About This Lesson

DESCRIPTION
This lesson will be taught at Worthington Elementary School. Worthington is a Howard County Public School
fostering students in kindergarten through fifth grade. There are 590 students enrolled at Worthington Elementary
School. Of these students, 34.9% are Asian, 6.8% are Black/African American, 4.7% and Hispanic/Latino, 49.2%
are White, and 4.4% are two or more races. 6.6% of the students are receiving special education services.
This lesson will take place on December 5, 2017, during a first-grade small pull-out group. The lesson will take
place in a resource room during the first-grade math instruction block with four students (7 and 8 year olds) with a
variety of disabilities. The classroom has access to a variety of technology. Such technology includes an
interactive white board, personal iPads with communication systems, a class iPad, personal First-Then books with
earning systems and individualized schedules, and a computer.
Mike
Mike has been identified as having a learning disability. He struggles to read grade level text and is unable to
comprehend what he has read. Data collected by his teacher suggests he is reading three levels below his peers.
When material is read to him, however, he can answer questions with a high degree of accuracy. When asked to
read aloud in class or to respond verbally to written direction, Mike often becomes verbally abusive to the teacher
and his classmates. In the area of expressive oral language, Mike demonstrates the ability to describe scenes, give
directions, and explain steps. However, in written expression, Mike scores significantly below his peers in his
ability to spell words used in everyday writing and to compose and write an organized, complete letter. His
understanding of mathematical concepts seems strong, but his academic progress in math is hindered by his
difficulties with reading and writing.
Amy
Amy has spastic cerebral palsy in its most severe form, spastic quadriplegia. She is functioning well below
average intellectually. She has limited mobility due to her dependence on a wheelchair. Her physical disabilities
negatively impact her ability to participate in many classroom activities and to produce written products. The
speech-language pathologist has indicated that Amy can communicate her basic needs verbally, but her speech is
difficult to understand if the person is not familiar with her speech patterns. Amy has tantrums frequently during
the day and often strikes her peers without provocation. Consequently, Amy is socially isolated due to her
inappropriate behavior. The team believes the tantrums are a result of her challenges with communication.
Amy enjoys being in the general education setting with her peers. She has made great progress in toilet training
and feeding herself. Amy has a great sense of humor and thrives on attention, from both her peers and teachers.
Mateo
Mateo just moved to the United States with his parents and his little sister. Mateo loves futbol (soccer), music,
and technology, especially his iPad. He speaks Spanish fluently. Mateo has had little education in the English
language and only knows rudimentary English vocabulary and directions. He struggles at reading and writing in
the English language. Mateo attends an ESOL class for an hour every Monday, Wednesday, and Friday.
Mateo is a bright student and has a great understanding of math, and when the textbook and instructions are
translated, has a wonderful understanding of science. When given repeated verbal directions, coupled with visual
supports, he is able to complete tasks. Mateo also excels when activities and assignments are first modeled
through hands-on activities.
Daisy

1
Daisy has been identified as Gifted and Talented. She is performing a whole grade level above her peers in
reading, writing, and mathematics. Daisy often gets bored during classroom instruction and has difficulty with
remaining motivated. Oftentimes, Daisy will not finish her work and instead disrupt her peers with off-topic
conversations. With appropriate, academic challenges, Daisy does enjoy participating in cooperative group
activities, discussions, and sharing her ideas with her peers. Daisy also enjoys doing research projects and
engaging creative writing opportunities.

PREREQUISITES
Students will be familiar with how to say colors and numbers in communication devices.
Students will be able to identify colors (blue, pink, orange, purple, green, yellow, black, white, red).
Students must be able to rote count and count using one to one correspondence.
Students must have a basic understanding of greater than, less than, and equal to.
Students will have been taught how to label a graph.
Students must know how to take data from a chart and put it into a graph.

ESTIMATED TIME
1 hour

Potential Use
PURPOSE:
Classroom Instruction

GRADE:
1
CONTENT AREAS:
Math

COMMON CORE:
Measurement and Data
Cluster 1.MD.C-Represent and interpret data
Standard: 1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the
total number of data points, how many in each category, and how many more or less are in one category
than in another.

