Lesson Planning/Reflection Using UDL Template

Lesson Overview: Lesson 1 “The Dream Catcher”

Subject: Wonders Shared read ELA Unit 1 Week 3, lesson 1
Grade Level: 3rd

Building a UDL Habit within Lesson Plan

STEP 1 CORE IDEA YOUR PRACTICE
Get clear on the goal Remember: Clear goal, flexible Learners will...
means

Goals, Rationale and Outcomes: Connect learning intentions and student success criteria to standards and student data; incorporate high
expectations that take unique learner characteristics into account.
Purpose and Vision:
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Core Standard(s):
RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL 3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Teacher Clarity
Learning Intentions (Goals & Rationale)/Success Criteria (Outcomes):
LI: I can read and understand realistic fiction.
So I can describe characters in a story.
SC: I will know how the characters’ actions contribute to the story.

STEP 2 CORE IDEA YOUR PRACTICE

Consider what barriers might Remember: Barriers are in the Some potential barriers are...
interfere with learners achieving environment, not the learner
this goal

Planning Instruction for Students: Consider strategies to personalize, accommodate, scaffold, access background knowledge, and evidence-
based curricular options available.

Customized Supports (including accommodations and scaffolds):

-Have real dream catchers or pictures of dream catchers for students to see and touch.

-Use sentence stems to support conversations.

-Use gestures and Total Physical Response to help all students to understand the meanings of the words.

Differentiated Reading Section of teacher manual:

On level: Have partners do the read prompts before you meet
Beyond Level: Have partners compare their predictions. Discuss How partners responded to the read prompts
Multi - Lingual Learners: Pre-teach vocabulary. Have ML students listen to the selection summary and use the scaffold shared reading.

Background Knowledge Needed:

Essential Question and Building Knowledge page

Cultural Considerations: information about dream catchers and the beliefs associated with them.
Connect to building background charts in Wonders.
Have physical dream catchers or make them with your class for students to understand what they are.
Vocabulary: Expand Vocabulary Page
Use pictures and gestures to teach each word. Encourage students to use vocabulary words in discussions and written responses about the text.
Have students work in pairs to find meanings of words.

Evidenced-Based Curricular Options:

Structured Classroom Discussion
Collaborative Conversations
Close Reading

Equity:
All students have access to materials
All students have opportunities to respond

Social and Emotional Learning:

Peter experiences frustrations over his project. He feels happy and relieved and proud to share his culture at the end. He also feels a sense of
belonging.

STEP 3 CORE IDEA YOUR PRACTICE

Envision how we might Remember: Learner variability Learners might vary how they...
embrace learner variability depends on context

Planning Instruction: Incorporate student agency, customized supports, opportunities to read, write, speak and listen while providing multiple
opportunities to show mastery over time.
Connection to Prior Knowledge:
This is the shared read and it will build knowledge over the week. They can connect the knowledge to themselves and their traditions and
feelings.
Introduce and Model New Knowledge:
Identify characters and setting in the story. Explain how his actions contribute to the sequence of events. Pay close attention to how the
characters develop in the story.

Provide Guided Practice:

Teacher modeled think-aloud for the class.
Collaborative conversations using text evidence:
● Think about it, then talk about it, then write about it.
Students practice with their partner using a sentence frame for support.
Use a graphic organizer for partnered students to record thoughts and then share with another partnership and have a discussion.
Students write from the graphic organizer.

Provide Independent Practice:

Students partner talk with guided questions.
Students write in their workbook.

Student Agency:
Students can write their own thoughts, their partner’s thoughts or something that was modeled by the teacher.

Assessments: Plan what the assessment for student outcomes will be for formative and summative.
Formative Ongoing Assessment Paths:
● Listening to students partner talk
● Students pointing to pictures or text in the story to show evidence.
● Students written responses in their student workbook.

Summative End of Lesson Assessment:

The Dream Catcher

LI: I can read and understand realistic fiction.

So I can describe characters in a story.
SC: I will know how the characters’ actions contribute to the story.

Teacher Observation Students name a character in the story and tell how their
feelings change.

Teacher Observation Students pretend they are a character from the story and tell a
partner about how their feelings change using details from the
story.

Teacher Observation Students point to pictures in the book showing how their
 feelings change.

Workbook Page Students fill out the graphic organizer in the student
workbook.

