Kristin Cleaveland UDL Lesson Plan 1

About This Lesson

DESCRIPTION
This lesson will be taught in a 1st grade classroom a BCPS in Parkville, Maryland. The students in this
class are 6 years old. The school is a Title I school in Baltimore County with 534 students enrolled. The
attendance rate of the school was 94.7% in 2013-2014 school year (based on BCPS School Profile
Report). 84% of students received FARMS, 10% received special education services, and 2% have limited
English proficiency. The predominant race of the school is African American, followed by Hispanic,
White, and then Asian.

There are four students in my class (three females and one male). The students are all 6 years old. The
following information provides a description of the students in my class:

Paula
Paula's skills are extremely varied. Despite excellent single word decoding and spelling, Paula's
comprehension is poor. She has difficulty grasping meaning from connected text, and her
limited reading fluency suggests that she does not use context well to predict words and ideas
as she is reading. This makes getting meaning from text quite laborious and slow. She can spell
individual words well, but when she is writing connected text she gets bogged down trying to
express concepts, and the mechanics of her writing deteriorate.

Though she understands literal meanings in spoken language well, and can follow a story or an
argument, Paula seems to miss some of the subtle cues carried by tone of voice and other vocal
nuances so that she often interprets language very literally. Since Paula often misses intended
humor and misinterprets things said by others, her peers see her as somewhat odd.

Beatrice
Beatrice was diagnosed with autism when she was four years old. Due to her late diagnosis, she
did not receive early intervention services. Beatrice exhibits deficits in speech and language,
social, and academic skills. She is below grade level in all academic areas, but especially in areas
that involve language skills. She has no productive speech and some of her more challenging
behaviors include rocking and perseverating on certain speech sounds. Beatrice is especially
disruptive during language activities, especially the activities that require her to respond to
verbal directions.

Beatrice appreciates routines and does well with visual supports. She works well independently
and responds positively to reinforcement.

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
Kristin Cleaveland UDL Lesson Plan 2

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
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.

The classroom has some technology available to all students. The teacher has a Promethean
Board that is used for many lessons to make them more interactive. This also allows her to use the
internet to play videos. There is a classroom set of iPads available, with headphones, for use during
lessons and for assisting students with learning. There are also noise-cancelling headphones available,
upon request. One of the students, Paula, also has a Quicktionary Reading Pen with Headphones to help
with her reading fluency and comprehension. Beatrice has an Accent 1000 device that is used for
communication. Finally, the teacher has access to the book-creator app and can create adapted books
for her students.
This lesson will be based around the theme of fall and pumpkins. During this lesson, students
will access their prior knowledge about a previously read book and will then choose a book to read
independently. Students will focus on identifying key details from the text while reading. They will then
use this information to create their own book that will be presented to their peers on a later date.

PREREQUISITES
Paula has experience using her Quicktionary Reading Pen with headphones, so she will not need
explicit instruction on the use of this AT.
Beatrice is still learning the full function of her Accent 1000 device but is able to find many
words and is encouraged to use this throughout the day.
All the students have had experience using graphic organizers.
All the students have used book creator in the past.
Students read Pumpkin, Pumpkin during the previous lesson. The teacher will activate prior
knowledge on this topic during the opening. While Mateo was introduced to this vocabulary and
topic, the review of the information along with other built-in supports during my lesson will help
him further his understanding of the key vocabulary to make sense of the text. The books
chosen for the students expand on the information presented in the Pumpkin, Pumpkin book.
Beatrice has used the iPad to access a book-creator books in the past and will be able to access
the book easily during this lesson.
Students have already been taught the strategy of using post-it notes to mark important ideas in
the text.
The students are familiar with the traffic light system for progress monitoring during the lesson.

ESTIMATED TIME
Approximately 40 minutes.
Kristin Cleaveland UDL Lesson Plan 3

Potential Use
PURPOSE: Small Group; Classroom Instruction
GRADE: First Grade
CONTENT AREAS: English/Language Arts
COMMON CORE:
English/Language Arts
o Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.1.3. Describe characters, settings, and major
events in the story, using key details.

Goal
INSTRUCTIONAL GOAL
Students will comprehend a story using key details to describe characters, setting, and major events.

OBJECTIVE(S)
I can read or listen to a story and identify key details in the text.