2
Goal
INSTRUCTIONAL GOAL
Demonstrate understanding of data organization, representation, and interpretation with up to three categories of
data.

OBJECTIVE(S)
SWBAT collect and represent data in a graph with three categories.
SWBAT answer questions about the data in the graph.

VARIABILITY
Part 1: Variability for All:

Options to Support Engagement:

Before beginning the lesson, I will begin with greeting the students and asking them to say hello in return.
They may respond verbally, using communication devices or by making gestures. This will allow me to
gain each students attention and get eye contact from each student. [7.2]
Students will be given the opportunity to indicate what item(s) or edible he or she would like to work for.
Students will work with first-then board and must earn 4 times before he or she is allowed to gain the type
of reward desired. [7.1]
A child friendly objective will be on the board and read aloud by a student. In relation to the objective
students will determine the category(ies) that will be represented in the graph. To gain and maintain
interest of students, they are allowed to determine the type of data to collect in the practice section of the
lesson. [7.2]
Think-pair-share will be used in the during section after students work independently. Students will
discuss answers, how answers were obtained, and why the answers are correct to the best of his or her
ability. [8.3]
Frequent and specific feedback will be given to students throughout the entire lesson; beginning, middle,
and end in response to student work, products and when demonstrating understanding. Students will have
options to respond and present his or her answers to the questions being asked. These options include
picture cards, communication devices, pointing, eye gaze, and or verbalizations. [8.4 & 4.1]

Options to Support Action and Expression:

Students will be using an online spinner for collecting data in the model section of the lesson. Student
participation is encouraged therefore; students will be given the job to produce the data while I show
them how I would like the graphing portion to be done. [5.1]
Sentence starters will be provided to students when answering questions about the data. For example,
when asked to tell which category has more the sentence starter would say _______ has more than
_______. Another aspect of the assignment that will be started for the students are the graph. A graph
skeleton will be provided for students; however, they are still required to label all the parts and plot the
data. [5.2]
A pre-made data collection sheet will be provided for students, who wish to use it, during the independent
practice portion of the lesson. This will provide guidance for the less organized students to keep data neat,
organized, and right in front of them. [6.3]

3
 As referenced in the previous section, guiding questions will be asked throughout the lesson to gage
student engagement, understanding, and self-monitoring. Once again, students responses may be in the
form that best fits that individual student: communication device, verbally, pointing, etc. [6.4]
Student response and or student work may be done using the instrument that best identifies with the
student today. Students may use markers, pens, crayons and or a colored pencil to work. The deal that will
be made between teacher and student is that they must first write in pencil to eliminate the chance of
crossing out or having to start over many times on new paper. [4.1]

Options to Support Representation:

During the teacher led instruction time of this lesson, the data collected will be shown on an overhead
projector as it is being collected. The graph that will be created using the data will be drawn largely on the
white board, for all to see from wherever in the classroom. Variations of colors will be used in creating
the graph, which is also an organizational skill that students can later use. Also, data collection for teacher
led instruction will be completed through the use of an online spinner that will also be projected on to the
front board. [1.1]
Modeling will be provided, of the task, so that students will then do on their own to show understanding
and mastery. This is also an opportunity for the teacher to pre-teach and or re-teach concepts that may be
needed for the remainder of the lesson. Talking about graph and or data and where the students may have
seen it before; school, home, community, grocery store etc. [3.1]
A sequence of three claps of the hands will be used to identify when important information is being
addressed or an important question arises and the answer to it will benefit the whole group. Students will
have been taught prior to this lesson that when the teacher claps three times it is when something really
important is being said that is crucial to independent practice or a test. [3.2]
Math can sometimes be hard to understand when there is not a method for organizing and keeping things
in order. Therefore, students will be provided with a layout for taking notes as I model each part of the
example. Students are more than welcome to use their own method of note taking but would be
encouraged to use the note sheet that I provide. [3.4]
A key terms list specifically related to this particular lesson, with visuals, will be posted in the front of the
room. Students will have access to the chart throughout the entire lesson. It is meant to be clarification on
misconceptions or errors found while working. It will address key terms but also tips for answering post
questions when working with graphs. [2.3]

