Lesson Planning with Universal Design for Learning PDF

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Summary

Lesson Plan including ELL students...

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GCU College of Education

LESSON PLAN TEMPLATE Amy Sellers ESL-436N September 19, 2021 Janice Norris Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date:

Amy Sellers Kindergarten 9/19/2021

Unit/Subject: Instructional Plan Title: Lesson Summary and Focus:

Reading What is the Main Idea? In this lesson students will demonstrate an understanding of the Main Idea of a non-fiction story. TTW read a non-fiction text about bats as well as have students fill out a comprehensive foldable (flipbook) to better show their knowledge of the Main Idea.

Classroom and Student Factors/Grouping:

There are twenty-eight students in the class, fourteen boys and fourteen girls. Of these twenty-eight, only ten of them are not ELL. Three students have IEP’s, one for reading (ELL), one for speech, and one for writing. There are also three gifted students, one of which is ELL.

National/State Learning Standards:

K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text.

Specific Learning Target(s)/Objectives:

TLW identify the Main Idea of a non-fiction text. TLW create a flipbook to further prove their knowledge of the Main Idea. The top of the flipbook will have the main idea written (BATS) while the front of the book (under the flaps) will be details the details that support the main idea. Students will draw pictures to support the details they write about.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.  

Main Idea Supporting Details

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LESSON PLAN TEMPLATE 

Evidence

TTW provide students with an anchor chart (bubble map) where she will draw a bubble (circle) in the middle of the chart. TTW inform students that the center bubble is the main idea of the story (the words Main Idea will be written above the circle). After reading the story, TTW have students help her figure out what the whole story is about. TTW write BATS in the center circle and then draw lines extending from the center circle to show the supporting details from the story that let the reader know the book is all about BATS. TTW inform them that supporting details can also be known as evidence as well! TTW have students echo her as she explains what supporting details and evidence are. Resources, Materials, Equipment, and Technology:

Non-fiction BATS book, anchor chart (bubble map graphic organizer), marker, flipbook, pencils, crayons, bag, bubble map graphic organizer for students to fill out at end of lesson, short story read by teacher at end of lesson, main idea bubble map for early finishers, ELL graphic organizer. Microphone necklace,

Section 2: Instructional Planning Anticipatory Set TTW pull out a bag. TTW state, “I am going on a trip this weekend. I have some items in my bag that give clues or “evidence” of where I am going! I want you guys to see if you can guess where I am going” TTW put bag in her lap and then begin pulling items out. TTW pull out a hat, sunglasses, flipflops, shovel, and pale. TTW have students guess where they think she is going. TTW state “Yes, I am going to the beach! What in this bag were some key details to helping you guess where I was going?” TTW have students respond. TTW state, “These items are like the supporting details/evidence in a book. They help you decide what the whole book is about. They help you decide the main idea.” TTW state, “The main idea is what the whole book is about!” TTW have students partner talk to teach each other about the main idea! Multiple Means of Representation

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I will use the bag and beach items to enable the skill to become more concrete for my young learners. I will use the bubble map graphic organizer to help support my learners as they can refer back to it when reading and doing main idea on their own. Students will also fill out a bubble map graphic organizer as they listen to a short story at the end of the lesson.

Explain how you will differentiate materials for each of the following groups: 

English language learners (ELL): TTW wear a microphone necklace and use it when she is teaching in order for her students to hear her better and more clearly. TTW will use visuals and gestures to better support these learners throughout the lesson.

© 2021-2022. Grand Canyon University. All Rights Reserved.

Time Needed 5-10 min.

Time Needed 30 min.

GCU College of Education

LESSON PLAN TEMPLATE

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Students with special needs: All special needs students will have a partner to help them. The student who needs support with writing will be given a special pencil to help them with their grip. TTW also write their answers in highlighter for the student to trace over. TTW also have an aid for the student with speech concerns. They will be there to interpret what the student is saying and writing. The student who has reading concerns will be partnered up with a student who is more advanced to better support them when engaging in this lesson.

