Candidate’s Name: Niva Khan

Grade Level: 4-6

Title of the lesson: Designing a Collaborative Book Using UDL Bookmaker
Length of the lesson: 3 class sessions (45 minutes each)
Sample: http://bookbuilder.cast.org/view.php?op=view&book=154669&page=1

Essential Questions:
 How can we create a book that is accessible and engaging for all readers?
 What are the key principles of Universal Design for Learning (UDL) and how can they
be applied to our book project?

Key questions:
 Students will understand the concept of Universal Design for Learning (UDL) and its
importance in creating inclusive educational materials.
 Students will design a one-page book using UDL Bookbuilder.
 Students will apply principles of differentiation to their book design to cater to diverse
learners.
Common Core State Standards:
 CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use
technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others.
 CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
 CCSS.ELA-LITERACY.W.4.8: Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes and categorize information
and provide a list of sources.
 CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.

Learning Objectives
 Objective:
 Students will collaboratively design a digital book using UDL Bookmaker, integrating
writing, illustration, and technology.
 Students will work in pairs to create a page of the book, ensuring that their content is
engaging and relevant.
Formal & Informal Assessments:
Assess students based on their ability to work collaboratively, create engaging and relevant
content, and effectively utilize UDL Bookmaker. Additionally, evaluate their presentations and
contributions during the sharing session.
Session 1 - Introduction to Collaborative Book Creation (45 minutes)
 Begin by discussing the essential questions with the class. Emphasize the importance of
collaboration, creativity, and technology in the process.
 Introduce UDL Bookmaker to the students, explaining its features and how it can be used
to create digital books.
 Divide the class into pairs. Ensure that each pair consists of students with varying skills
and strengths.
 Discuss the book's theme or topic as a class and allow students to brainstorm ideas for
their collaborative book.
 Each pair selects a topic and comes up with a rough draft of their page, including text and
illustrations.
Session 2 - Creating Digital Pages (45 minutes)
 Each pair of students logs into UDL Bookmaker using their assigned device.
 Students start creating their digital pages by adding text and uploading illustrations. They
can use drawing tools in the software or upload images they've drawn on paper.
 Encourage students to discuss and collaborate on the design, ensuring it matches their
chosen theme and is engaging for readers.
 Assist and provide guidance as needed, especially to students who may require extra
support.
Session 3 - Finalizing and Sharing (45 minutes)
 In pairs, students review and edit their digital pages, making sure they are error-free and
well-designed.
 As a class, discuss the importance of sharing their collaborative book with others.
Explore ways to share it, such as during a school assembly, with parents, or on the
school's website.
 Provide time for students to share their digital books with the class. Each pair presents
their page, explaining their chosen topic and design choices.
 Encourage peer feedback and discussion after each presentation.
 After finalizing their pages, combine them to create a complete digital book using UDL
Bookmaker.
Differentiation:
 For Advanced Learners: Offer advanced students the option to include multimedia
elements in their pages, such as audio narration or interactive features.
 For English Language Learners (ELLs): Provide additional support by partnering
ELLs with native English speakers to collaboratively design their pages, focusing on
language development.
 For Students with Special Needs: Customize the level of support and scaffolding as
needed. Consider offering text-to-speech tools for students who may have difficulty with
writing.

Instructional Resources:
 Access to UDL Bookmaker (online tool)
 Laptops or tablets for each pair of students
 Writing and drawing materials (pencils, markers, paper)
 Projector for class discussions