CEP 452: UDL Lesson Plan Form

Background Information
Names of Group Members: Amanda Gerldersma, Lauren Hall, Meghan Lynch, Katelyn Suski, and Alexys Vertz Name of Lesson: Collaborative Stories 1: Prewriting and Drafting

URL for Lesson: http://www.readwritethink.org/classroom-resources/lesson-plans/collaborative-stories-prewriting-drafting-221.html

UDL Lesson Plan

Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. This lesson requires that students read and pass the paper along in a quick and timely manner. For students that are at a lower reading level, comprehending and reading something quickly will be a stressful task to complete quickly. Explain the feature(s) of this lesson that create or contribute to this barrier. In this lesson, with the amount of students, around 25%, Reading below grade level , the fast pace of reading the stories, writing, and then passing will be a challenge. It will make the paper passing process less smooth and cohesive and might make students feel uncomfortable or put on the spot to read quickly. Describe a UDL solution and explain how to implement it. 2.3 Supporting decoding of text, mathematical notation, and symbols Since many students within the class need extra support decoding and help with guided reading the teacher will step in when needed. As the collaborative story is being passed around the classroom whenever it is transferred from one table to the next the teacher will read aloud Explain why this solution can eliminate the barrier By having the teacher read to the students each time the paper is transferred from group to group it allows everyone to see where the story is heading, to hear the story read from someone who has fluency, prosody, and pronunciation master, and to capture everyones attention again. This will help the students who are

Barrier 1

Students who are behind reading level will have a hard time reading the story and comprehending this is a barrier that will make it harder for them to be able to add a sentence that will flow in a cohesive way with the rest of the story.

what is written so far and what elements have already been covered before passing it to the group leader to read it again. This way the students in the group have a model reader who practices fluency and pronunciation in a way that the students will understand. The group leader will also read the story map to the class and share the ideas with the class for feedback on the story map.

Barrier 2

Half of the class does not like to write and over 1/3 of them have difficulty with writing. These students often misspell words and have disorganized thoughts amongst other errors. This lesson is all about writing a story as a class and writing

The students in class will struggle with the writing components of this assessment because many of them do not like writing to begin with. They have a hard time

This lesson is structured around a lot of writing. There are many components and areas where writing will become a barrier for these students. Creating

8.3 Foster collaboration and community Fostering group effort helps student collaborate on ideas when developing the story map and coming up with the

struggling with reading and guide them to better understanding what is going on. By having the teacher assign a group leader who will once again read the story to the small group the students will have had it read twice before and it will help them recall and comprehend before trying to add new sentence into the story. The teacher will pre-assign the students to specific roles based on strengths and each students individual ability. The group leaders will be some of the stronger readers and more outgoing children who are comfortable sharing ideas in front of the class. This idea of making the groups work together to write two sentences in the class story versus everyone writing a sentence takes away the added

sentences and idea for the collaborative story. It will be hard to motivate these students to want to participate and come up with a collaborative story together.

with spelling words and other grammatical errors. This fear of writing will happen when the students are asked to come up with story maps, to write the beginning of a story, and when adding onto the collaborative story at the end.

story maps includes working in a group and have clear consist ideas this will be a challenge for those students who have spelling errors and a difficult time constructing ideas in an organized way. When it comes to the collaborative story it will be hard for these students to each write a sentence on the spot it puts pressure on students who struggle with and dislike writing in general.

first two sentences of an exciting story. Having the teacher assign a group leader (someone who is comfortable talking in front of the class) would help eliminate this fear of public speaking for other students. Assigning a writer (a strong writer in the class) will allow the students to all work together on the sentences structure and spelling to have organized sentences. Each group will be given a topic: setting, conclusion, solution, characters, conflict, and plot. There will be around 4 members in each small group (one reader, one writer, and two brainstormers). The teacher will explain each task and then monitor that the students are following their task. The jobs will be assigned before so that it is not random but the students will think it is. Emphasizing the importance of each position will allow

stress from those students who have a hard time with spelling and connecting thoughts. This allows the group to work together and while still having a specific roll and contributing. Picking someone who is a strong writer to jot down the sentences makes it easier for each group to concentrate on coming up with a strong idea and working together to word it in the best possible way. It also allows the story to flow in an efficient way throughout the class. Assigning roles allows the teacher to key in on the each individual students strengths.

students to feel like a small community.