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Students with gifted abilities: My students with the gifted abilities will be encouraged to fill out bubble map graphic organizer at the end of the lesson with words while everyone else will draw pictures.

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Early finishers (those students who finish early and may need additional resources/support): Early finishers will pick up a main idea bubble map with a word written in the center (examples might include: soccer, baseball, dance, etc). TLW have to draw or write supporting details in the surrounding bubbles.

TTW engage students in a kagen strategy (Stand Up, Hands Up, Partner Up- SU, HU, PU) to get those students moving. This will help those kinesthetic learners. TTW provide students with partner talk to support and reinforce skill being learned by another person. Multiple Means of Engagement     

TTW show students various items in bag to get them excited about learning about the Main Idea, TTW have students partner talk in the lesson to better explain what the main idea is as well as keep all learners engaged at one time. TTW have students engage in filling out a flipbook to support their learning of the main idea after listening to the non-fiction book “BATS”. TLW engage in a kagen strategy (SU, HU, PU) at the end of the lesson to state to their partner what they learned and what a Main Idea is. TLW fill out a bubble map graphic organizer at the end of the lesson independently to show they have mastered the skill of Main Idea.

Explain how you will differentiate activities for each of the following groups: 

English language learners (ELL): These students will be given a bubble graphic organizer with visuals on it. For example, the middle circle will be a bag (like the one modeled in the anticipatory set) template and the supporting details will be flipflop, shovel, and pale. The students will be able to draw in these images. The images will help them understand better.

© 2021-2022. Grand Canyon University. All Rights Reserved.

Time Needed

GCU College of Education

LESSON PLAN TEMPLATE 

Students with special needs: These students will be partnered up with a more advanced student to help support their learning. These students will only have to show one supporting detail vs. three on their graphic organizer. Their partner will be there to help them in filling out their flipbook.

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Students with gifted abilities: My students with the gifted abilities will be encouraged to fill out bubble map graphic organizer at the end of the lesson with words while everyone else will draw pictures.



Early finishers (those students who finish early and may need additional resources/support): Early finishers will pick up a main idea bubble map with a word written in the center (examples might include: soccer, baseball, dance, etc). TLW have to draw or write supporting details in the surrounding bubbles.

TTW engage students in a kagen strategy (Stand Up, Hands Up, Partner Up- SU, HU, PU) to get those students moving. This will help those kinesthetic learners. TTW provide students with partner talk to support and reinforce skill being learned by another person. Multiple Means of Expression

Students will model their learning through summative and formative assessments. Students will fill out a flipbook to show their understanding of Main Idea. This will be a summative assessment they will complete after listening to the non-fiction text “BATS.” Students will also engage in filling out a bubble map graphic organizer as well as engage in a SU, HU, PU Kagen strategy and partner talk so I can understand if I need to do more teaching or if the skill has been successfully taught.

Explain how you will differentiate assessments for each of the following groups: 

English language learners (ELL): The flipbook these students will fill out will have visuals to help support their learning.

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Students with special needs: These students’ flipbook will not have as many flaps for supporting details. Instead of three, they will only have 1 or 2. The bubble map graphic organizer will be the same thing. These students will not be expected to have as many supporting details.

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Students with gifted abilities: Students with gifted abilities will be expected to give more than three as well as provide sentences with their supporting details (not just pictures)

© 2021-2022. Grand Canyon University. All Rights Reserved.

Time Needed 20-25 min.

GCU College of Education

LESSON PLAN TEMPLATE Early finishers (those students who finish early and may need additional resources/support): Any early finishers will get their own reading book from their book buddy bin and see if they can (from pictures only) be able to tell what the main idea is. Extension Activity and/or Homework Students will be asked to read a story at home and bring it in the next day to report back to teacher and class the main idea. 

© 2021-2022. Grand Canyon University. All Rights Reserved.

Time Needed 10 min....