Part 2: Accommodations/Modifications for Specific Students:

Amy spastic cerebral palsy
Due to limited mobility, Amy will be allowed to use eye-gaze as a form of communication.
Although Amy has difficulty with communication, she will be allowed to answer questions through
drawing or using a verbalization because it can be very difficult for her to produce written products.
Amy will be seated in an area where peers are not within arms-length to avoid injury of peers.
Access to a communication device throughout the lesson in order to better communicate with peers and
teacher.
During the section where students are using the online spinner, Amy will have her own paper copy of the
spinner to minimize moving through the classroom to use the computer in the front of the room.
Mike learning disability
Instructions must be read to the student for all parts of the lesson.
Frequent and consistent breaks will be given when appropriate and or when Mike makes a verbal request.
Mike will be allowed to answer questions verbally, instead of through writing. However, he will be
required to write his name on his paper and simple notations using a pencil grip.

4
Assessments

FORMATIVE ASSESSMENTS
SWBAT collect and represent data in a graph with three categories.
The teacher will observe students during the opening to ensure that they understand how they are supposed to be
collecting data and how to correctly turn it into a graph.
Students will record data in the correct places on a chart that will later be used to make a graph. If students are not
putting the data collected in the right place, immediate feedback can be given through questioning. Why did you
put this here? How many did we say we had for _________? or other questions depending on what the student
is doing incorrectly.
Students will label the different parts of the graph and put the data on the graph in the correct manner. If students
are not labeling the parts of the graph correctly, the teacher will stop and teach a mini lesson on labeling graphs
providing two to three examples.
SWBAT answer questions about the data in the graph.
During the modeling of the lesson, the teacher will ask sample questions using the class data set. Students will
respond using white boards. Observations and notes will be made of those students who are struggling. This will
allow the teacher to check in with those students when they are off to do independent work so that they are not
singled out in front of the entire class.

5
SUMMATIVE ASSESSMENTS
At the end of the lesson students will be turning in their work from the independent practice portion of the lesson.
The work that the student completes will be the summative assessment for this particular lesson because every
students data will be different, which will show the teacher the students true ability to demonstrate mastery of
the objectives. Questions will be general so that they can be applied to the data that each student collects. Students
may use markers or colored pencils to differentiate between their data categories.
If students were less than 85% successful in collecting, representing data in a graph, and answering questions
about the data they collected, a (mini lesson) review of the concept will be done the following day. Depending on
what areas the students struggled with will determine the overall focus of the mini lesson. The reason that the
teacher is allowing a 15% unsuccessful rate is because this is not the last time students will be completing a
similar task. The unit will not be ending for another two to three lessons, therefore there is time for the students to
improve.

Instructional Methods
OPENING

Amy will have access to a communication device (iPad: Lamp Program) throughout the lesson in
order to better communicate with peers and teacher.
Introduction:
During all sections of the lesson Amy and Mike will use first-then boards. Before each section of the
lesson students will indicate what item or edible they would like to work for. Once the student does four
tasks (each earning a token) or four parts of a task analysis (one token for each part), then the student
gets the item that they chose to earn. [engagement]

ELLs will be provided with their own copies of these where words are paired with images. Most of
their notes will already be filled out so that they can spend less time worrying about writing them and
translating, and more time focusing on the actual content.

A song will be played to indicate a transition from the previous activity to the math block. Once the song
has ended all students will be in their chairs. This is something that has been done since day one of school,
therefore students know what to do when music is played.
Say:
Good afternoon everyone! How are we doing?
Students who are unable to verbally respond to this will be asked to say Hello on communication
devices. [engagement]

6
 *Take some time to make sure that Amy, Mateo and Mike are in a place where they can best learn
and talk with them about what they are working for today (first-then boards)

Ask:
What have we been discussing all week long? (graphs: What type of graph?, data, collection
information, bar graphs)
What types of things have we graphed so far this week?

A student will be chosen to read the objective to the whole class. He/she will go to the front of the room
and point to each word as he/she reads. This will draw all students attention to the front of the room and to the
overall learning objective for the math block. [engagement]

SWBAT collect and represent data in a graph with three categories.