VARIABILITY
Part 1: Variability for All:

Options to Support Engagement:

[7.1] Students will be offered the choice of how they create their books during independent
practice. Students can use the iPad or paper.
[7.2] Students will participate in the discussion before the reading and after the reading.
The students will also use their own personal response when creating their books. They will
be able to choose the important details to include and will make their own decision of what
they would like to do with their pumpkin in their story.
[7.3] Students will use their imagination to finish their pumpkin books with a description of
what they would do if they picked a pumpkin.
[7.4] Noise-Cancelling headphones will be available, if a student needs a sensory break.
[7.5] All students will be invited to participate in class discussions by use of the equity sticks
[8.1] The objective for the lesson will be stated in the opening and closing of the activity. It
will also be displayed on a poster in the form of an I can statement.
[8.2] The degree of difficulty/complexity within my activity has been differentiated for each
student. They will access the book in various ways, that best meet their needs, and will be
offered varying degrees of support within the independent activity. The students are also
given the option to select a new book or re-read the book Pumpkin, Pumpkin independently.
This is more specifically outlined in the accommodations/modifications section of the lesson
plan.
[8.2] The texts that the students can choose from are similar in topic to what has been
discussed in previous lessons. This will allow the students to focus more on comprehension
of the key details than the words involved in the story.
Kristin Cleaveland UDL Lesson Plan 4

[8.3] The teacher will provide reading prompts prior to reading the story to help students
focus on the purpose of the lesson.
[8.3] The teacher has set up a traffic light system for students to monitor their progress
and request help from the teacher, if needed. The green cup (light) shows they are ready
for the next part of the lesson, the yellow cup means they are working, and the red cup
shows they are stuck and need help from the teacher.
[8.3] the teacher will promote everyones participation in the class discussions using the
equity sticks. Prior to the lesson, the teacher will review the rules of the classroom that
show how to listen and respect others when they are talking.
[8.4] the teacher will provide frequent, reinforcing, and specific feedback throughout the
lesson. She will also provide prompts to help the students persevere through a problem.
Positive reinforcement is especially important for Beatrice who responds very well to it.
[9.1] the teacher will use a digital timer to display how much time they have during the
independent practice activity.

Options to Support Representation:

[1.1] The Promethean board will be used throughout this lesson to present information.
This will allow information to be changed visually, if needed.
[1.2] The teacher will use captions during the introductory video.
[1.2] the teacher will write down all directions for each assignment.
[1.3] the teacher will verbally describe all tasks and information that is presented visually.
[1.3] Beatrice and Paula have the option of listening to the text while they read to focus on
the comprehension of the lesson and not on decoding.
[2.1] the teacher will review key vocabulary related to the story before the students are
asked to read it.
[2.2] the teacher will provide supports for Mateo in comprehending the vocabulary words
while reading. The book will have Spanish translations under the English text. This will
allow Mateo to focus on comprehension, instead of translating the text into English.
[2.3] Beatrice will be using a book on the iPad that will have digital images and a recorded
voice for reading the text.
[2.4] All directions will be provided to Mateo in both English and Spanish to ensure he
understands the purpose of the lesson.
[2.4] the book provided to Mateo will be translated into Spanish under the English text to
enhance comprehension.
[2.4] the teacher will provide a visual dictionary of important words to Mateo, so he can
reference while reading.
[3.1] the teacher will activate prior knowledge by referencing the story read in the previous
class. She will prompt them to remember what they had read and will review key
vocabulary prior to reading.
[3.2] the students will be provided with a graphic organizer to organize the information from
the text prior to writing their pumpkin books.
[3.2] the teacher will model how students are expected to pull out key details in the text
(with post its, highlighting tape, or selecting visuals)
Kristin Cleaveland UDL Lesson Plan 5

[3.2] The teacher will provide an example of the pumpkin book with the various supports
built in so students can have a clear expectation of the requirements. She will create a
digital model and a physical model to offer examples for either option chosen by the child.
[3.3] the teacher will offer a visual support for the sequence of pulling out key information
(read text, look at pictures, and identify what is important)
[3.3] the teacher will offer a graphic organizer to be used for planning the story, but the
students will be offered the option of creating their own, if they wish.