Barrier 3

Two students have deficit hyperactivity disorder the activities involves a lot of time where the students will be sitting and waiting around for a task to be given. There is a lot of activities involved in this lesson that involve sitting and listening without being interactive.

This will become a problem when having students sit for long periods of time when explaining story elements and terms as well as when given the writing activities. There are not that many

Students who have hyperactivity disorder will have an extreme challenge staying focused while waiting for the collaborative story to reach them. This will be a distraction and these students will stray from the task given.

7.3 Minimize threats and distractions. In order to minimize threats and distractions the teacher will have to be sure to walk around and monitor the students who are working. Adding an assignment for those students who are waiting for the collaborative story would help them touch up on all the elements and terms. Having students draw a silent story in a comic form that includes characters, setting, conclusion, solution, and conflict. The teacher will have to provide a lot of paper and if students finish their silent stories early there must be another activity prepare. This could be handing out a sheet where the students draw the setting, characters, plot, conclusion, conflict, and solution in pictures for their silent story to

Having activities planned is important in teaching a lesson. If the students working on the sentences were distracted in any way it can cause confusion in the story and the final product would not turn out as well. Having this silent story drawing comic as well as a worksheet to draw the plot, conclusion, solution, conflict, characters, and setting keeps them updated on the terms and invested in the learning experience. For students who are easily distracted they will have a task to complete at all times that is fun but involves learning and staying on top of understanding the terms. It will keep students on track of what they are

Barrier 4

Comprehending all of the terms and story elements could pose a challenge for those students who have a difficult time recalling and remembering information.

These students who have difficulty remembering and recalling facts will have a hard time with memorizing and fully understanding the terms in order to connect them into the stories and sentences that they are writing. This lesson involves understanding and being able to apply the terms used into the activities and assignment.

This will become a challenge when going over the specific story elements: setting, plot, characters, conclusion, solution, and conflict. These are key factors to understanding how a story is structured. The teacher going over them briefly in the story but in order for students who have a hard time remember basic facts and recalling information there will need to be more detail added to going over these concepts so that when given a story or when writing a story they can point out the elements and understand what needs to be added to a story.

keep them from talking and distracting the students who are working on their sentences at the table groups 6.1 Guide appropriate goal setting The goal of this lesson is to understand the story elements and the base the collaborative story off of including all of the elements. In order to help students recall and understand the elements before writing, and to remind them while writing, making a visual for students to look at during the lesson would be helpful. Posting on the board important the focus elements with a definition, pictures, and examples of what makes a strong story would help students. Including: characters, plot, setting, conflict, conclusion, and solution should be the main ones to focus on.

supposed to be doing and keep students from all talking and distracting each other from their assignment. By making this chart going over it will be a lesson and reminder to help students remember the elements. Including different representations: pictures, definitions, and examples will help students in various ways. It allows students who are more visual to be reminded by a picture, for those who like facts to look at the definitions, and for those that need examples to connect ideas have access to them. Having this on the board during the lesson and throughout writing the story map and the collaborative story will be a constant reminder for students who have a hard time recalling and remembering.

Barrier 5

Students with disabilities will have a variety of struggles with the content, tasks, and keeping up with the amount of content being presented at once and in a brief way.

With the amount of information being presented and the fast paced attitude of the lesson, some of these students may need extra explanation in order for to stay on task and keep up motivation with the assignments and activities planned. This amount of work and the challenge of the content could pose many different issues for this diverse group of students with learning disabilities.

The student may have a harder time when it comes to reading and keeping up with writing and comprehension of the story in a very timely manner. The stress of keeping up with all of the content can be overwhelming and cause students to loose motivation. The students must be quick about: the story elements, story mapping, and the overall content of the collaborative story. Reading quickly is a key factor to success in this assignment as well as writing with limited errors so that other students can understanding what is being written.

6.2 Support planning and strategy development The teacher should be in charge of passing the story from one table group to the next. This way she can pick up the paper and ask the students about any errors or confusion happened when writing and read. This allows the teacher to pay special attention to everyone in the group and give extra assistance when and when it is needed. The teacher will then read the whole story and point out what elements have been added already. This keeps everyone updated and engaged. It allows students to start thinking of what theyre going to write and helps students understand what is already written.

Having the teachers guide the students in passing along the story and reading the story through before giving it to the next group. This allows the students to be touched up on the elements that have been added and serves as a reminder for those students who may take a longer time to read and write. Having the teacher help the students with learning disabilities in the different group tables gives them the extra guidance needed to keep them motivated in the lesson.