SWBAT answer questions about the data in the graph.
Mateo and Amy will be provided with specific visual supports during the reading of the objectives. Pictures
of graphs and spinners, etc. The rest of the class will be provided with more vague visuals that will jump
start their thinking.

Ask:
What do I mean by three categories? (categories are the things we collect data on)
What types of questions might we ask about our data? (which has more, which has less, how many
more than, how many does _____ and ______ have all together)
What are some ways that we could collect the data? (asking friends in class, survey, online
tools/generators, observing).

Anticipatory Set:
Math can sometimes be hard to understand when there is not a method for organizing and keeping things
in order. Therefore, students will be provided with a layout for taking notes as I model each part of the example.
Students are more than welcome to use their own method of note taking but would be encouraged to use the note
sheet that I provide. [representation]

Discuss with the students what they think they already know about data, graphs, collection of data etc.
These can be written down on the board so everyone is able to see what background knowledge classmates have
already.
Daisy will be asked to generate her own list of this information that she knows about graphs and
anything related. The teacher will come to her specifically to discuss what she has written.

Ask:
Where have you seen data and graphs before? (math class, grocery stores, internet)

Bar graphs are a way that we can show data that is collected. Today, we are going to be creating a class
bar graph and then you will be given an opportunity to create your very own bar graph.

Ask:
Who can tell me what a bar graph looks like?
How many categories can we put on a graph? How many are we using today?

Hook:

7
 Generate a list of things (categories) we can collect data on in the classroom and or while in school. These
should be reasonable things and things that are relative to students age, grade, and interests. (eye color, hair
color, brand of clothes, favorite foods, favorite color, favorite television show, number of students in a class,
number of classrooms per grade level in the school, etc)

Once this list has been created it will be hung with the key terms list and tips for answering questions
posters that have been created throughout the unit. All three can be used as a reference for the remainder of the
lesson. [representation]
Ask:
How can data and graphs be helpful outside of school? (research, recording data over time, finding out
peoples favorites)
Why would someone take data and put it into a graph? (easier to understand what we collected, gives a
visual)

The teacher will now transition into the collection of the class data set and begin teaching how to
appropriately transfer data to a bar graph. Now that we know what data is and what a graph is and why they are
used, lets collect some data!

DURING

Introduce New Knowledge:

Access to a communication device (iPad: Lamp Program) throughout the lesson in order to better
communicate with peers and teacher.

Display on the board three different types of graphs (circle, picture and bar graphs)
Graphs will be associated with names on the board for the benefit of ELLs (Mike) as well as all
learners.

Ask:
Which graph do you think is a bar graph?
How is the data arranged on this graph?
How might I transfer the data we collect to the graph?

Due to limited mobility, Amy will be allowed to point to her response using PCS.

Indicate to students that once we have our data we need to add up how many people or things fit into each
of the categories we choose and come up with a number. **Three Claps So, if we have three categories, how
many numbers should we have? (three) [representation]

Be sure to address Daisy here. She will be using at least four categories in her graph and data
collection.

Model New Skills and Knowledge:

Before the teacher starts, a record and graph sheet will be passed out. She will explain to the students how
to record the data that will be collected using the online spinner. **Three Claps (students must put tally marks for

8
each spin in the corresponding columns on the chart they are given). This will help the students organize work to
later and more easily be transferred into the bar graph.
Throughout this section of the lesson and during the independent portion, the teacher will be making
observations about the strategies students are using, behaviors students have, and notes about what students say
when they respond aloud.
The teacher tells the class that we will be using a spinner online.
Amy will have her own paper copy of the spinner to minimize moving through the classroom to use
the computer in the front of the room.
(https://illuminations.nctm.org/adjustablespinner/) The spinner will have three sectors (blue, yellow, and
turquoise). The teacher will go around the room so that each student has the opportunity to click the spin button.
This will also be projected onto the board so that all students are able to see what the spinner lands on. There will
be a chart to the side of the spinner that will keep track of the number of spins and how many spins landed in each
color. [action and expression]

Once each student has had a turn, the teacher will project her paper to be sure all students are on the same
page.

