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Udl Lesson Plan Template Csusm Single Subject Program

This document provides a template for a Universal Design for Learning (UDL) lesson plan. The template includes sections for identifying individual student supports and needs, whole class supports, standards and objectives, instructional strategies and learning activities, assessments, and a rationale/reflection section. It prompts the teacher to consider how the lesson will support engagement, representation, action and expression using UDL principles and how it will meet the needs of diverse learners such as English Learners, students with IEPs/504 plans, and gifted students.

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4K views5 pages

Udl Lesson Plan Template Csusm Single Subject Program

This document provides a template for a Universal Design for Learning (UDL) lesson plan. The template includes sections for identifying individual student supports and needs, whole class supports, standards and objectives, instructional strategies and learning activities, assessments, and a rationale/reflection section. It prompts the teacher to consider how the lesson will support engagement, representation, action and expression using UDL principles and how it will meet the needs of diverse learners such as English Learners, students with IEPs/504 plans, and gifted students.

Uploaded by

api-239565419
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UDL LESSON PLAN TEMPLATE CSUSM SINGLE SUBJECT PROGRAM

Name: Subject: Grade Level: School: Date:

Individual Support
Learners/ Interests/Strengths/Assets Needs: EL (CELDT/ELPAC2),
Focus Students1 (Funds of Knowledge) IEP/504 accommodations,
GATE, student(s) w/life
experiences who would benefit
from additional academic and/or
emotional support

Whole Class Support


Additional Technology Resources & Supplemental
Support Materials
(Instructional aides,
etc.)

Lesson Overview
Content Standard(s)3: (List relevant
content standards covered in this
lesson/unit, including number and text).

Content Learning Objective/Goal(s):


(Student-friendly language that captures
what do you expect students to learn from
this lesson):
● “Students will be able to… (insert
specific expectations) by (insert
assessment tool to measure
meeting expectation)”
1
Text not in bold can be removed prior to submission.
2
https://www.scoe.org/blog_files/ELPAC%20ELD.pdf
3
https://www.cde.ca.gov/be/st/ss/
ELD Standard(s):
● ELD Standard(s)4 for this
lesson/unit

ELD Objective/Goal(s):
(Student-friendly language that captures
what language skills you expect students
to learn from this lesson)

Academic Language: (Language


proficiency required to learn effectively in
schools such as academic and/or
content-specific vocabulary, CALPS,
rhetorical conventions, etc.).

Placement in Unit: (Including where and


how this lesson fits into the unit)

BIG IDEA ADDRESSED/ENDURING


UNDERSTANDING

ESSENTIAL QUESTIONS

Assessment(s): (How will you measure


whether students have met or exceeded
the learning objective?):
● Informal (Formative, Checking for
Understanding)
● Student Self-Assessment
● Peer Assessment
● Formal (if applicable; must include
a rubric previously shared with
students)
● Summative (if applicable)

Lesson Sequence

4
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Instructional Learning Activities How does your
Strategies (What (What Students Do) lesson use UDL5
You Do)  Address inclusive principles, including
 Address instructional practices and support for multiple means of:
strategies (grouping, diverse learners (EL,  Engagement? (E)
transitions, scaffolding, IEP/504, GATE, etc.).
 Representation (R)
modeling, questioning,  Address any self-
 Action & Expression
etc.). assessment or peer
(AE)
 Address any informal assessment students will
assessment strategies be doing.
you will use.  Address any anticipated
student questions,
misconceptions,
confusions, etc.
Anticipatory
Set/Launch:
How will you
activate your
learners’ prior
knowledge and
engage them in
the topic?

Purpose/
Learning Goals:

How will you


explain the
purpose and/or
learning goals of
the lesson to the
students?
Instruction/Inpu
t/Modeling/
Explore:
How will you
facilitate,
introduce and/or
model the key
ideas for this
lesson?
Closure/
Summarize:
How will you
support students
in making
connections
5
http://udlguidelines.cast.org/
between this
lesson and key
concepts,
connection
questions using
student
reasoning,
and/or next
steps?

Rationale (Before Lesson) / Reflection (After Lesson)


If submitting this lesson prior to instruction, use these spaces to address your rationale
for your choices in each area. Why did you choose the particular strategies,
approaches, grouping methods, assessments, etc.? How will your choices address
various elements of Universal Design for Learning guidelines? How will your choices
support English Learners, students identified as GATE or those who have an IEP or
504, and students who may need additional support?

If submitting this lesson after instruction, use these spaces to reflect on how things went
in each area. What went well? What would you modify if you were to teach this lesson
again? What are your next steps for this class?

Multiple Means of Multiple Means of Multiple Means of Action


Engagement Representation & Expression

English Language Learners SPED/504/GATE Other Students

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