UDL LESSON PLANNING TEMPLATE

Name: Ms. Crouch

Subject: ELA
Grade Level: 8

IDOE Standard for Lesson:

Teaching Goal(s) for Lesson: (What

you want students to know/understand.)

Identify Barriers to Learning for Students:

Students will realize that many children

face conditions that are systematic
effects of social or political oppression.
Students will form connections between
the children they read about in old
fairytales and in the modern age.
Students will realize that this includes
children living near them as well as
abroad.
Learning Outcomes: (Measurable
objectives to be assessed.)

8.RN.2.1 Cite the textual evidence that most

strongly supports an analysis of what a text
says explicitly as well as inferences drawn from
the text.
8.RN.2.2: Analyze the development of a central
idea over the course of a text, including its
relationship to supporting ideas; provide a
detailed, objective summary of the text.
8.RL.3.1: Compare and contrast the structure
of two or more related works of literature, and
analyze and evaluate how the differing
structure of each text contributes to its
meaning and style.
8.RN.3.1: (Previously taught standard) Apply
knowledge of text features in multiple print
and digital sources to locate information, gain
meaning from a text, or solve a problem.
8.RV.2.4: Use common, grade-appropriate
Greek or Latin affixes and roots as clues to the
meaning of a word.

Time needed to complete stations

Comprehending the blog post
Adjusting to the new classroom procedure
(stations are new)
Interest in reading
Classroom distractions
Lack of materials (pencils)
Difficulty interpreting the informational
graphics

Assessment(s):
Formative

1. Students will identify interesting

facts in the blog and explain why
this fact interests them.
2. Students will identify the main
idea of the blog post.
3. Students will ask five questions
after reading.
4. Students will explain why certain
rights are important for children
to have.
5. Students will respond with their
own opinion to a series of
informational graphics and
contemplate any moral issues

Station activities (Interesting fact, main

idea, questions, responses to articles,
opinions about issues in graphics,
context clues handout, plot diagram,
and theme)
Responses to quick writes
Exit tickets

Summative
-

Later in the semester, students will write a

letter to an authority figure asking for an
improvement in a childs situation.
Students will use the knowledge theyve
cumulated throughout the grading period

surrounding the issue.

6. Students will define key words in
the story.
7. Students will identify plot points in
the story.
8. Students will identify the theme of
the story.
Materials/Resources:
-

Articles for reading

Handouts for stations

to provide evidence on why a child needs

certain improvements.

Differentiation:
Recognition:
- Reading Educating Women in Afghanistan
independently; reading with a teacher in a
small group aloud
- Reading the articles independently or with a
teacher in a small group; Interpreting
informational graphics alone or with a
teacher in a small group
Strategic:
- Read Educating Women in Afghanistan in
small group/alone, Responding to the story
with either by identifying an interesting fact,
identifying the main idea, or asking
questions;
- Identifying key vocabulary or completing the
plot diagram or completing the theme
handout
Affective:
- Individual quick write; Interpreting the
informational graphics in order to explain
why choice rights are important for children
to have; Responding with opinions and
contemplating any moral issues surrounding
the issue

Introduction: (Time 5-7 minutes)

Daily Oral Language
Modeling/Guided Practice: (Time: 15 minutes per station/30 minutes total)
(At each station)
1. Teacher will read the instructions to the students.
2. Students will read the blog post independently or with the teacher stationed with their
group.
3. Students will choose which box theyd like to complete from each station.
4. Teacher will model the proper response by station. (Modeling I do it, you watch)
5. Students will work together or independently to complete the assignments at the
station. (Collaborative Practice You do it together, I watch)/(Independent Practice)
6. EXIT TICKET: I liked this lesson because --- I didnt like this lesson because --- I would
change this lesson by ---

Conclusion/Assessment:
The teacher will move around the room
to monitor student understandings.

Reflection: (For example, based on the evidence

from the assessments, what are your next steps in
the learning cycle?)
The teacher will revisit the concepts taught in this
weeks lessons throughout the grading period.
Students will continue to discuss the rights of
children through fiction and nonfiction.

Reflection for Unit Plan:

This lesson, based heavily in choice and movement, allowed students a new approach to
learning. Rarely throughout the day do these students receive approval let alone encouragement
to move around the room. This lesson prompted them to choose the column that most interested
them then complete the instructions in that column before moving to another column. Exit ticket
responses from students emphatically indicated that they favored the lesson style over typical
lessons. Several students liked the aspect of choice. Many students also liked that the lesson
delved into unfamiliar cultures. Nearly all students added that they would like to do this lesson
again.
Overall, I consider this lesson a success. The work students submitted showed that they easily
understood the demands of the lesson. The instructions were clear and having two teachers in
the room allowed students immediate help on an as needed basis. Each column used words from
other lessons we have done in the past. The middle column was an exception to this. This
column gave some students trouble initially as it asked for their opinions. It also asked them to
look at information in graphic form instead of in textual form. Though some students initially
wanted to cry out against a new form, the teacher (me) at that station walked the group situated
at that station through a few graphics before students selected their own.
The lesson also allowed students to move at their own pace through the choice board. Students
who habitually finish early could move through the columns without needing a teachers direct
attention. Students who need more time to read or process different forms of information could
do so at their own pace without holding back the class, rushing to finish haphazardly, or worrying
about their grade (as the days work counted as a participation grade).
The exit ticket questions, which related to the lesson itself rather than the material, allowed me
to quickly assess how the students were able to gauge the positives/negatives of this lesson.
Next time I teach a lesson such as this one, I will likely make a few more physical stations so that
groups arent so large. Although many students commented that they like the extra breathing
room the group arrangement provided, one of the groups experienced difficulty sharing materials
with two or three people away from them. I also might vary the stations to include some sort of
creative/challenge station. This lesson, though inquiry based at its core, was very structured. I
might add a station that asks for a further application of the new material.
For the classes my mentor teacher taught, which typically contain a higher percentage of
behavior issues, the structure of the lesson changed. Instead of moving around the room, the
students simply turned over their color cards (Red Column 1; Green Column 2; Yellow
Column 3) and the teacher brought the materials for the station to them. This reduced any issues
that might have come up as students moved around the room.
For Learner 1, this lesson allowed him to exercise his need to move about the room with a limited
amount of structure. He was also able to explore topics that pertain to other cultures and
practice expressing his opinions. After the assignment was explained, this student took the lead

in choosing his station and getting to work independently. His friend, whose needs for physical
movement and enhanced learning are similar, followed his example and worked well the whole
class period.
For Learner 2, this lesson allowed her to choose a topic that interested her. Just as I expected,
she choose to focus on one of the cultural learning columns. This small group setting also
allowed her to bounce her questions and concerns about the assignment off other students
without disrupting class to ask the teacher or other students. This helped decrease any worry she
felt about the assignment or about asking for help.
*The Honors version of this lesson did not go over smoothly. Despite the fact that the Honors
class has been collectively asking for more choice in their assignments and readings, the
students chose to use the opportunity to work in groups with choice as a free day for socializing
and inattentiveness. Next time, I might do a better job of explaining that this is still a lesson.
For the Honors class, I created a choice board with the same assignment options but focused on
protests, the topic of our Honors unit. (See Example.)
For these reasons, it is difficult to assess Learner 3. She completed one station in a timely
manner, but didnt get the chance to proceed through the lesson.