UDL Lesson Plan Template

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 1/19/20

Content Area: English Language Arts

School: Siena Heights University

Grade Level: 1st

Lesson Title: The Original

Time: 35 minutes
Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

ELA.R.1.1 Ask and answer questions about key details in a text

ELA.R.1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.

ELA.R.1.3 Describe characters, settings, and major events in a story, using key details.

ELA.R.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

ELA.SL.1.2. Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)

Learners will:
 Answer five questions during read-aloud with 80% accuracy.
 Identify the setting, characters, and main events of the text with 100% accuracy.
 Order the events of the story with 80 percent accuracy.

Materials: (Low Tech, including number needed)

Teacher: Jack and The Beanstalk, (1) Stand-Up White Board, (1), White Board
Marker, (1) Main Event Card Sorts (5)
 Students: Main Event Card Sorts (1)

Technology: (High Tech)

o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/Resources:
 Teacher research/planning
 Source of learning materials
WALKER, R. I. C. H. A. R. D. (2019). Jack and The Beanstalk. Place of publication not
identified: BAREFOOT Books.
Prior Learning Connections (Background Knowledge Support):
 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

Students have more than likely been exposed to the story of Jack and the Beanstalk before.
The students have been exposed to the vocabulary, “setting,” “character,” and, “main events”
throughout the course of the year. Students know and understand the etiquette of read-aloud.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities

Students may need alternative seating.

Students may need to stand up during read aloud.
Students may need main event cards on card stock to help with fine motor.
Students may need breathe breaks.

Dominick –
AAC
Task board
Peer buddy
Simplified instructions
Assistance toileting
Structured interactions with peers.
Motor breaks
Seated near teacher
Harry-
Review and modeling of vocabulary
Simplified instruction
Special Concerns (including medical, behavioral, and/or environmental):

Students may need to leave for medications.

Students may need to use the restroom at specific times.
Students may get uncomfortable working in small groups.

Dominick-
Assistance with toileting.
Allergic to tomato and dairy
Constant adult monitoring
On various medications
Behavior Intervention Plan
Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
Questions about setting, characters, and main events.
Questions during read aloud
Main event card sort

Summative:
End of unit project.
During Lesson: (General Guidelines)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Engagement: (5 minutes)
 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

Teacher will have the words “setting,” “character,” and “main events” written on the stand-up
white board in the library corner. The teacher will ask the students what they know about these
words. The teacher will allow two students to share for each question. The teacher will then
quickly recap what each word means.
Good morning, I have some words written on the white board. We have talked about them a
couple times throughout the year, but I would like to go over what they mean quickly so
everyone remembers. The first word is setting, do I have two students who would like to share
what setting means? Yes, setting is the place that the story is happening in. The second word
is character, do I have two volunteers to share on the word characters? Characters are the
who or the people in the story. The last term is main events. Can I have two more share on
main events? Main events are the what in the story. They tell what is happening. Just to recap
the words real fast we have the setting, which is the what, we have the character which is the
who, and the main events which are the what.

Dominick- Dominick will not be required to share out to the class. Instruction based on the
vocabulary should be purposeful and straightforward. Dominick’s AAC may need to have the
vocabulary words programmed into his device for instant and frequent use. He should practice
finding the vocabulary words before lesson and during instruction with assistance from
teacher.
Harry- Harry should have vocabulary taught explicitly to him before the lesson begins. During
instruction, vocabulary should be taught purposefully and straightforward.

Transition: We are going to read the story of Jack and the Beanstalk. I would like you to pay
attention to the three words we just discussed as we begin to read through our story.

Instruction/Exploration: (20 minutes)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?