Options to Support Action and Expression:

[4.1] Beatrice will have access to the adapted book on an iPad
[4.1] Paula has a Quicktionary Reading Pen that can be used to convert text into speech.
[4.1] The specific requirements for the independent activity will vary depending on each
students needs (see Part 2 for specific information). Within their own work, the students
will have the option of using an iPad or physical materials to create their Books and organize
their thoughts (an electronic version of the graphic organizer will be available).
[5.1] For the independent activity, students will be able to write, type, or speech-to-text
input into a computer.
[5.1] Beatrice will have access to her Accent 1000 communication device throughout the
lesson. During discussion, she will have visuals that will allow her to respond to specific
questions and prompts that are not available on her device.
[5.2] the students will have access to an iPad for the independent activity, which will allow
them to use text-to-speech. They also have the option of creating a physical book.
[5.2] the students will first complete a graphic organizer to outline the sequence of events
before creating their book.
[5.2] Sentence starters will be provided for students, as necessary.
[6.1] The teacher will leave the I can objective posted throughout the lesson.
[6.3] the students will use a graphic organizer to organize information before creating their
book.
Part 2: Accommodations/Modifications for Specific Students:

Assistive technology will be provided for both Paula and Beatrice, in accordance with their IEPs
and specific needs. These accommodations will assist with response and presentation of
materials. Paula will have access to her Quicktionary Reading Pen, as outlined on her IEP. [4.1]
Beatrice will have access to Accent 1000 throughout the class period, for communication
purposes, as specified on her IEP [5.1].
Closed captioning will be used as a presentation accommodation for Paula, Beatrice, and Mateo,
to increase accessibility.
Beatrice will be provided with adapted text on an iPad to promote comprehension specific to
her reading level, as required by her IEP [4.1/2.3]
Requirements for the independent activity will vary depending on the needs of each student.
Each student will have the option of creating their Pumpkin book on the iPad or a physical book.
The requirements for their book will vary. [8.2/4.1/5.2]
o Each student will base their book off the story they read in class.
Kristin Cleaveland UDL Lesson Plan 6

o Daisy will fill out a graphic organizer that outlines the important details of the story. She
will then use this to design her own book that outlines these details. She will be
expected to use full sentences and images that relate to the text on each page.
o Mateo will be allowed to create his story in either Spanish or English. He will fill in the
words of the graphic organizer and glue a picture to each corresponding box. He will
also can create this on the iPad, if desired. He will then create his story. If he chooses to
create his story in English, sentence starters and prompts will be provided. [5.2/ 2.2/
2.4]
o Paula will be given a graphic organizer and be asked to glue a picture to the
corresponding box. She will also have the choice to complete this on the iPad. This will
then be used to create her story. She will be able to use speech-to-text to create her
story, so she does not have to focus on the mechanics of the writing. She will also be
provided sentence prompts to use, if she needs. [5.2]
o Beatrice will be given a graphic organizer that has the words written and she will be
asked to glue the corresponding picture to each box to reinforce the sequencing in her
head. For her book, she can use either a computer or physical model. Either way, she
will be provided with sentence prompts [5.2]. She will also be given the option of using
pre-selected visuals to glue on each page of the book. If done on the computer, she will
be able to drag and drop a picture onto the specific page.

Assessments
Objective: I can read or listen to a story and identify key details in the text.

FORMATIVE ASSESSMENTS
The teacher will have a blank note area designated for each student to be used for collecting
information about student progress and performance during the lesson. The teacher will make notes of
student responses during the introduction and their participation in the review of key vocabulary. She
will also observe students as they read through their stories individually and make notes on any areas
they struggled or for which they requested help. For Beatrice, the teacher will note if she was able to
put the pictures in order as she read. The post-it notes in the books will also serve as a formative
assessment. The teacher will check student progress with these notes and provide immediate feedback,
both positive and constructive, as needed. The teacher will also make note of the students'
participation in the discussion after reading. After class, the teacher will also look through the books and
use the students notes to help assess their progress. The teacher will also make note of how the
students choose to complete the independent assignment, listen to any discussions between peers, and
offer advice, as needed.

