wk2

Creating a UDL Instructional Plan

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EDU 620: Meeting Individual Student Needs with Technology

August 2, 2021

ORGINAL QUESTION

Week 5 - Assignment

Creating a UDL Instructional Plan

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below. Prior instructor approval is required for those seeking to develop a lesson pertaining to another subject area. Regardless of subject, your lesson should align with specific grade level standards.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Wee5 Instructor Guidance page and, if needed, contact the instructor for further clarifications.

There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.

To prepare for Part I, you must first log onto the  CAST UDL Lesson Builder (Links to an external site.)  website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.

Refer to:  Week 5 Assignment Template Part 2

Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.

Content Instructions

· Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)

· Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).

· State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.

· Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.

· Teaching Methods:

· Describe the anticipatory set (1 point)

· Address how you will introduce and model new knowledge (1 point)

· Describe the guided practice (1 point)

· Describe the independent practice (1 point)

· Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.

· Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.

· Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.

Written Communication Instructions

· Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

· Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:

· How does your lesson serve as motivation for learners? ? Provide specific examples and clearly explain how those examples motivate your learners.  Be sure to use evidence from the readings and/or outside sources to support this point.

· How does your lesson stimulate critical thinking in your students? Provide specific examples and clearly explain how those examples stimulate critical thinking.  Be sure to use evidence from the readings and/or outside sources to support this point.

· How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students? Provide specific examples and be sure to clearly explain how the lesson models a opportunities without isolating students.

Written Communication Instructions

· Length Requirement (0.5 point): Two to three pages not including the title and references pages.

· Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

· Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

· APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the  Grading Rubric (Links to an external site.)  for the criteria that will be used to evaluate your assignment.

THE ANSWER:

Lesson Overview

Title	Fairytales
Author	Mary George
Subject	Language arts and reading
Grade levels	3-5 grade levels
Duration	50 minutes
State Description	The lesson aims to help students understand the various elements of a fairytale. These include the setting, characters, themes, conflicts, and tenacity. Additionally, the lesson will equip students and encourage them to create their fairytales and present them to their peers in the classroom.
State Description	The state standards that apply to this lesson include CCR.ELA-Literacy.RL.4.3 and CCR.ELA-Literacy.RL.4.2. CCR.ELA-Literacy.RL.4.3 provides an in-depth definition of characters, settings and drawing some certain content in the texts such as actions and thoughts of the character (Common Core State Standards Initiative, n d). For CCR.ELA-Literacy.RL.4.2 will determine the theme of drama, poem, and story in the text. CCR.ELA-Literacy.RL.4.5 describes the difference between poems, drama and refers to the essential elements.

Lesson Goals

Goals

The lesson aims to help students have a complete comprehension of fairytales and enable them to utilize the elements of fairytales to create their own stories. The lesson will enable students to present conflicts and resolutions in their fairytales and show character development and character dialogue.

Teaching Methods

Anticipatory set	The teacher will ask students to mention the names of the fairytales that they know, and they will be asked to list them down. Students will briefly summarize their fairytales to allow their peers who are not familiar to understand.
New Knowledge	The Snow White and the Seven Dwarves story will be read aloud in the class. After the story, students will be asked to name the characters in the story, plots, settings, and resolution. Various elements of the story will be defined and discussed with students. Students will also watch the fractured fairytales and discuss them amongst themselves. Later, students will identify similarities and differences among those stories and write them down.
Guided practice	The classroom will be divided into two groups, in which students will discuss and analyze the fairytales assigned to them. Each group will be read the story together and later identify the similarity and differences of the elements present in the story.
Independent Practice	After participating in the group world, each student will be allowed to produce the fairytale that they would present to the class. Students will be allowed to choose their methods of writing the story, whether PowerPoint or paper form.
Wrap up	The teacher will give fairytales to students in a group. Students will summarize the story assigned to their group and present it to the class.
Assessment	The teacher will use a formative or an ongoing assessment to evaluate students. Students will be observed while they work in groups and as individuals. Students’ observation will help the teacher have a vivid picture of the student's understating of the fairytale subject—besides a summative or the end lesson assessment. Students will provide a fairytale version and present it to their peers. Again, it will allow students who do not like presenting in class an opportunity to present their work in private.