The teacher will show the book, Jack and the Beanstalk, to the class. The teacher will then ask
the students if they have ever heard of the story before or what they know about the story. The
teacher will begin reading the story… The teacher will use inflection and questioning
throughout the book. The teacher will ask the class why they think the beans are magic. The
teacher will allow three students to come up with a prediction. The teacher will then continue
reading… The teacher will ask the class what they think is at the top of the beanstalk. The
teacher will allow two more students to answer the question. The teacher will then continue
reading… The teacher will talk about the giant. The teacher will ask the students to show
him/her the face they would make when they saw a giant on the count of three. The teacher
will then continue reading…. The teacher will then ask the students how Jack might feel while
he is hiding from the giants. The teacher will have two students share. The teacher will the
continue reading until the ending… The teacher will ask the students how they think the book
will end… The teacher will ask the students what the setting was in the story, who the
characters were, and what were some of the main events.

I am going to read the book, Jack and the Beanstalk, to the class today. Are any of you
familiar with the story? If so, what is the story about? Well, let’s see if our recollection is
correct as we read through the story... Why do we think the beans are magical? I would like
two students to share why they think the beans are magical... What do you think is at the top if
the beanstalk? I would like two more students to share about what they think is at the top of
the beanstalk… There are giants at the top of the beanstalk. On the count of three I want you
to show me the face you would make if you saw the giants. 1.. 2.. 3.. Those were some good
faces. I would look like that too if I saw some giants… How might Jack feel as he is hiding
from the giants? Can I have two people share?... How do we think the book is going to end?
Those are some good thoughts. Let’s find out… Now let’s go back to our words from earlier
and apply them to this story. What is the setting? The setting is in the town and the giant
village. Who are the characters? The main characters are Jack and the giants. What are some
of the main events? Some of the main events are Jack receiving the beans, Jack climbing the
beanstalk, and Jack coming home.

Dominick- Dominick does not have to share out. If he does want to share, he may use his
AAC. Dominick should try using both oral communication and AAC.
Harry- The vocabulary terms should be used frequently during the read-aloud. Harry may need
additional support and definitions of specific terms. When asking the class to share based on
one of the vocabulary words use with the definition following and then repeat the word.
Transition: I am going to split you up into groups of 5. When I say go, I want you to go your
tables in your groups and wait for instruction. Ones at the front table, twos at the center table
closest to my desk, threes at the center table closest to the library, fours at the back table
closest to the door, and fives at the back table nearest to the sink. Go,

After Lesson: (10 minutes)

Closure:
 Refer and tie back to course objectives
 One last quick assessment

Each table will have cards preset at the group in a mixed-up pile. The teacher will tell the
students that they are going to sort the cards into the order of the events that happened in the
book. Each card will have a picture representing a main event from the story. If students are
struggling to decipher the image, then tell students what the event is… After students have
worked on sorting the cards for seven minutes. Check the main event cards over the document
camera with the students. Have one person from each group share what card comes next. If
there is any confusion, allow time to discuss why the event happened to help students’
understandings… Have students put the cards back in a pile and set them in the middle of their
desk.

On your table there is a pile of cards. The cards are each pictures of the main events from our
story. As a group, I want you to order the cards in the sequence they came in during the book.
If you need help deciphering what a picture is, raise your hand and I will help. You have seven
minutes to complete this activity and then we will check it as a group… We are finishing up in
three.. two.. one.. Okay, table 1, what is the first event that happened in our story? Yes, Jack
received the magic beans. Table 3, what is the second event? Jack’s beans grew into a
beanstalk. Table 5, What comes next? Jack climbed the beanstalk. Table 4, what happens
fourth in the story? Jack meets the giants. Table 2, what is the last thing that happens in the
story? Jack comes home safely. You did a nice job of sequencing our story. Please put your
cards back in a pile and keep thinking about the events in our story from today.

Dominick- Dominick will need explicit instruction. Teacher should visit Dominick after whole
group instruction and reinforce the instructions and expectations. Dominick should be placed
in a group where he feels safe and is with his peer buddy. Teacher should use proximity with
Dominick to prevent any behaviors. Main event cards should be placed on cardstock for easier
fine motor manipulation. Dominick may need a motor break.
Harry- Harry will need explicit instruction. Teacher should visit Harry after whole group
instruction to reinforce the instruction and expectations.
Notes/Reflections:
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson:

 UDL Lesson Plan Template

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 11/4/2019

Content Area: English Language Arts

School: Siena Heights University

Grade Level: 1st

Lesson Title: Fe Fi Fo Fum, Here Comes a New Waynetta?