The information collected during these formative assessment opportunities will help guide the pace of
the lesson and will help the teacher identify areas for which the students need additional support or
practice. For example, there may be a vocabulary word or concept that many of the students are
struggling with and the teacher may choose to address this as a whole group either at that time or
during the discussion. This data will also be used to help plan for future lessons. The teacher may
decide to provide more time the following day to complete the independent books, depending on how
long the students need. The teacher will also use this information to decide areas that the students
require more practice or support in the upcoming lessons.
Kristin Cleaveland UDL Lesson Plan 7

SUMMATIVE ASSESSMENTS
The pumpkin books created by the students will serve as the summative assessment for this lesson. The
teacher will be able to tell how they used their graphic organizer to make sense of the key information
in the text and how they used the graphic organizer to then complete their book. There is flexibility built
into this summative assessment. Students can create digital or hand-made books. There are sentence
starters, a variety of supports built into the graphic organizers, and the students can use technology to
record speech, if desired.

This summative assessment will be used to gauge how successful this lesson was at meeting the lessons
objectives. The teacher will make notes of student strengths and weaknesses during these assignments
to plan or make adjustments to future lessons.

Instructional Methods
OPENING
The teacher will signal the transition from the previous activity to the reading/language arts block by
playing the song that is played between each scheduled block of time. The students know the routine to
clean up materials being used and check their schedules before moving to the designated area for the
lesson. While students are transitioning, the teacher will set out materials that will be needed for the
lesson. In addition to the materials for the lesson, the noise-cancelling headphones are kept in an easily-
accessible area of the classroom [7.4].

Hook:
The teacher will start by playing a video Five Little Pumpkins Sitting on a Gate. Captions will be
displayed for accessibility [1.2].

Introduction:
The teacher will introduce the lesson to the students by stating the objective for the lesson and
describing what they will be doing.

[8.1/6.1] Today, we are going to talk some more about pumpkins. We are going to
read a story and identify important parts of the story while were reading. Then, were
going to think about what we learned in our reading to create our own books. (The
teacher will show the I Can statement poster that identifies the objective of the lesson
to the students I can read or listen to a story and identify key details in the text. This
poster will be displayed throughout the class period)
[8.3] The teacher will also review the class rules with the students and display them near
the work area for reference during the activity. The teacher will also review what
students should do when they feel overwhelmed or if they need a break, including the
use of noise-cancelling headphones [7.4]. These calm down strategies will be displayed
as well.

Anticipatory Set:
The teacher will review prior knowledge related to pumpkins. [3.1]
Kristin Cleaveland UDL Lesson Plan 8

[7.2] Who remembers what book we read yesterday during our reading block? (The
teacher will pause and give students a chance to answer) If students are not able to
identify the book, the teacher will show them a visual of a pumpkin that will hopefully
help them remember the book. If they need further prompting, the teacher will show
the students the cover and ask one of the students to read the title. Beatrice will have
access to her Accent 1000 device to communicate [5.1].
[7.2/8.2/3.1] We read, Pumpkin, Pumpkin! Thumbs up if you remember what the story
was about. (Students will hopefully put thumbs up to show they remember. If not, the
teacher will guide students to access their prior knowledge as she prompts them to
recap the story). What was this story about? (The students will hopefully answer
pumpkins. If not, the teacher can prompt the students to use the picture on the cover
and the title of the book to try and think about what the story was about.) Beatrice will
have access to her Accent 1000 device to communicate [5.1].
When the students have been given the opportunity to discuss what they remembered
about the book, the teacher will summarize what was stated. We read a story about a
boy named Jamie who planted a pumpkin seed. We got to see the pumpkin grow from a
little seed into a big pumpkin! Today, we are going to learn a little bit more about
pumpkins.

DURING
Introduce New Knowledge:
The teacher will use a presentation on the Promethean board [1.1] to review the key vocabulary
of the story [2.1]. Each word will be accompanied by a visual. The Spanish translation will also
be written, and an audio will be played in both Spanish and English. The teacher will also give
a visual dictionary to Mateo, so he can use this when reading. The visual dictionary will have a
picture of the word or action, the Spanish translation, and the English translation. [2.2/2.4]

First, a visual of the word will be shown and the teacher will ask if anyone can name
what is on the board. She will then show the word. The teacher will play the word in
English and Spanish and the students will all repeat the word in both languages
[2.2/2.4]. Beatrice will have a choice board that allows her to match the visual
displayed/the word spoken with one of the visuals on her choice board [5.1].
o Words to review: seed, sprout, plant, flower, pumpkin
o What can you do with a pumpkin: eat, carve, plant
o How can you describe a pumpkin: big, little, round, orange, green
[8.3] When youre reading, I want you to use the post-it notes to write down key ideas
you find in the text. You can also use highlighting tape, if you want, to make note of
important terminology. Beatrice, I want you to find the correct picture and put it on
your felt board.

