these monologues in the
next few days. One of the things we will be trying to determine is what the circumstances were
that led the founding fathers to conclude they needed to proceed with their plans to establish a
new nation. Good Day, Everyone!” (FA)
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of
the lesson)

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Strengths of the Lesson:

Areas for Growth:

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