Michigan Academic Standards: (include code and standard)

(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

ELA.R.1.1 Ask and answer questions about key details in a text

ELA.R.1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.

ELA.R.1.3 Describe characters, settings, and major events in a story, using key details.

ELA.R.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

ELA.SL.1.2. Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

ELA.R.1.9 Compare and contrast the adventures and experiences of characters in stories.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)

Learners will be able to:

 Ask and answer three questions about the text with 100 percent accuracy.
 Compare the characters, settings, and major events in the two versions of the stories.
 Identify three main events in the story with 100 percent accuracy.
Materials: (Low Tech, including number needed)
Teacher: Waynetta and the Cornstalk, (1) Main event cards from Lesson 1, (1) stand-
up white board, (1) white board marker, (1) magnets (5)
 Students: N/A

Technology: (High Tech)

o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/Resources:
 Teacher research/planning
 Source of learning materials
Ketteman, H., & Greenseid, D. (2013). Waynetta and the Cornstalk: a Texas fairy tale.
Chicago, IL: Albert Whitman & Company.
Prior Learning Connections (Background Knowledge Support):
 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills
Students have been exposed to at least one version of Jack and the Beanstalk. The students are
familiar with the main events in the story. The students know and understand the terms
“setting,” “character,” and “main event.” The students know and understand read-aloud
etiquette.
Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities
Students may need alternative seating.
Students may need breathe breaks.
Students may need headphones.
Dominick –
AAC
Task board
Peer buddy
Simplified instructions
Assistance toileting
Structured interactions with peers.
Motor breaks
Seated near teacher
Harry-
Review and modeling of vocabulary
Simplified instruction
Special Concerns (including medical, behavioral, and/or environmental):

Students may need to use the bathroom at an increased rate.

Students may need to leave for medical reasons.
Students may lose teeth during lesson.
Dominick-
Assistance with toileting.
Allergic to tomato and dairy
Constant adult monitoring
On various medications
Behavior Intervention Plan
Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
Recollection of events from lesson 1
Character, setting, and main events from story
Three main event charades

Summative:
End of unit project.
During Lesson: (General Guidelines)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Engagement: (5 minutes)
 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

Teacher will have students meet at the classroom library. The teacher will ask the students
what they read yesterday. The teacher will then have the students talk to their elbow partner
about what they read for 30 seconds… The teacher will then show the students the main event
cards from the day before. The teacher will lead a discussion to help put the main events cards
in order of how they went in the version of Jack and the Beanstalk from the day before.

Good afternoon let’s gather at the library carpet for Language Arts again today. Yesterday we
read a story and ordered the main events from the story. Talk to your elbow partner about
what we read. You have thirty seconds… As we bring back the discussion, who can tell me
what we read yesterday? Yes, we read Jack and the Beanstalk. I think we should try and test
our memory by ordering the main events in the story from yesterday. This time without
reading the book first. Who thinks they remembers what goes first? Jack got the beans, very
good. What is next? The beanstalk grew. Then? Jack climbed the beanstalk. Next? Jack saw
the giant. Last? Jack came home safely.
Dominick- Dominick’s AAC should be adapted daily with new vocabulary and items from the
lesson before. The word main events should be defined again before students begin sharing.
Harry- The vocabulary word main event should be defined again when students are asked to
share about the main events from the previous story.
Transition: We are going to be reading a different version of Jack and the Beanstalk. As we
read through the story, I want you to think about what is the same and what is different
between the two stories.

Instruction/Exploration: (15 minutes)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
The teacher will introduce the book, Waynetta and the Cornstalk. The teacher will ask the
students what they think will happen in this version of Jack and the Beanstalk. The teacher
will then begin to read the story… The teacher will ask three questions during the reading.
Question 1: What did Waynetta receive instead of magic beans? Teacher continues reading…
Question 2: How do you think Waynetta felt when she saw the giant woman? Did she expect
her to be nice? The teacher continues reading… Question 3: Why did the giant fall asleep?
How is that similar or different from the story yesterday?... Following the book, the teacher
will then ask the students about the setting, characters, and main events.