Part 2: Creating a UDL Instructional Plan

Overview

The primary objective or goal of the unique design learning (UDL) in this subject is to value and appreciate the diversity that supports entrench into the instructional materials that students require to meet their differentiated learning needs. UDL is essential in diverse learning, as it promotes learning performance and effective learning outcomes among students with disabilities, as they are the primary beneficiaries of these interventions. It also helps in offering diverse learning to effectively address the various learning needs, especially among students who may not have identified the problem early enough. This part of the paper reflects how the lesson on fairytales promotes and motivates learning among students, facilitates and stimulates critical thinking among all learners, and ways in which this lesson model the non-threatening surrounding, hence providing students with differentiated learning opportunities without isolation.

Motivation

The lesson will utilize the UDL means that it allows students to learn in different means. Generally, all students will have a differentiated chance to learn and understand the learning materials effectively. Essentially, students will be allowed to work in groups and as individuals. According to Deci & Ryan (2013), the self-determination theory asserts that students get their intrinsic motivation activated by physical relatedness, competence, and autonomy. In this case, the lesson plan will emphasize promoting learners 'competency by presenting the knowledge on fairytales and ensuring that they fully understand and comfortably create one for themselves. The lesson plan encourages students' autonomy by allowing them to individually select the fairytale they want to read and present it through the personal means they consider appropriate for them. For instance, a learner is expected to choose on presenting their stories in the form of presentation or a written narrative. It allows diverse representation of means as required by the UDL principle (Edyburn, 2013).

Physical relatedness among students will be promoted through engaging in group discussions to analyze the fairytales. Besides, students will have psychological relatedness while presenting and discussing their favorite stories with their peers. Students can internalize these tales and fully understand the characters and their situations. Physical closeness enhances total students' engagement in learning.

Critical Thinking

Critical thinking is critical among students, especially in stories. Critical thinking entails going beyond normal thinking to think outside the box. It goes beyond understanding and memorizing what they learn in class. Discussing the various fairytales elements with students, including the setting and characters, will allow them to experience the stories. Also, they will enable them to understand how to create good stories and ensure that they meet all the requirements of a good fairytale. Also, as every story has a conflict that is later resolved, this literary enhances students' critical thinking, especially in solving challenges and disputes in their lives.

The lesson plan promotes critical thinking in compare and contrasting various characters and other elements. Usually, it requires one to see and think beyond what they can read or see to decode and understand the story fully. For instance, one needs to have a different perspective or think to recognize a theme or fully describe a character. Discussing the tales in groups while giving each other's contributions will enhance their creativity. Groups work promotes critical thinking by allowing each student to see things from their peers' perspectives.

Non-Threatening Learning Environment

In special education, teachers need to adopt an inclusive learning environment that allows all students to feel comfortable and a part of the earning process. This primarily involves adopting an all-inclusive teaching technique that recognizes and accommodates all students learning irrespective of their learning disabilities (Meyer et al., n d). Essentially, the lesson plan will reduce the anxiety that may make students feel afraid by selecting stories that they understand and are familiar with for their presentation. Besides, it also allows students to work in groups, which is essential for promoting understanding and knowledge acquisition among learners.

Through in-depth group discussions, students get to express themselves and their ideas on the subject of discussion. Inclusiveness is key to ensuring that students do not feel threatened. Therefore, they have the freedom to select the most effective and well-suit format that they would like to present their stories. In this case, they have the freedom to present themselves in a way that works best for them, enhancing optimum understanding and learning among them. Inclusive learning promotes self-esteem and confidence among learners through different presentation methods that address their learning styles all differently. Generally, the lesson plan will allow students' participation regardless of their level of learning ability.

Conclusion

A lesson plan helps teachers describe the learning process from the preparation to attaining the students' results. It gives an understanding of what an educator plans to teach students, means they need to use and facilitate the learning process, and the effective means of evaluation to assess the level of understanding among students. In a special needs education environment, teachers need to recognize that students learn differently. Therefore, they need to adopt different and well-differentiated learning methods that make their students feel an essential part of the learning process. Allowing students’ collaboration enhances effective learning and eliminates the feeling of isolation, particularly among students with differentiated learning. Applying the UDL principles of adopting several means of presentation, expression, and action allows all students to learn the most while still in their learning abilities.

References

Common Core State Standards Initiative. (n.d.). Standards in your state (Links to an external site.). http://www.corestandards.org/standards-in-your-state/

Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success (2nd ed.). Bridgepoint Education.

Meyer, A., Rose, D., & Gordon, D. (n.d.). Universal learning design: Theory and practice (Links to an external site.). CAST. http://udltheorypractice.cast.org/login;jsessionid=EB27BE6C79293351E8C2D70A9FBC9C5B