As I continued to learn about Universal Design for Learning, it was a good idea to take a look at the lesson plans that I'd been using with my students. I decided to look at a reading lesson that I had done with my second graders. While some aspects of UDL were utilized, there was definitely room for improvement. After revising my original lesson plan, I realized that incorporating
more UDL aspects was not as challenging as I had previously thought; however, it does take some careful thought, in order to use the
aspects appropriately and effectively. By incorporating more UDL aspects
into my lesson plan, I believe I'll help my students tap into their
strengths and interests, instead of having students feel frustrated. Below, is my original lesson plan, followed by my revised lesson plan.
Pre-UDL Lesson
Grade: 2
Subject: Language Arts
Materials Needed: Main idea and supporting details whole-class chart, wet-erase marker, big book, class set of reading book, graphic organizers, pencils, and erasers
Lesson Objectives: Students will demonstrate an understanding of main idea and supporting details. Students will find the main idea of their book and find supporting details.
Standard:1.1.2.D: Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations.
Anticipatory Set:
To activate prior knowledge, ask students to think about a favorite book they've read recently. Ask students to think about the "big idea" of the book - what they think the author wanted them to know. Allow students to share their ideas with the class. Explain to students that we call this finding the Main Idea of a book.
Guided Practice:
Use a Big Book for a reading lesson. Read the book to the class and point to the words as you read them, so the class can follow along. To scaffold instruction, see if students can work together and collaborate to identify the main idea of the book. After that, see if students can find details that help to support the main idea. Once students are ready, pass out individual copies of a new book for the students.
Assessment:
Ask students to read the book, and when they're finished, record the main idea and supporting details on a graphic organizer.
Closing:
At the end of the lesson, have students share their ideas with the class. Ask students to explain how they went about identifying the main idea and finding supporting details. Review main idea and supporting details with the class. Explain that finding the main idea of a book can help students understand the book better and enjoy their reading experience. Encourage students to do this during independent reading time.
Multiple Means of Representation:
UDL Checkpoint 3.1 - Provide or activate background knowledge.
Multiple Means of Action and Expression:
UDL Checkpoint 5.3 - Provide ways to scaffold practice and performance.
Multiple Means of Engagement:
UDL Checkpoint 8.3 Foster collaboration and communication.
Post-UDL Lesson *The items in pink are changes that I have made from the first lesson
Grade: 2
Subject: Language Arts
Materials Needed: Main
idea and supporting details whole-class chart, wet-erase marker, big
book, several copies of several different books, graphic organizers, sticky note, student journals, pencils, and
erasers
Lesson Objectives: Students will
demonstrate an understanding of main idea and supporting details.
Students will find the main idea of their book and find supporting
details.
Standard:1.1.2.D: Demonstrate
comprehension/understanding before reading, during reading, and after
reading on grade level texts through strategies such as think aloud,
retelling, summarizing, note taking, connecting to prior knowledge,
supporting assertions about text with evidence from text, and
non-linguistic representations.
Anticipatory Set:
To
activate prior knowledge, ask students to think about a favorite book
they've read recently. Ask students to think about the "big idea" of the
book - what they think the author wanted them to know. Allow students
to share their ideas with the class. Explain to students that we call
this finding the Main Idea of a book.
Guided Practice:
Use a Big Book for a reading lesson. Read the book to the class and point to the words as you read them, so the class can follow along. To scaffold instruction,
see if students can work together and collaborate to identify the main
idea of the book. After that, see if students can find details that help
to support the main idea. Once students are ready, pass out individual
copies of a new book for the students.When students are ready, explain that there are several different books they could choose to read. Allow students to preview each book, take a picture walk, and decide for themselves which book would be a "good fit" for them. They will use their chosen book to demonstrate an understanding of main idea and supporting details. (UDL Checkpoint 7.1 - Increase individual choice and autonomy). Once students have chosen their book and formed their groups, meet with each group to go over important or challenging vocabulary (UDL Checkpoint 2.1 - Define vocabulary and symbols).
Assessment:
Ask students to read the book, and when they're finished, record the main idea and supporting details. Explain that students can use a graphic organizer, sticky notes, their reading journal, or a word processor to identify the main idea and supporting details (UDL Checkpoint 4.1 - Provide Varied Ways to Respond).
Closing:
At
the end of the lesson, have students share their ideas with the class.
Ask students to explain how they went about identifying the main idea
and finding supporting details. Review main idea and supporting details
with the class. Explain that finding the main idea of a book can help
students understand the book better and enjoy their reading experience.
Encourage students to do this during independent reading time.
Multiple Means of Representation:
UDL Checkpoint 3.1 - Provide or activate background knowledge.
UDL Checkpoint 2.1 - Define vocabulary and symbols
Multiple Means of Action and Expression:
UDL Checkpoint 5.3 - Provide ways to scaffold practice and performance.
UDL Checkpoint 4.1 - Provide Varied Ways to Respond
Multiple Means of Engagement:
UDL Checkpoint 8.3 Foster collaboration and communication.
UDL Checkpoint 7.1 - Increase individual choice and autonomy
Reflection:
One piece of technology that I had not previously tried in my classroom is the use of a word processor to complete a reading activity. My school has a laptop cart that we can check out at any given time, so for my students who struggle with fine motor skills/writing, the word processor could be a good way to help them tap into their strengths and creativity. I look forward to trying the post-UDL lesson plan with my second graders and seeing how the new UDL components help them achieve success in the classroom.
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