Model New Skills and Knowledge:

The teacher will model how students will read the book and think about what they are reading
to check their own understanding. She will model with the first page of the Pumpkin, Pumpkin
story they read the day before, thinking aloud as she reads and putting a post-it note on the
page to identify the key detail she thinks is important and should remember. She will also
Kristin Cleaveland UDL Lesson Plan 9

model for Beatrice how she will identify the picture that matches the picture in the book and
move it to the felt board.

[3.2] Im going to show you what I mean, so we are going to read the first page
together. The teacher will read the title and author of the book and then read the first
page. When she is finished, she will do a think aloud. I just read that Jamie planted a
pumpkin seed. I think that is something important, so I am going to put a post it note
here and write planted seed. That will help me remember what happened in the story
when I look back.
[3.2] When Im reading this page or other pages, I might not remember a word. To help
me understand a word I dont know, I can look at the picture (point to the seed) or look
at the board to remember what the word means. Mateo, you can look at your Spanish
words to help you understand.
To help you remember how to choose a key detail, I have created this visual checklist.
First, read the text. Next, look at the pictures. Finally, make a note of the key detail.
[3.3]

Guided Practice
The teacher will allow students to choose from a pre-selected set of books about pumpkins
[8.2]. Each book has been adapted on the iPad for Beatrice [2.3/4.1], includes a visual and
English/Spanish dictionary for Mateo [2.2/2.4], and can also be read as an e-book. Paula will
use her Quicktionary reading pen [1.3/4.1] and a copy of the book to listen to the text while
she reads. Beatrice will use the iPad to read an adapted version of the story [1.3/2.3/4.1].
Mateo and Daisy will be given a hardcopy of the book to use for reading. Mateos book will
be adapted to include text in both English and Spanish [2.2/2.4]. In addition to verbally
describing the activity [1.3], the teacher will also provide written directions for the students
[1.2]

[8.2] I have selected some books that I think you will be very interested in reading. You
may choose whichever you prefer, or you may re-read Pumpkin, Pumpkin if you want
to try that on your own. The teacher will go through each option, providing a brief
description and doing a picture walk through the books with the students so they can
make their choice. A few of the books are more advanced and Daisy will be
encouraged to try one of them for her project to challenge her.
[8.3] Now, I want everyone to select a book and read it on your own. Remember to
think about what is important when you read. If youre stuck on a word or need help,
change your traffic light [8.3] cup to red and I will come help you. Try your best. When
were finished, were going to talk about what we read and then do our own work.
Remember to turn your cup to green when you are finished reading.
o Each student will independently read their selected story. Paula, Mateo, and
Daisy will each receive a hard cover copy of the book, sticky notes, and a pen.
Paula will also be given highlighter tape to highlight the important text
instead of using a post it, if she prefers. Paula will also use her Quicktionary
reading pen to read the text using her headphones [4.1].
Kristin Cleaveland UDL Lesson Plan 10