Guided Practice
Ask:
Who can tell me what the next step is? (pause and if no responses ask the following) What do we have
to do with all the tally marks we just made? (count them up, add them up, total them)

Then once students and the teacher have come to an agreement on the totals and referenced the chart
online we will move on to begin graphing. The teacher will model using the graph on the white board and
students complete the graph on paper as the teacher does. [representation]

During the modeling, a para educator will be modeling the graph as well directly in front of Amy,
Mateo and Mike.

Specifics to Point Out:

- Making both the x and y axis and labeling **Three Claps
- Making a title **Three Claps
- Labeling the three categories on y axis **Three Claps
- Counting by ones on the x axis **Three Claps

Instructions must be read to Mike for all parts of the lesson.

Now we are ready to graph the data! So, if we look at the first color that we wrote (blue), what was our total?
Since our total for blue was 8 (8 is just as an example) then I am going to draw a short line next to the number 8.
Then I am going to shade two blocks wide on my graph paper to make a bar.

Ask:
Does anyone have any questions? (make any clarifications needed)
Can someone tell me why I stopped at the number 8? (the spinner landed on blue eight times)

Can someone come up and show us how to graph the data we collected for yellow?

9
Can someone come up and show us how to graph the data we collected for light blue?

The teacher will make any notes of student success and or struggles and address them before moving on to the
next part of the lesson. The teacher will quickly go over the steps needed to complete the task. **Three Claps
Instructions must be read to Mike and Mateo for all parts of the lesson.

1. Choose a spinner
2. Find a space in the classroom to work
3. Label categories on paper
4. Do not start collecting data until the timer has been set. You will have 3 minutes to collect as much data
as you can. Once the timer stops you must stop and return the spinner to the bin.
5. Tally up data
6. Make a graph
7. Answer questions on bottom of paper.

Now that we have went through the process as a class I want all of you to collect your own data and make your
own graph!

Independent Practice:

Amy will have access to a communication device (iPad: Lamp Program) throughout the lesson in
order to better communicate with peers and teacher.
Frequent and consistent breaks will be given when appropriate and or when Mike makes a verbal
request. Mike will also be allowed to choose optional seating during work time on the floor (basket,
cube chair, mini exercise ball, or carpet square)
Daisy will be given a spinner with four to six categories and be expected to create an appropriate
graph to represent the data collected.
Frequently check in with Mateo to ensure understanding and any misconceptions related to a
language barrier and/or difference in vocabulary.

Students will have the ability to choose from three different categorical spinners that the teacher has
created (animals, foods, vehicles). Student will follow the steps posted to complete the task.
1. Choose a spinner (animals, food, and vehicles)
2. Find a space in the classroom to work
Amy will be seated in an area where peers are not within arms-length to avoid injury of peers.
3. Label categories on paper
4. Do not start collecting data until the timer has been set. You will have 3 minutes to collect as much data
as you can. Once the timer stops you must stop and return the spinner to the bin. (A pre-made data
collection sheet will be provided for students, who wish to use it, during this portion of the lesson. This
will provide guidance for the less organized students to keep data neat, organized, and right in front of
them.) [action and expression]
5. Tally up data
6. Make a bar graph (when creating the graph students will be allowed to use markers, pens, crayons and or
a colored pencil to complete the work. The deal that will be made between teacher and student is that they
must first write in pencil to eliminate the chance of crossing out or having to start over many times on
new paper when a mistake is made) [action and expression]
7. Answer questions on bottom of paper. (Sentence starters will be provided to students when answering
questions about the data. For example, when asked to tell which category has more the sentence starter

10
 would say _______ has more than _______. Another aspect of the assignment that will be started for
the students are the graph. A graph skeleton will be provided for students; however, they are still required
to label all the parts and graph the data.) [action and expression]

Although Amy has difficulty with communication, she will be allowed to answer questions through
drawing or using a verbalization because it can be very difficult for her to produce written
products. She will also be allowed to use an online spinner and an online graph maker as a way to
ensure she is able to complete the task given that her spastic cerebral palsy gives her limited
mobility. (Step 7)
Mike will be allowed to answer questions verbally, instead of through writing. However, he will be
required to write his name on his paper and simple notations using a pencil grip. He also will have
access to speech to text software to answer questions and Text Aloud 3 to read written directions to
himself. (Step 7)