Today we are going to read, Waynetta and the Cornstalk. Based on the title and cover of the
book what do we think is going to be the same and what is going to be different from the story
yesterday. Hold on to those thoughts and we will find out the answers as we go through this
book… Talk to your elbow partners about what Waynetta received instead of magic beans.
Can I have someone share with the whole class? Yes, Waynetta was given magic corn…
Waynetta just confidently knocked on the door and found herself face to face with a giant.
How do you think Waynetta felt? I would be a little scared and even curious as well… The
giant has just fallen asleep. Did he fall asleep the same way in this story as the last? No, the
giant fell asleep in the bathtub instead of after his dinner… Now that we have finished reading
the book, we are going to break down the setting, characters, and the main events. What is the
setting for this story? There is the ranch and the big ranch in the clouds. Who are the
characters? Waynetta, the corn man, the mom, the female giant, and the male giant. What are
three of the main events? Waynetta gets the corn, the cornstalk grows, and the male giant falls
asleep in the tub.
Dominick- Dominick does not have to share out. If he does want to share, he may use his
AAC. Dominick should try using both oral communication and AAC.
Harry- The vocabulary terms should be used frequently during the read-aloud. Harry may need
additional support and definitions of specific terms. When asking the class to share based on
one of the vocabulary words use with the definition following and then repeat the word.
Transition: We are going to divide into 3 groups again today. I am going to explain the
instruction first. Once I split you into your groups, you may go anywhere around the room.
After Lesson: (10 minutes)
Closure:
 Refer and tie back to course objectives
 One last quick assessment

The teacher will instruct the students on what they are supposed to be doing. The students are
going to act out three of the main events in order as a group. They will have five minutes to
decide what they are doing and how they are doing it… After the five minutes are up, the
groups will take turns sharing their main events. The groups will then announce the main
events in the order that they came.

In your groups, you will be acting out three main events without talking. Make sure you show
the main events in the order in which they come in during the story. You will have five minutes
to decide what events you would like to do and how to share them silently with the class. You
will be presenting this to the rest of the class, so be prepared to share. If your first name starts
with a-g you are in the first group. If your name starts with q-z, you are in the second group. If
your name starts with h-p you are in the third group. You may go anywhere around the room.
Go… As we come to the end of five minutes, I want you to quickly finish up your thoughts. I
would like group three to go first. Group three, show us your main events and then tell what
each one was after you have showed all three to us. Go… Group 1, it is your turn. Go…
Lastly, we have group 3. Go… You all did a very good job pantomiming and sequencing the
main events from our story, Waynetta and the Cornstalk. Thank you and be ready to line up
for recess.
Dominick- Dominick should be given explicit instruction. Teacher should visit Dominick
following whole class instruction and reinforce instruction and expectations. Dominick should
be placed in a group with peers he works well with along with his peer buddy. Teacher should
use proximity to prevent Dominick’ behaviors. Dominick may need a motor break. If
Dominick, cannot handle the acting out he may become the person who tells the class what
each event is using his AAC, or he may point the groups into action.
Harry- Harry needs explicit instruction. The teacher should visit Harry following whole class
instruction to reinforce instruction and expectations.
Notes/Reflections:
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson:

 UDL Lesson Plan Template

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 11/4/19

Content Area: English Language Arts

School: Siena Heights University

Grade Level: 1st

Lesson Title: A Day of Comparisons

Time: 35 minutes
Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

ELA.R.1.3 Describe characters, settings, and major events in a story, using key details.

ELA.R.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

ELA.R.1.9 Compare and contrast the adventures and experiences of characters in stories.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)
Learners will be able to:
 Listen to two other groups appropriately and effectively with 100 percent accuracy.
 Group 1
 Identify two major similarities in setting between both Jack and the Beanstalk stories
with 100 percent accuracy.
 Identify two major differences in setting between both Jack and the Beanstalk stories
with 100 percent accuracy.
 Group 2
 Identify two major similarities in characters between both Jack and the Beanstalk
stories with 100 percent accuracy.
 Identify two major differences in characters between both Jack and the Beanstalk
stories with 100 percent accuracy.
 Group 3
 Identify two major similarities in main events between both Jack and the Beanstalk
stories with 100 percent accuracy.
  Identify two major differences in main events between both Jack and the Beanstalk
stories with 100 percent accuracy.