o If the students are struggling in choosing a book, the teacher will help or may
limit the choices depending on what is most appropriate for the specific
student.
o The teacher will help Beatrice access her adapted book on book creator on the
iPad. She will also give Beatrice a set of pictures for the key ideas in the story.
She will instruct Beatrice to put the images in order on the felt board as she
reads, instead of writing on post-it notes.
o While students are reading, the teacher will walk around and provide
assistance, as necessary. She will also provide frequent, reinforcing, and specific
feedback as she observes each students progress [8.4].
[8.2] For Mateo, the teacher will make sure he understands the words
he is reading. She will encourage him to read in whichever language
he prefers [2.2/2.4]. If he finishes reading quickly in Spanish, she will
prompt him to look at the key words he identified in Spanish and see if
he can match them to the English words.
[8.2] For Daisy, the teacher will provide prompts to think further into
what she is reading. This is especially important if Daisy finishes
reading earlier than the other students. She will ask Daisy to compare
what she read in her book to what she already knew about plants and
what she had learned from the book yesterday. She can write these
thoughts on post-it notes as well.
[8.2] For Beatrice, the teacher will make sure she is using the iPad
appropriately. She will model [3.2] how she will listen to a page of
text and identify the key idea by looking at the picture and choosing
the visual that matches. This will then go on in order from the left to
right.
[8.2] For Paula, the teacher will provide assistance in understanding
words and making sure she is using the pen correctly. She may need
to help Paula by modeling again on the first page using the
highlighting tape to pull out the key idea, instead of the post it notes.
[3.2]
[7.2] When students have finished reading the story, the teacher will hold a brief
discussion about what the students read. She will ask the students what they learned
from their stories. She will use equity stick [7.5/8.3] to ensure that all students have an
equal chance of participating. The review will be done using the Promethean board
[1.1]. The students will sort visuals that have been pre-determined based on the books
provided. The students will sort the visuals into topics each of their books addressed.
The teacher will guide the students in a discussion about the similarities between each
of their stories and in describing the key details.
You did a great job reading your story and thinking back to the details [8.4]. Now we
are going to do some independent work at our desks.

Independent Practice:
Kristin Cleaveland UDL Lesson Plan 11

The students will transition to their desks, as directed by the teacher. The teacher will have
prepared baskets with the materials needed for each student. The teacher will also have set up
a digital timer [9.1] to display how much time is left in the lesson.

The teacher will describe the activity to the students and allow them to choose how they want
to create their books [7.1/7.2/5.1/5.2]. The requirements for their work will depend on the
different needs of the students [8.2/4.1]. These differences are outlined in Part 2 of the
variability section of this lesson plan. While students are working, the teacher will walk around
and provide supports and/or prompts, as necessary. She will also provide frequent, reinforcing,
and specific feedback as she observes each students progress [8.4]. In addition to verbally
describing the activity [1.3], the teacher will also provide written directions for the students
[1.2]. a digital version of the graphic organizer will also be available for the students to use
[4.1].

You are each going to create your own books based on your chosen story! You can
choose if you want to make your book on the computer (show model) or on paper (show
model) [7.1/3.2/4.1/5.2]. The first thing you will do is create a graphic organizer
[3.2/4.1/3.3/5.2/6.3]. You will think back to what you read and identify the important
information that you read [7.2]. Once this is filled out, you will start your book. Each
page will have a different detail. You will use your graphic organizer to help you write
your text and can either draw a picture or use a clipart image that is available. On the
last page, you get to decide what you would do with the pumpkin in your story [7.2/7.3].
Remember, you can use text-to-speech to write your text, instead of typing or hand
writing [5.1/5.2]. Use your traffic lights [8.3] to tell me how you are doing and if you
need help. I want you to try your very hardest in completing this assignment. I am going
to put a timer [9.1] on the board here so you can keep track of how much time you have
left. I know that this may take more time than we have planned for today. If we havent
finished by the end of class, we will put our materials away and finish tomorrow. When
were done, we will be able to read each of our books together!
The teacher will show her models that were created both on the board and on paper.
[3.2] The teacher will also provide sentence starters [5.2], pre-printed images based on
specific books (if students are hand-designing their books), and book templates. On the
iPads, students can create their books from scratch or may use a template that was
designed specifically for this project.

CLOSING
The teacher will close the lesson by reviewing the objective for the lesson, reviewing what the students
did that day, and referencing what they will be doing the next day.

[8.1] Today, our objective was to identify the important parts of a story. Did we do that? (The
students should agree that they did this) We did! You all did an amazing job remembering key
details from your stories. I got to see many of the books you made today in class. Tomorrow, we
will get a chance to look at each others books and learn more about pumpkins.
If the students were not able to finish their books, the teacher will remind students that they
will get the opportunity to finish them the following day.
Kristin Cleaveland UDL Lesson Plan 12

Authors Reflection
How does applying the UDL guidelines to lesson plans allow teachers to meet the needs
of a diverse group of students?
One of the most important things to remember as a teacher is that every student is different.
These differences can be in all aspects of their lives including ethnic or cultural backgrounds, home and
family structure, health needs, and learning needs. It is important to understand as an early child
educator, especially in the special education field, that these differences are inherent in a classroom
with more than one student. InTASC standard 1 explains that teachers need to recognize the
differences in learning patterns and development of their students to provide learning experiences that
are developmentally appropriate for each individual. The CEC Initial Preparation Standard 1 also states
that special education professionals need to recognize these differences to provide experiences that are
meaningful and appropriate.