While the students are working, the teacher will cycle around the classroom to make sure each student is on task
and making successful progress through the task at hand. If the teacher finds that a student is struggling beyond
productive struggle she/he may step in and ask probing questions to guide the student in the right direction. This
portion of the class serves as the summative assessment therefore the teacher is not to tell the students the answer,
but to ask the student questions about their own thinking to guide them in the right direction. Students are allowed
to reference the charts posted in the room as well if they get stuck at any time during the activity.

CLOSING
Once students have finished graphing and answering the questions about the data each of them collected, the class
will come together as a whole group again at the desks. Students will be directed to Think-Pair-Share with the
person sitting next to them. The main points that they should discuss and share are which spinner they used, the
graph that they created, and one question and answer from the bottom portion of the paper. With the question,
students should talk about how they got the answer they did and why they think it is correct, to the best of their
ability. Students will have 7 minutes to share with one partner. [engagement]

During this time the teacher will walk around to check in with Mike, Mateo, and Amy.

Once the 7 minutes are complete, students and the teacher will lead a discussion about what they found out,
struggles they had, and what they thought was easy. Then to follow up with the class set of data, students will
answer three questions about the graph.
1. How many more did (color) have than (color)?
2. Which category had the most?
3. How many did (color) and (color) have all together?
Call on Mike, Mateo and Amy specifically and walk them through the questions and have them answer
after another student has answered to check for understanding.
Review Objective:
Ask:
What was our objective?
Did we meet our objective?
Now students will, in transition, hand in their work to the turn-in bin for grading.

11
Authors Reflection
How does applying the UDL guidelines to lesson plans allow teachers to meet the needs of a diverse group
of students?
By applying the UDL guidelines to lesson plans, teachers are better able to meet the needs of ALL
learners in the classroom. More often than not they are used by teachers to accommodate students with special
needs, but in reality, anything that is done for those students will also help all other students in the classroom. It is
similar to when construction workers make the corners of sidewalks flat with the yellow bumps on them. These
are designed for those in wheel chairs and the visually impaired. However, the rest of us use them every day as
well it makes it easier when pushing a stroller or simply walking. Something that was designed for one has been
beneficial to all. That is what UDL is about and why it allows teachers to design lessons that foster the needs of
every student in the classroom. The guidelines allow teachers to strategically think about ways for the students to
be engaged at varied levels, express themselves in various methods, and represent thoughts, ideas and or selection
of answers in a variety of ways. By using UDL guidelines to frame a lesson, the teacher is able to think about
each student and his or her specific needs. One student may not like hand writing a long assignment but is a great
writer. Knowing that he or she has mastered the skill of written expression, now the teacher can say well that
student can type the assignment instead and the UDL guidelines will back up the decision.

Explain why the two students with special needs in your description required additional supports and
provide a rationale for how you made appropriate choices about assistive technology and augmentative and
alternative communication?
Amy and Mike required additional supports because of certain characteristics that they display as a result
of a disability that would hinder their ability to complete tasks with accuracy and appropriately. Amy is below the
average intellectuality of her peers and has limited mobility. She also has difficulty producing written words and
her speech can be difficult to understand. Occasionally, Amy will hit peers as a result of spastic cerebral palsy and
is socially isolated. For these reasons, I choose to provide Amy with a first-then board that will provide a schedule
and keep Amy on track. Given that Amy is below average intellectuality, she will be provided Boardmaker
symbols and other visuals to aid with the verbal instruction being provided. Since she is below and has a hard
time producing written products she will be given sentence starters to help her in answering questions about data.
Amy is also given an online graph maker as well as an online spinner to make it a little easier to create the graph.
She also will be using, as well as her teacher, her communication device which is an iPad that has a program
called Lamp on it. Mike struggles to read grade level text, as well as comprehend it. He reads three levels below
his peers. Mike also has difficulty with his written language, spelling, and is not able to write an organized letter.
For these reasons, I choose to provide Mike with a first-then board and optional seating. He is able to sit on a
medicine ball or additional seating of the like. Text Aloud 3 will be used as well to have directions read aloud to
Mike. Due to his inability to have appropriate written expression he will also be given Speech to Text Software to
be used in writing his responses to the questions about the data.
How does this artifact demonstrate your ability to plan instruction for diverse learners, including English
Language Learners and students who are identified as gifted and talented?
This lesson plan demonstrates my ability to plan instruction for a variety of learners because throughout
the lesson I looked at their needs and devised a plan to accommodate them throughout the elements of the lesson.
This also shows that I have met the CEC standard of learner development and individual learning differences.
They are given more or less work based on the needs they have, they were given visual supports, they were given

