UDL Lesson Plan Subject: English Grade: First Grade Common ✓ Solved

Develop a UDL lesson plan for first grade English that aligns with the Common Core State Standards. Include the following components:

  • Objectives: Observable verb, learning outcome, and measurement aligned to state standard.

  • Teaching Procedures: Introduction of the lesson with step-by-step activities promoting student inquiry.

  • UDL Technology Integration: Describe one UDL component and its integration.

  • Instructional Technology: Describe one technology device and its class-wide incorporation.

  • Formative Assessment: Describe lesson closure and assessment evidence.

  • Teacher Self-Assessment: Anticipated problems, reflections on technology and UDL.

  • Resources: List and describe any resources used.

  • Modification Summary: Include a final summary of modifications.

Paper For Above Instructions

The Universal Design for Learning (UDL) framework advocates for providing all students with equal opportunities to learn by addressing their varied preferences and needs (Hall, Strangman, & Meyer, 2003). This UDL lesson plan aims to engage first-grade students in the English language arts curriculum while adhering to the Common Core State Standards. The focus will be on using the book "A Pocket for Corduroy" by Don Freeman to enhance students' comprehension, vocabulary, and creative writing skills through various meaningful activities.

Objectives

The objectives of this lesson plan include:

  • Students will demonstrate comprehension by recalling details from "A Pocket for Corduroy."

  • Students will accurately define 9 out of 10 vocabulary words by writing the definitions.

  • Students will summarize stories through drawings and written descriptions effectively.

Teaching Procedures

1. Introduction: Gather students and present the book "A Pocket for Corduroy." Create excitement by showing a stuffed bear, Corduroy, which they will interact with during the lesson.

2. Read-Aloud: Read the book to the students, encouraging their participation by asking questions and predicting outcomes.

3. Interactive Storytelling: Following the reading, engage the students in a discussion about Corduroy's adventures. Ask them how they would navigate similar situations.

4. Creative Activity: Provide envelopes as "pockets" and instruct students to draw something they would put in Corduroy’s pocket. They will also write clues about what they drew on their envelopes.

5. Digital Story Creation: Students will use tablets or computers to create a digital version of their stories, focusing on their adventures with Corduroy. They have the freedom to choose the method of presentation, ensuring accessibility for all learners.

UDL Technology Integration

This lesson incorporates the UDL principle of multiple means of representation. Students can engage with their learning through various formats: they can utilize text, images, and audio. This flexibility allows them to demonstrate their understanding in a way that suits their individual preferences and skills (Rose & Meyer, 2006).

Instructional Technology

I will implement AAC devices for students who require assistance in communication. These devices will facilitate expressing their ideas, enhancing the collaborative aspect of the lesson where all students can contribute. Additionally, utilizing a Smart Board will engage students visually and kinesthetically, allowing for a dynamic presentation environment where students can showcase their work effectively.

Formative Assessment

Closure of the lesson will include a class discussion about the stories created and their envelopes. By evaluating the quality of the students' clues and their ability to describe their drawings, I will take anecdotal notes that will guide my understanding of their learning progress. The structure will promote critical thinking and public speaking skills as students present their stories to the class.

Teacher Self-Assessment

I anticipate that some students may struggle with the technology component of the lesson. To mitigate this, I will provide step-by-step guidance and practice time with the tools before beginning story creation. Additionally, assessing the varied learning styles and comprehension levels will inform future lesson plans, focusing on how best to present complex ideas to first graders. Reflecting on the technologies used will help me understand their effectiveness in enhancing students' learning outcomes.

Resources

  • Dolan, R. P., & Hall, T. E. (2001). Universal Design for Learning: Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25.

  • Rose, D. H., & Meyer, A. (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.

Modification Summary

The modifications made included elevating the lesson from kindergarten to first grade to ensure that learning objectives were age-appropriate and attainable. The Smart Board addition allows for an inclusive and engaging learning environment. Assessment strategies have been fine-tuned to focus not only on content recollection but on students' ability to articulate their thoughts and engage collaboratively with peers.

Overall, this UDL lesson plan is designed to promote active participation and learning through a variety of formats, ensuring that every first grade student can connect with the English curriculum in a supportive environment.

References

  • Dolan, R. P., & Hall, T. E. (2001). Universal Design for Learning: Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25.

  • Rose, D. H., & Meyer, A. (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.

  • CAST (2018). Universal Design for Learning Guidelines version 2.2.

  • Hitchcock, C., Meyer, A., & Rose, D. H. (2003). The universal design for learning (UDL) framework. Learning Disabilities Research & Practice, 18(4), 243-254.

  • McGuire, J. M., & Scott, S. (2006). Universal design: A strategy for inclusion at the college level. The Journal of Higher Education, 77(5), 810-839.

  • Gravel, J. W., & Benes, S. (2015). Using UDL to promote equity and inclusion in education. Educational Leadership, 73(8), 72-75.

  • Thompson, C. A., & Kral, D. P. (2006). The role of technology in UDL: Implications for educators. Technology and Teacher Education Annual, 2, 765-773.

  • Weber, G. (2017). The importance of student choice in UDL. Journal of Special Education Technology, 32(3), 129-135.

  • Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

  • U.S. Department of Education (2010). A guide to the UDL guidelines: Effective school improvement. Washington, DC.