The principles of UDL were designed to address the idea that differences are built into each
classroom and should be addressed when lesson planning in order to provide effective instruction. Not
only do the UDL guidelines cover a wide range of areas of the lesson including action and expression,
engagement, and representation, but they also provide detailed checkpoints for each principle to help
guide the teacher to think about every area that can be differentiated to meet each individual need of
the students. InTASC standards 2, 3, 7, and 8, NAEYC standards 1, 4, and 5, and CEC standards 2 and 5 all
address the requirement that educational professionals address the needs of each student to provide
meaningful, supportive, and developmentally appropriate instructional environments. The UDL
guidelines help teachers develop an instructional plan that supports each of their students and prepare
for any changes that may need to occur to accommodate the students.

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?
As stated before, each student is unique and different needs. It is important that teachers
understand that education needs to be equitable. In the classroom, equitable instruction means that
planned instruction allows each student to meet the same standards. To do this, some students may
need additional support, which was the case for the two students with special needs in my class.
InTASC standard 2 discusses the importance of understanding learning differences in the classroom to
create inclusive environments that support each students ability to meet high learning expectations.
NAEYC standard 3 explains that teachers need to understand how to help students reach their goals by
using supports, such as assistive technology, when a student has a disability. Both standards reflect the
idea of creating an equitable environment to ensure each student has success in the classroom.

In order to make the decision of what assistive technology was to be provided in the classroom,
I needed to look at the specific needs of each of the students. It was also important to decide what the
environmental and instructional requirements of the lesson would be to determine if any of these would
cause a disadvantage for either of my students. Knowing that Beatrice had no productive speech, it was
clear that she would not be able to participate in discussions without a type of assistive technology to
support this. I also knew that Paula had difficulty with reading fluency, which would put her at a
disadvantage in comprehending the text if she wasnt provided with any support. After researching the
Kristin Cleaveland UDL Lesson Plan 13

options available for students, I chose assistive technology that would best assist these students in
achieving the lesson objectives. With these additional supports, the instructional environment was
leveled, and the students were more equally prepared to meet the same standards as the other
students.

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?

Students with disabilities are not the only students who require differentiated instruction. In my
class, there was a student who had limited English proficiency. Understanding this meant he would be
put at a disadvantage in comprehending a story in English, I made changes to my lesson to support his
learning and language development. Also in my class was a student who was determined to be gifted
and talented. Because of this, I knew that additional challenges needed to be put in place to keep her
engaged and allow her to continue learning even as the other students in the class were at a lower level.
The CEC Standard 2 defines the importance of creating an inclusive and culturally responsive learning
environment for students with exceptionalities. This includes students with disabilities, students who
are gifted and talented, and students who are linguistically diverse. The InTASC Standard 7 outlines the
necessity for teachers to plan instruction that challenges each learner in the classroom and provides
supports, as needed.

This lesson plan demonstrates my ability to take into account the differences in students of very
different needs to plan instruction that would challenge each student and them with an equal chance to
succeed. I included differentiation to support the needs of Mateo by allowing him to learn in the
language of his choice. The goal/objective of this lesson was not for the students to read a passage in
English but was instead to comprehend the story and describe key details in the text. Aligning with the
UDL guidelines and best practices, I prepared a lesson that allowed Mateo to be successful in
comprehending a text by reading it in the language of his choice. I also built in variation and challenges
to help support Daisy throughout the lesson. Knowing she would be bored if we read a very simple
story, which would be necessary for other students, I provided a variety of books of different lengths
and difficulty to choose from. I also built in the creative element of designing a book because it was
known that Daisy enjoyed creative activities. This lesson plan reflects my ability to take information
about a student to provide learning experiences that would be developmentally appropriate and
effective for each student.