12
options for communicating needs and academics, they were given the explicit modeling needed to ensure
understanding and they were given the opportunity to demonstrate knowledge in the best way possible. This
element of the artifact also shows my ability to follow CEC standard c. instructional pedagogy. Making sure that
the assessments are appropriate and that the instructional planning and strategies were planned and developed
intentionally. There are key notes throughout the lesson for ways for the teacher to better accommodate the needs
of each of them. Whether it is to be sure to give the student extra visuals, or to give the student a varied task
because they are above grade level. There are a wide variety of assistive technologies and instructional
technologies being used throughout the lesson. These include an online spinner, communication devices, speech
to text software, first-then boards, adapted seating, and Boardmaker.
Materials
MATERIALS AND SUPPLIES
Data Collection Sheet
Graph Paper
Sample Sentence Starter Questions
Spinners (10 animals, 10 food, and 10 vehicles)
Spinner with 4,5 and 6 categories
Online Spinner and Graph (https://illuminations.nctm.org/adjustablespinner/)
Key Terms Poster
Tips for Answering Questions Poster
Categories List Poster Paper
Seating (cube chairs, baskets, mini exercise balls, carpet squares)
Amy and Mike First-Then Boards
Text Aloud 3
Speech to Text Software

Authors Reflection

Explain how your ability to meet the needs of diverse learners has developed.
In the process of developing this lesson plan, I have further developed my ability to plan in order to meet
the needs of diverse learners. I say further developed because I had a base line understanding of how to meet the
needs of a variety of learners, but I think that I have definitely furthered this learning through this lesson plan. I
have developed better skills to think about how the student will succeed and struggle throughout the lesson. In
doing so, I develop my skills related to the learners and learning CEC standard and InTASC 2. I am looking at the
environment and how it may affect the students ability to perform. I look at the content CEC standard and think
about how I may need to alter the content that I teach in order to meet the students where they are. The
assignment as a whole is developing my skills as related to the third CEC standard listed in the rubric;
instructional pedagogy as well as InTASC 7 - planning for instruction and 8 - instructional strategies. The
assessment and strategies used throughout the lesson are strategically planned and thoroughly thought out. This
assignment proves to me that planning a well-developed lesson is not just about throwing the lesson together it is
about thinking through each students struggles and strengths to find a happy medium instructional strategy to
meet the most learners.
How does this positively impact student learning?
The UDL lesson plan assignment absolutely impacts my learning in a positive way. Although the lesson
seemed like it took all semester to develop and craft, it was meaningful learning. Therefore, the assignment aligns
with the fourth CEC standard of professionalism and collaboration and InTASC 9. We may never write a lesson
plan in this depth again; however, I believe that it was an important process to go through and experience. The

13
constant feedback that we were given for every draft that we turned in was a form of collaboration between two
individuals trying to create the best lesson possible.
How will you use the knowledge and skills developed in this class in your future teaching?
I will apply what I have learned about the lesson planning process in this class to future teaching and
lesson planning. UDL is a framework that should be used not only in the actual teaching day to day, but in
instructional planning. It is not a framework to just do on the whim, but a framework to be used daily. I will now
take pride in assessing students based on strengths and needs before teaching content or a lesson so that I ensure
instruction that meets his or her every need. Also, making sure to have options for ELL student readily available.
As educators, we cannot plan for everything, so it is important to have materials and ideas on hand. The materials
can be as simple and easy as a low-tech assistive technology (PCS) or more intensive as a high-tech assistive
technology (eye-gaze software). I have gained many new ideas by taking this class that can be applied in a variety
of situations.

