UDL Lesson Plan Template

Teacher Candidate’s Name: Sienna Whaley

Date Created: 10/25/20
Content Area: Reading and Culture/Diversity
School: Siena Heights University
Grade Level: 1st ,2nd , 3rd
Lesson Title: We are like a box of Crayons
Time: 35 min
Michigan Academic Standards: (include code and standard)
CCSS.ELA-LITERACY.SL.1.2 Ask
and answer questions about key details in a text read aloud or
information presented orally or through other media
CCSS.ELA-LITERACY.SL.2.2 Recountor describe key ideas or details from a text read aloud or
information presented orally or through other media.
CCSS.ELA-LITERACY.SL.3.2 Determinethe main ideas and supporting details of a text read aloud
or information presented in diverse media and formats, including visually, quantitatively, and
orally.

Performance Based Learning Objectives:

 Students (in any grade) will answer question pertaining to the book as I read.
 Students (in any grade) will answer a “what did you learn from the book” question at
the end of the lesson after their craft

Materials: (Low tech, including number needed)

Teacher:
 The Crayon Box that Talked by Shane DeRolf
 Sticky notes for question in the book
 20 copies of a crayon cutout
 20 boxes of crayons

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 Students:
 Pencil (if so desired)
 Listening ears and Thinking Brain!

Technology: (High tech, mark all that apply; indicate if no technology is being used)
None needed for this lesson
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)

UDL format provided by Siena Height University Education Department

DeRolf, S., & Letzig, M. (2014). The crayon box that talked. New York, NY: Random House.

Crayon handout

http://clipart-library.com/crayon-template.html

Prior Learning Connections: (Background knowledge support)

 Basic listening skills

Differentiation/accommodations:
 Because of how the YMCA classroom is set up I would be teaching several different
grades at once. I would add additional support to those students that would need it
(such as spelling)
Special Concerns (including medical, behavioral, and/or environmental):
 One student (that I know of) is very low on the autism spectrum, but she is very high
functioning

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Assessment:
Formative:
 Throughout the book I will ask questions about the book and students thinking. The
questions will be listed in the instruction/exploration section of the lesson.
Summative:
 Students will complete a “About me” crayon activity. Students will draw and/or write
what makes them unique on the crayon cutout provided. I will show an example made
by me in class.
 A summarizing question will be asked to the students about what they learned once
they finished their crayons.
During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)

Part 1: Engagement/Warm-up: (5 min)

 I will start off by asking students how their day was
 Then I would ask if they like coloring and if so what sort of things have they colored
 I then introduce the book

Transition: “Today I am going to read a book called The Crayon Box That Talked written by
Shane DeRolf and illustrated by or the pictures were drawn by Michael Letzig. While I am
reading, I want to pay attention to the events and be prepared to answer questions that I ask.
When I ask a question and you have an answer raise your hand and I will call on you.”

Part 2: Instruction/Exploration: (25 min)

 The questions below are what I will ask for the given page
o Pg. 4 “Why do you think the crayons don’t like each other?”
o Pg. 10 “What do you think the girl will do with the crayons?”
o Pg. 16 “The author said, “Colors changing as they touched, becoming
something new.” What could this mean?”
 I will end the story by summarizing the main point of the story
o Everyone is unique and together we can accomplish great things just like how
the crayons worked together to make a great picture.
 “Now we are going to do an activity where you will decorate a crayon with pictures
and words of things about you that make you unique. I made one as an example”
o Explain/describe my example
 “Let us go to the table and I will hand you your crayon and as a special gift you will

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 each get a crayon box to take home with you to use and remember this lesson by!”
 I will let students work on their crayon for a good 10 minutes as I walk around and
help and then call them back for group discussion
Transition: “Alright stop where you are at, you can finish your crayon later, and let us gather
around on the carpet again with what you have”
Part 3: After Lesson: (5 min)
 Students will gather around the carpet and I will ask them to share what they put on
their crayon
 After students share their crayons, I will ask students to tell me what they learned today
Closure: “I hope you had fun today and thank you for doing this lesson with me. You can put you crayons and
crayon craft in your backpack and go and play”

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

the lesson)

I have not taught the lesson at the time of turning this in.
Strengths of the Lesson:
Areas for Growth:
Focus for next lesson: (should align with Areas for Growth