Paper Evidence Students draw a picture of a character in the story showing

how their feelings change.
STEP 4 CORE IDEA YOUR PRACTICE
Determine what options to Remember: Essential for some, Option(s) to include…
design into the learning beneficial for all
environment / experience UDL Guidelines Site

Engagement Representation Action & Expression

Recruiting Interest Perception Physical Action

Sustaining Effort & Language & Expression &

Persistence Symbols Communication

Self-Regulation Comprehension Executive Function

UDL Connections: Reflecting on Step 1 -3, make instructional decisions about how you apply UDL principles into the lesson.

UDL Connection(s): Identify at least one application in each UDL area.

UDL ENGAGEMENT Connections: Minimize threats and distractions: Have a routine for partner talk. Students know their partners. They
know how to look, listen, lean, and lower their voices. All partners have a turn to talk when doing structured classroom discussions.

UDL REPRESENTATION Connections: Promote understanding across languages. This story is rich in vocabulary that many will not
understand. Embedded non-linguistic supports and pictures, especially the dreamcatcher.

UDL ACTION & EXPRESSION Connections: Use multiple tools for construction and composition: Provided sentence stems for discussion
and written responses.
Data and Reflection: Plan for analyzing and reflecting on student errors and misconceptions, and outcomes; meet with collaborative teams and
use a variety of data to reflect on instruction.
Analyzing and Reflecting on Student Data: Take note of which students need additional practice answering and responding to the questions
from the shared read. As students write and respond, look at their written responses. Which students are struggling and need additional support
in a small group?

Collaborative Use of Data (Collective Efficacy/PLCs): Discuss mastery of skills in iPLC. What ideas do other teachers have to help students
master or help extend learning?

UDL Connection(s): Enhance capacity for monitoring progress (checkpoint 6.4) iPLC will create a rubric for mastery so students know how to
describe the characters in the story and their contributions to it.
Adapt Instruction: Plan for adjusting plans for instruction based on student needs by extending and deepening learning, providing appropriate
interventions, and incorporating feedback.
Extending Learning: Students can discuss and write about a time they had courage. Possible project: Create a class book of times you might
feel courageous.

Learning Interventions: Based on formative assessments, use the differentiated instruction lessons from Wonders.

Student Feedback: Teachers can walk around while students are sharing or writing and give them in the moment feedback on their work.

UDL Connection(s): Support planning and strategy development: Provide rubrics and examples for students as guides to complete student
work.

UDL Lesson Planning Reflection & Summary

Write a 500 - 750 word Reflection and summary of your learning with the UDL lesson planning. Make connections to
coaching and improving student outcomes.

In planning this lesson I found that many UDL strategies are built into the wonders curriculum. It lends itself well to ML learners
and has many resources. Having a set routine for partner talk will increase engagement and limit distractions. Students will be able
to pick their partners at times, and go to strategic partners at other times which helps change things up. This story is very rich in
vocabulary and might need additional scaffolds for my multi language learners or special education learners. Students might need
more repetition with gestures and practice using sentences. How can I increase engagement or rigor with my on level students? I
think I would need to incorporate structured classroom discussions. I would need to have pre planned sentence frames for all my
students. I would give time for students to reflect and gather their thoughts, talk with partners then share in a structured classroom
discussion. Each time a student says a vocabulary word in our discussion we would do the gesture to solidify the meaning. We
would also incorporate gestures for how students agree, disagree or have something to add. This allows student choice in how they
are participating.
After planning this lesson it really informed my coaching, especially the building background piece. For all the students to
understand the story is would be very important for them to know what a dream catcher was. There is a big picture of one in the
story but it isn’t a good reference. Planning ahead and having a representation is critical for meeting the needs of all students. Dream
catchers are not very popular these days so knowing the background of them ahead of time would be beneficial for comprehension.
For all students to be successful on the assessment students need to understand the learning intentions and success criteria. One way
to do this is to have a rubric that is meaningful and student centered. Allowing students to be part of creating it could make it more
meaningful and help them know the goals. This would also be great to use throughout the lesson for students to track their progress
and see how they are progressing towards the learning intentions. Once they have mastered the rubic then they should be able to do
well on the test. Teachers can plan differentiation based on students rubric scores and how to adjust instruction based on how the
students did. I could plan a PLC around teacher agility and knowing when and how to scaffold for learners. This could be very
beneficial for my new third grade teachers who are APPLL teachers. This next year I am going to really work with teachers about
reflecting on their practice and letting them guide our coaching conversations with their wonderments. I think this will give teachers
more ownership of their practice and also help nurture their curiosity and help them to become better teachers. With the Universal
Design for learners information in my tool box I will be able to discuss strategies like engagement, representation and expression
fluently and help increase engagement for all students.