UDL Lesson Plan Template

Teacher Candidate’s Name: Emma Murphy

Date Created: FALL 22

Content Area: Diversity and SEL

School:

Grade Level: Middle school

Lesson Title: Be the Change

Time: 25/30 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.)

SEL.1A. Middle School. I can examine possible outcomes associated with different ways of
communicating emotions and feelings.

ELA.W. 2E. Provide a concluding statement or section related to the information or

explanation presented.

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.)

When completing the activity, the students will successfully create a plan to make a change in
the world, over the rest of the school year.

Materials: (Low tech, including number needed)

Teacher:
- Pennants
- White board
- Long paper for list
- Coloring items/ stickers
Students:
- None

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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

Michigan math standards - state of Michigan. (n.d.). Retrieved November 30, 2021, from
https://www.michigan.gov/documents/mde/K-
12_MI_Math_Standards_REV_470033_7_550413_7.pdf.
DisneyCStarsVEVO. (2013, March 16). Disney Stars - Send It On (official music video).
YouTube. Retrieved October 22, 2022, from https://www.youtube.com/watch?
v=TmpO0mWvzNs 
YouTube. (2017, February 13). Man in the Mirror. YouTube. Retrieved October 22, 2022,
from https://www.youtube.com/watch?v=Z9NYDgbKsBE 

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

4th grade standard:

- Provide a concluding statement or section related to the information or explanation
presented.

Have an idea of what is wrong with the world and what is happening. They also know that
there is a change that needs to happen.

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

 All IEPs will be reviewed by the teacher to implement accommodations.

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  Flexibility seats are for the whole class if they want during the lesson and activity.

 Sensory break every 5 to 7 minutes for whole class.

 Use of visual schedule for whole class.

 Use timer to keep students on task for time.

 Keeping to the small group talk or partner work.

 Receives speech lessons.

 White board to write answer down when she is comfortable talking out loud.

 To support auditory learners, the teacher will explain and discuss. (Auditory learners)

 During this lesson there is time for students to work on small group work. (Kinesthetic
learners)

 We will color parts of your worksheets. (Kinesthetic learners) (Visual learners)

 Writing phrase on the board for note taking while talking about what is being written
on the board. (Visual learners) (Auditory learners)

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

None for this lesson

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: Questions asked to whole class at the begin of lesson

Summative: Back of the pennant

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.

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Part 1: Engagement/Warm-up: (Time) (10 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?

When students walk in or are sitting at their desk, I will start with play Michael Jackson’s
“Man in The Mirror”

I will then start by repeating the words “The world is just getting out of hand” “People are
just doing what they want” “We need to work together more”

Start discussion on what those phrases mean to you? What does it mean when he said, “I’m
starting with the man in the mirror”? do you think you can make a difference in the world if it
starts with you? (FA)

Transition: (This is a bridging statement or question to help students connect what occurred during
Engagement to what will occur during Instruction/Exploration. It is NOT a direction or instruction.)

Let’s get settle in for the activity…

Part 2: Instruction/Exploration: (Time) (15 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).

After our quick discussion about what Michael Jackson had to say… Take a couple of minutes
and have timed pair share. With this TPS I want you to brainstorm idea that us as students
can do to make the change in the school. I say school because if we start with something
small, we will be able to hopefully one day impact the world. (Give about 7-10 minutes)

Now we are going to create a list of what we can do to make a change in the school. So, what
did you come up with in your TPS?

I will hang this list up in the classroom and I think we should all keep each other accountable
for it.

I am now going to pass out a pennant and we are going to fill them out and post them around

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the classroom.

On the one side you will be able to color and design it however you want, on the other side it
will have to statements that you will need to complete, one being “this is how I can change the
world for the better:” and the other being “when I look in the mirror, the me I want to see
looks like…” (SA)

You can get the coloring tools and the stickers at the front of the room on the supply table.

This is how I can

change the world for
the better: _______
______________
When I look in
the mirror, the
me I want to
see looks like…
_____

_________

(I would make them

full size and look
nicer but this is the idea)

Once you have completed your pennants you can cut them out with the scissors up front. Now
that they are cut out find place them in the bin. So that I can get them hung up around the
classroom.

Transition: (This is a bridging statement or question to help students connect what occurred during
Instruction/Exploration to what will occur during After Lesson. It is NOT a direction or instruction.)

Get job today with this activity, we are going to get ready for (the next subject) after we watch
this short video.

Part 3: After Lesson: (Time) (3 minutes)

Closure:
 Refer and tie back to course objectives
 One last quick assessment
To end this activity, I will be playing another song for us about making a difference. Some of
the singers you will recognize. But it is a great reminder of how the things you do can affect
another. The song is called “Send it on”.

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

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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

Haven’t taught lesson yet.

Strengths of the Lesson:

Areas for Growth:

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