UDL Lesson Plan #3

Teacher Candidate’s Name: Wyatt Tipping

Date Created: 10/22/2021

Content Area: Social Studies/Civics

School: Summerfield High School

Grade Level: 11th Grade

Lesson Title: College: Everything you Need to Know

Time: One 20/30-Minute Class Lesson

Michigan Academic Standards:

● SS.9-12.C6.2: Rights and Responsibilities in Civic Society
○ 6.2.1: Using examples, explain the rights and responsibilities of U.S. citizens as
well as people living in the U.S.
● SS.9-12.C6.4: Civic Inquiry, Public Policy, Civic Action, and Public Disclosure
○ 6.4.3: Identify and describe a local, state, national, or international public policy
issue; research and evaluate multiple solutions; analyze the consequences of
each solution and propose, defend, and take relevant action to address or
resolve the issue.

Performance Learning Based Objectives:

● Students will be able to identify the core factors that go into deciding on if a college
education is something that interests them/is the next step in their life outside of high
school, and which college is best for them.
● Students will be able to understand the demand for college students, and how this
impacts both the economy and our government.
● Students will be able to better understand the general ideas of college and what “the
college experience” is and is not.
 ● Students will be able to learn about college more in depth to dismiss any
rumors/misunderstandings and gain more understanding about campuses, classes, etc.

Materials: (Low Tech, including number included)

Teacher: Whiteboard, Dry Erase Marker
Students: Pencil/Pen, Notebook, loose leaf paper

Technology: (High Tech, mark all that apply; indicate if no technology is being used)
● Teacher Laptop • Digital Camera
● SMART Board • Document Camera
● LCD Projector • Digital Microscope
● SMART Sentos (Class Set) • Video Camera
● Computers • Scanner
● iPad/tablet • Color Printer
● iPod/MP3 players • Calculators
● Early childhood learning tech. • FM Systems
● Webcam • Other: Slideshow

Bibliography/References: (in APA format)

● 5 common misconceptions about paying for college. Arnold Mote Wealth Management.
(2021, July 22). Retrieved October 25, 2021, from
https://arnoldmotewealthmanagement.com/5-common-misconceptions-paying-college/.
● Debunking your misconceptions about college. Southwestern University. (n.d.).
Retrieved October 25, 2021, from
https://www.southwestern.edu/live/news/14608-debunking-your-misconceptions-about
-college.
● Odell, A. (2017, October 9). 20 biggest misconceptions we all had about college.
Cosmopolitan. Retrieved October 25, 2021, from
https://www.cosmopolitan.com/college/advice/a30746/20-misconceptions-we-all-have-
about-college/.
● Siena Heights University - profile, rankings and data | US ... (n.d.). Retrieved October
26, 2021, from https://www.usnews.com/best-colleges/siena-heights-university-2316.
● Subjects. 10 Things You Need to Know about College (but Probably Don't). (n.d.).
Retrieved October 26, 2021, from
https://www.cliffsnotes.com/cliffsnotes/subjects/secrets-of-college-success/10-things-y
ou-need-to-know-about-college-but-probably-dont.

Prior Learning Connections: (Background Knowledge Support)

● Family members who have attended/are currently attending college
● Media such as news outlets, social media, movies & TV shows, books, etc.
● Various guest speakers throughout schooling (elementary & middle) discussing college
opportunities
 ● College campus tours
● Stories from teachers/faculty at current school

Differentiation/Accommodations
● If students are unengaged/not answering discussion topics, how can I help reconnect
the content with them/open the door for more discussion?
● If students struggle to connect ideas/understand content, how can I assist in making the
process easier/easier to remember?
● Students will be allowed time at the end of the lesson to ask any questions for
clarification, to clear confusion, or for curiosity
● Students who may need to sit closer to the front to see the lesson/presentation better
will be allowed to do so
● All learning styles will be touched upon so each student learns effectively, regardless of
preferred learning style
● Special Education accommodations will be given
● Students with IEPs will be accommodated accordingly

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

● None

Assessment:
● Students will be gauged throughout the lesson on their understanding, and given ample
time to ask questions/with thumbs up-thumbs down. (FA)
● Students will be given a time frame to ask questions that come to mind about the
content being delivered to eliminate confusion, satisfy curiosity, and ensure their
knowledge of the content is satisfactory.
● Students will fill out an exit ticket before leaving class, listing one new thing that they
learned from the lesson (open ended). (FA)

During Lesson:
● Provide multiple instructional strategies for students (including technology)
○ Help students develop understanding of content
○ Help students build skills to apply to knowledge
● Ensure teacher (me) fully understands content before lesson and is able to provide
answers to students questions, and allow them to understand content in turn
● Provide students variety of ways to engage and understand content to ensure student
success

Part 1: Engagement/Warm-Up: (5 mins)

● Briefly discuss personal college experience with students to give them an idea about
how various things such as class schedule, dorm life vs commuting, and deciding your
major really work (utilize powerpoint presentation & pictures)
● Discuss key myths about college such as what “the college experience” is and is not,
debunk common misconceptions, and gauge students general knowledge of college
with critical thinking questions such as:
○ What do you already know about college?
 ○ What have friends/family told you about college? What you need to know/what
would be nice to know?
○ What are your general thoughts on college? Is it something that you’re
considering as a next step after high school?

Transition: Now that we’ve taken a look at the general idea of what college is and the various
ideas such as “the college experience” and what it is and is not, let’s start answering some of
the most common questions about college, and break down the need to know about college.

Part 2: Instruction/Explanation (10-15 mins)

● Talk about/explain the three main points of college. These include:
○ What will my classes look like?
○ Do I need to know my major right away?
○ How busy will I be?
● Elaborate upon these questions with key examples from own experience, and ensure
students understand the ideas to the fullest
● Give students an open time frame to ask questions about college that include, but aren’t
limited to:
○ What my experience has included
○ Classes/stories
○ How credits & semesters work
○ Deciding your major/minor
■ What’s a double major?
○ Should I get involved with campus clubs/orgs?
○ Do I have to join a fraternity/sorority?

Transition: So, now we have an idea on just what college entails, but also have debunked
some of the big misconceptions about college and you’ve gathered an idea on what to expect if
you end up attending college, or in general have a better idea of what college is, let’s review.

Part 3: After Lesson (5 mins)

Closure:
● Ensure students have no further questions. If not, refer back to big questions/main
points of college and what’s considered need to know info.
● Have students use half a sheet of paper and write down one thing that they learned
from the lesson today that they didn’t know beforehand/a misconception that was
cleared up for them (exit ticket) (FA)

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 Lesson: Practical lesson, relevant to students lives

Areas for Growth: Talk slower/clearer, remain consistent w/ vocal volume

Focus for Next Lesson (should align with areas for growth): Creating relevant

discussion/connections with all students, improve on oral language consistency

Signature ___________________ Date ______________________

ANNOTATIONS:

● Discuss options outside of college for students who don’t plan on further education

● Suggest other questions to avoid awkward silence