CEP 452: UDL Lesson Plan Form Background Information Names of Group Members: Jenna Bain, Darcy Sheppard,

Nicole Hagen, Jamie Lewis, and Devyn Twombley Name of Lesson: Oceans: A Sensory Haiku URL for Lesson: http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/Oceans.aspx#Overview UDL Lesson Plan Describe the barrier in detail Explain why the students Explain the feature(s) in this classroom are of this lesson that likely to encounter this create or contribute barrier. to this barrier. One quarter of the students are one to two levels below reading level for their grade. Learning and recalling vocabulary are likely to be difficult for these students. Learning about oceans and haikus in the beginning of the lesson. Describe a UDL solution and explain how to implement it. Clarify vocab and symbols: By reviewing vocabulary previously learned and by being explicit and using pictures for new vocabulary. Illustrate through multiple media: By not only using text, but audio, video, and drawing as well. Explain why this solution can eliminate the barrier Review, explicit vocab instruction and pictures will help to make vocabulary instruction more prominent in the lesson and vary the mode of input.

Barrier Learning new 1 vocabulary and revisiting old vocabulary.

Barrier Haikus are a 2 form of written text.

Half of the students do Students are not like to write and may expected to capture feel unmotivated to write. the five senses of an ocean and write a haiku.

The different ways that oceans are illustrated to the students will help them to be motivated to write a haiku based on the multiple sources and types of expression available in

the lesson. Barrier Lesson does 3 not address a way for students to stay on track with the instructions and procedures. Two students have ADHD and cannot keep the attention on the task at hand well. Additionally, four students have learning disabilities and may struggle to keep on track in a timely and organized manner. Students are to work on their own to compose the haikus. There is minimal structure provided in the lesson for this task. Facilitate managing information and resources: By putting a checklist on the written out instructions for students to use if they want to keep on track. The checklist will provided needed structure to those students who have difficulty staying ontask, keeping organized and managing their time and expectations. They can look to the checklist as much (or as little) needed. Having choice and autonomy will increase students motivation to write the haikus. They will feel less restricted and eager to give careful attention to their work.

Barrier Students 4 feeling restricted by the expected content in their haiku.

Half of the students in the classroom do not like to write and one third have writing difficulties. Students may feel frustrated by what seems to be a lack of freedom due to the format and expected ocean and sensory content of the haikus. Students are at different writing, reading and overall academic levels

Students are expected to include the five sensory experiences and corresponding vocabulary words in their haikus. They are to follow the correct format for a haiku (57-5).

Optimize individual choice and autonomy: By allowing students a lot of room to make their own choices in writing their haikus - AKA: they are not held down to strict guidelines on the content of their own haiku. Vary demands and resources to optimize challenge:

Barrier Lesson 5 expectations that are the

Students are instructed to compose a haiku in

With different demands and expectations, students are to be

same for all students.

in the classroom. Students with learning disabilities, ADHD, and ASD are likely to have some difficulties with parts of the lesson that require high levels of engagement and understanding. Having the same expectations for all students will likely mean that some students dont achieve the specific expectations if not altered in some ways.

written form that contains sensory vocabulary and the same haiku format. The haiku is to describe an ocean using the senses and experiences in the beginning of the lesson.

By having different expectations for each student, or rather, by having expectations that are not too strict.

challenged appropriately according to their individual skill level and needs. They will be able to meet the expectations of the lesson because the teacher will have matched specific expectations to individual students (or groups of students) that are fair and attainable.