Materials
MATERIALS AND SUPPLIES
Technology available
o iPad with headphones (qty:4)
o Promethean Board
o Presentation for Promethean Board
o Adapted books on Book Creator
o Noise Cancelling headphones
o Digital Timer
Kristin Cleaveland UDL Lesson Plan 14

o Video for Five Little Pumpkins Sitting on a Gate

https://www.youtube.com/watch?v=cm1qvX1ygOo
o Quicktionary Reading Pen with Headphones
o Accent 1000 Device
o Digital copy of graphic organizers
o Templates on book creator
Independent Work Materials
o Premade mini books
o Sentence prompts/starters
o Graphic organizer with varying degrees of support
o Writing/coloring instruments
o Glue
o scissors
o Model of iPad created book
o Model of paper created book
o Digital version of each graphic organizer
o Pre-printed images based on book topics and details
o Paper
o pencils
Other Materials
o Equity sticks with each students name
o Pumpkin, Pumpkin book
o From Seed to Pumpkin by Wendy Pfeffer
o Pick a Perfect Pumpkin: Learning About Pumpkin Harvests by Robin Koontz
o We Harvest Pumpkins in the Fall by Rebecca Felix
o Pumpkin Circle: The Story of a Garden by George Levenson
o The Pumpkin Book by Gail Gibbons
o Fall Pumpkins: Orange and Plump by Martha E. H. Rustad
o Copies of each book with Spanish translations
o Traffic Light Cups (4 sets)
o Rules Poster
o Calm down strategies
o Directions for reading in English and Spanish
o Directions for independent activity in English and Spanish
o Visual Dictionary of Vocabulary with Spanish translations
o Post-its
o Highlighting tape
o I can poster
o Visual for Identifying Key Details in the Text
o Choice board with vocab visuals
o Felt board
o Visuals for each book
Kristin Cleaveland UDL Lesson Plan 15

Authors Reflection
Explain how your ability to meet the needs of diverse learners has developed.
Over the course of my education at Towson, especially this semester, I have learned a lot about
the individual differences and needs of students in a classroom. Specifically, this semester has taught
me a variety of new strategies for differentiating my instruction. I have learned to use resources online
to find appropriate tools, supports, and accommodations to help meet the needs of diverse learners.
The InTASC standards 4 and 5 relate to the teachers understanding of content, knowledge of different
tools, and the application of this knowledge to design appropriate instruction. The NAEYC standard 4
describes the importance of early childhood educators to design developmentally appropriate
instruction and choose appropriate strategies and tools within the learning environment. The CEC
standard 3 describes the requirement that special educators be knowledgeable across content areas and
be able to apply this knowledge to modify instruction based on individual needs. Finally, the CEC
standard 5 documents the importance of special education professionals to become familiar with
assistive technologies and their use to support instruction and students with disabilities.

As I worked on this lesson plan, researched different strategies, and learned about the different
assistive technology available, I was able to develop the skills necessary to meet the standards listed
above. To design an effective lesson, it is important to understand what is being taught. For this lesson,
I explored the books that would be used and developed an understanding of the information that would
be taught to my students. I was able to think about how each student would best access the
information that was to be taught, and made accommodations based on each students needs. This skill
of differentiation will continue to develop as I encounter more students and am introduced to new
resources and technology.

How does this positively impact student learning?

The growth I have made over the course of this semester will positively impact my future
students learning. As explained before, variability is inherent in the classroom. It is expected that there
will be a range of learning differences and developmental abilities in one single classroom. No matter
what age I teach or whether I am working in a special education classroom, I will need to plan for
differentiation in each of my lessons. By planning education that supports each of my students, their
academic achievement will be positively impacted. By supporting individual differences, the learning
environment becomes a safe and positive space to allow students to grow.

How will you use the knowledge and skills developed in this class in your future
teaching?
As a future educator, I know that there is always room to grow and learn. The field is ever
changing, and technological advances are always developing to create more opportunities for those who
need extra support. The knowledge and skills that have developed in this class will apply to my future
classroom in many ways. I will be more knowledgeable about the resources available, but I will also be
more skilled in finding new supports and strategies. The CEC standard 6 outlines the importance of
special education professionals to continue growing and developing and using the information they
learn each day to inform their practice and make decisions that will positively impact their students.
InTASC standard 9 specifies the importance of evaluating your choices and instructional decisions to
make sure they are best suited for your students and can meet the needs of each one. I have learned
the importance of evaluating not only my students but also my own practices and instruction.