14
Name: ______________________
Data Collection Sheet
On this sheet, you will be able to record the data that you collect in 3 minutes. You will also find the
questions for your data on this sheet as well.
Category Tallies Total

Data Analysis:
1. ___________ has more than ____________.

2. ___________ has the most.

3. ___________ has the least.

4. (animal) and (animal) have ________ all together

OR

(food) and (food) have ________ all together.

OR
(vehicle) and (vehicle) have ________ all together.

15
The SETT Framework Developed by Joy Zabala
Student
Physical Environment:
General Information/
Interests:
Spastic cerebral palsy
Enjoys being in the
general education
classroom
Progress with toilet
training and self-feeding
Sense of humor and
WHAT WE KNOW
Environment Task Tools
lesson will take place in
the general education
classroom
There are two group
(bean) tables, one on
either side of the room
The teachers desk is in
the back, middle of the
Expectations:
room Low Tech AT:
Listen to directions as
Windows are on one side First-then board/
read aloud

of the classroom. Schedule

thrives on attention
Wall cabinet line the
Student Strengths:
entire back wall of the
can communicate her
classroom where the
basic needs verbally
teachers desk is situated
Student Needs:
Student desks are in rows
well below average
and columns in the
intellectually
middle of the room
limited mobility
Instructional Environment:
ability to produce written
All students will be
words
either in their seats for
speech is difficult to
the lesson or on the floor
understand
with enough space for
hits peers and is socially the spinner activity
isolated as a result
There is a white board in
tantrums are believed to the front of the class
be the result of where the projector will
challenges with be used as well
communication
Each student has their
own spinner and own
materials
Respond to greeting
Boardmaker symbols to
Attend to the lesson
foster the schedule and
components for a 45-
tasks
minute duration (with
Sentence starters for
multiple breaks)
questions asked about the
Take a turn using online
data
spinner
High Tech AT:
Use a spinner (online)
Communication device
Make a graph using data
(iPad: Lamp Program)
(online)
Online graph maker
Answer questions about
Online spinner
the data

Access Issues:
Physical Environment:
General Information/
Interests:
Learning disability
Student Strengths:
Can answer questions
with high degree of
accuracy
Has the ability to
describe scenes, give
directions and explain
steps.
Understanding of
mathematical concepts
Student Needs:
Struggles to read grade
level texts
Unable to comprehend
texts
Reads three levels below
Instructional Environment:
peers
Can become verbally
abusive
Optional and additional
seating is available for
those students who need
it (baskets, medicine
balls, carpet squares)
Limited mobility
Verbal communication is
minimal: basic needs
only
Speech is difficult to
understand
Production of written
words
lesson will take place in Expectations:
the general education
classroom
There are two group
(bean) tables, one on
either side of the room
The teachers desk is in
the back, middle of the
room
Windows are on one side
of the classroom.
Wall cabinet line the
entire back wall of the
classroom where the
teachers desk is situated
Student desks are in rows
and columns in the
middle of the room
All students will be
either in their seats for
the lesson or on the floor
Listen and comprehend
directions as read aloud
Share and defend
answers among peers
Respond to greeting
Low Tech AT:
Attend to the lesson
First-then board/
components for a 45-
schedule
minute duration (with
Additional/ optional
breaks)
seating
Take a turn using online
High Tech AT:
spinner
Text Aloud 3 to read
Manipulate a paper
directions to the student
spinner to collect data
for better comprehension
Make a graph using data
Speech to Text software
Answer questions about
the data
Think-pair-share with
peers about data and
questions
 Written language scores
are significantly below
peers; spell everyday
words, writing an
organized letter
Access Issues:
with enough space for
the spinner activity
There is a white board in
the front of the class
where the projector will
be used as well
Each student has their
own spinner and own
materials
Optional and additional
seating is available for
those students who need
it (baskets, mini exercise
balls, carpet squares and
cube chairs)
Reading and
comprehending material
Written language skills