Materials: (Low Tech, including number needed)

Teacher: Chart paper, (3) Markers, (3 packs) White board, (1) dry erase marker, (1)
Copies of both books, (1) notes from previous two lessons left on board.

Students: Chart paper, markers.

Technology: (High Tech)

o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/Resources:
 Teacher research/planning
 Source of learning materials
WALKER, R. I. C. H. A. R. D. (2019). Jack and The Beanstalk. Place of publication not
identified: BAREFOOT Books.
Ketteman, H., & Greenseid, D. (2013). Waynetta and the Cornstalk: a Texas fairy tale.
Chicago, IL: Albert Whitman & Company.
Prior Learning Connections (Background Knowledge Support):
 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills
Students have read two different versions of Jack and the Beanstalk and sequenced main
events from both stories. Students have identified the setting, characters, and main events in
each story. Students work in groups often. Students have been exposed to a Venn Diagram.
Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities
Students may need alternative seating.
Students may need choice of markers.
Students may need pre-drawn Venn Diagrams.
Students may need lined chart paper.
Dominick –
AAC
Task board
Peer buddy
Simplified instructions
Assistance toileting
Structured interactions with peers.
Motor breaks
Seated near teacher
Harry-
Review and modeling of vocabulary
Simplified instruction
Special Concerns (including medical, behavioral, and/or environmental):
Students may have to leave to take medications.
Students may need breathe breaks.
Students may need to go to the bathroom at an increased rate.
Students may lose teeth during instruction.
Dominick-
Assistance with toileting.
Allergic to tomato and dairy
Constant adult monitoring
On various medications
Behavior Intervention Plan
Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
Recollection of setting, characters, and main events from both stories.
Working in groups.
Students presentations.
Students observing presentations
Summative:
Unit final project
During Lesson: (General Guidelines)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Engagement: (5 minutes)
 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?
The teacher has a Venn diagram displayed on the white board. The teacher will have the
students turn and talk about a Venn Diagram. They will be talking about what it is and what it
does… The teacher will then have four students share out to the class. The teacher will then
discuss what a Venn Diagram is.

I have a diagram displayed on the board. I would like you to turn and talk to your partners
about what this diagram is called and what is helps do. You have a minute… I heard some
great discussion involving this diagram. Can I have four people share about their discussion?
Very good, this is a Venn Diagram. A Venn Diagram helps compare things together. In this
case, the Venn Diagram is comparing two things but, if you add another circle you can easily
compare three things. The titles or names of the object that you are comparing go on the top
of the outside circles. In the outside circle, you write the differences. In the small circle,
between the two outside circles, you write the similarities. This is were the diagram overlaps,
so this is where the similarities overlap. Any questions regarding the Venn Diagram?
Dominick- Dominick will need words updated in his AAC. Venn Diagram, similarities, and
differences should be included. Dominick does not have to share with the class. Dominick
should practice finding his words on his AAC during instruction.
Harry- Harry should have explicit instruction regarding the vocabulary terms Venn Diagram,
similarities, and differences before the lesson begins. When discussing the vocabulary words,
the teacher should instruct purposefully and straightforward.
Transition: Now, that we have covered a little background on our Venn Diagrams, we are
going to use one to compare the two versions of Jack and the Beanstalk that we have read this
week.

Instruction/Exploration: (20 minutes)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?

