UDL Lesson Plan Template

Teacher Candidate’s Name: Emma Wagner

Date Created: 3/23/22

Content Area: Reading

School: Michener Elementary

Grade Level: 2nd Grade

Lesson Title: Splat’s Sequence of Events

Time: 20 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.)

ELA.SL. K.2. Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting clarification if
something is not understood.

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.)

Students will be able to put 6 out of the 10 cards in the right order pertaining to the
events in the story.

Students will be able to tell me their favorite event that happened in the story and
explain why.

Materials: (Low tech, including number needed)

Teacher: “Splat the Cat” book, 10 index cards, Expo Marker

Students: none

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Technology: NO TECHNOLOGY
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______________

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Bibliography/References: (in APA format)
 Teacher research/planning
 Source of learning materials

Mrs. Olsaver

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

This is a reinforcement lesson because the students have discussed events of stories read
to them before. They have the background knowledge to start at the beginning of the
story, then middle, then end.

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

Meeko is a high energy kid that has a hard time sitting still. He also has a hard time
focusing. Azariah has a learning disability and struggles with reading and math. Azariah
has dyslexia.

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

I am concerned that Meeko will be off task the whole time. I will have to engage him
while reading the story.

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:
Students will be able to put 6 out of the 10 cards in the right order pertaining to the
events in the story. (Keep track on a notecard)

Students will be able to tell me their favorite event that happened in the story and
explain why. (Keep track of what the students say)

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 Summative: n/a

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.

Part 1: Engagement/Warm-up: (2 min)

 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?

“Hi Meeko and Azzie! How are you both today? Are you happy it’s Friday?”
“I am going to be reading a story to you today called, ‘Splat the Cat.’ Has anyone read these books before?”

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.)

“I need you both to pay attention to the story because after I am going to have you do an activity based on the
story.”

Part 2: Instruction/Exploration: (15 min)

 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).

Begin reading the book. Questions I will ask during the read aloud.
“Where you afraid to go to the first day of school?”
“The cat in this story is talking which makes this story fiction or non-fiction?”
“Cats chase…?”
“Why did the cats not chase Seymour anymore?”
“How do you think Splat feels when he is riding his bike home?”

Finish reading the book.

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“For this activity, I am going to have you both work together and try to put the events I wrote on these cards in
order that they happened in the story.”
The tabled is labeled beginning, middle, end.
Spread the cards on the table.
“I will read the cards to you, and then you can place them where you think they belong.”
Choral read the cards with the students.
Without any help from you, have the students put the cards in order. (FA)
“Okay let’s use the book and see if the events are in order.”
Go through the book and have the students make any changes if need be.

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.)

“Good job! There were quite a lot of events that happened in this story.”

Part 3: After Lesson: (3 min)

Closure:
 Refer and tie back to course objectives
 One last quick assessment

“I want you to look at these events or think back to the story and tell me what your favorite part of the story was.”
(FA)
“My favorite part is when Splat is excited to go to the 2nd day of school.”
They will tell their favorite part of the story.
“Okay it is time to head back to class.”

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 the Lesson: The students did quite well putting the cards into the
right order. They participate equally and were thoughtful to each other. There
was no arguing. They both liked having the physical cards to put in order on the
table.

Areas for Growth: During the story, Meeko was having a hard time sitting still.
The students did not meet their objective of getting 6/10 events right.

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

I would have to come up with a way to engage Meeko during the read aloud. Maybe
giving him an activity during the reading, so he can focus his energy on that. I would talk
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to the students about paying attention to detail of stories, and how to recall what they
just heard. This would help them be able to put the story in order.

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