The teacher will keep the Venn Diagram on the board. The teacher will label on side Jack and
the Beanstalk and the other side Waynetta and the Cornstalk. In the center, the teacher will
write both. As the teacher is labeling the Venn Diagram, they will say the title of the book to
the class and when they read it. The teacher will then have the students pair up-share up with a
student they are not sitting next to and discuss some of the main points, settings, and
characters from the books about Jack and the Beanstalk that they have read as a class this
week… The teacher will then have the students return to their seat and have three students
share about what they discussed… The teacher will then fill out the Venn Diagram with the
students’ assistance. The teacher will start with the similarities between the stories. The
teacher will include three similarities. The teacher will then discuss the differences with the
class. There will be two differences… The teacher will then divide students into three groups.
One group will cover the main events, one group will cover the characters, and the last group
will have setting. The students will be creating a large Venn Diagram on chart paper
comparing the stories with their specific categories. The students will need two similarities and
two differences. They may ask for help whenever needed, and they may use the notes on the
board from the beginning of this lesson and the previous two lessons. The students will have
ten minutes to work on this assignment.

We are going to use our Venn Diagram to compare and contrast the two versions of Jack and
the Beanstalk that we read. The first story that we read was, Jack and the Beanstalk. The
second story that we read was, Waynetta and the Cornstalk. I would like you to find a partner
that you have shared with today and discuss what you remember about each of the stories.
Make sure to try and include main events, settings, and characters. You have one minute…
Please return to your seats in 3.. 2.. 1.. I would like three students to share about their
discussions with their classmates… Those are good comments about the stories that we read.
We are now going to practice using our Venn Diagram. What are similarities from the two
books? Yes, one is that something grew really tall. Another is that there were giants, and a
third is that the main character stole something from the giant. Those were great ideas. Now
let’s try and think of some differences. In the first book, the giant fell asleep after eating and in
the second story the giant fell asleep during a bath. Another difference is that in the first story
they were magic beans and in the second story they were magic corn seeds… It is now your
turn to try. I have three Venn Diagrams made on large chart paper. I will split you into three
groups. One group will be focusing on the characters, the other on setting, and the last on
main events. In your groups, I want you to compare your topic using the two stories we read
in class. You need two similarities and two differences. If you need my help, raise your hand
and I will be there. Use may also use the notes from the beginning of today’s lesson and the
lessons from the past two days. Do not worry about spelling, sound it out the best you can or
draw pictures if you need to. You have ten minutes. If your birth-month is from Jan-April, you
are setting. If your birth month is Aug-Dec, you are characters, and if you are May-July you
are main events. Go.
Dominick- Dominick should meet with his peer buddy during pair up-share up. Dominick
should have his AAC updated daily to fit the lessons being taught. Dominick should be in a
group with students he works well with and with his peer buddy. The teacher should spend
time with Dominick giving him direct instruction to reinforce the instructions and
expectations. Proximity should be used with Dominick to prevent potential behaviors.
Dominick may need a motor break.
Harry- The vocabulary from the unit should be defined as it is discussed to reinforce the
meaning for Harry. Harry should be given explicit instruction. The teacher should visit him
and make sure he has a reinforced understanding of the instructions and expectations.
Transition: I would like you to return to your seats and be ready to share your Venn Diagram
to the class.

After Lesson: (10 minutes)

Closure:
 Refer and tie back to course objectives
 One last quick assessment

The teacher will have the students share their Venn Diagrams to their classmates. The teacher
will emphasize the importance of being respectful when students are sharing and that they
need to clap following each groups’ presentation. The teacher will start with setting, then
characters, then main events.

Now you are going to share your posters to your classmates so that we can all learn from
each other. It is very important that we are respectful to the group that is sharing. That means
that the only group that should be talking is the group sharing, our eyes should be on them,
and our hands should be on our laps. You should treat the group sharing the same as you
would want to be treated. Remember to clap at the end of each groups’ presentation. The first
group is setting, then characters, then main events… Those were great presentations; we
learned a lot from each other and we very respectful audience members. Get ready to line up
for recess.
Dominick- Dominick does not have to stand with his group if it to socially bearing. Try and
have him sit or stand near his group. Dominick may need prompting to clap after each
presentation.
Harry- Harry does not have to share on his presentation but is expected to stand with his
group. Before each group shares, the teacher should explain and define what they focused their
Venn Diagram on.
Notes/Reflections:
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: