UDL Lesson Plan Subject: English Grade: First Grade Common Core State Standard(s): Common Core State Standards · Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. · With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. · Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. · Add drawings or other visual displays to descriptions as desired to provide additional detail. Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery): · Students will learn comperhension by recalling details. · Will correctly define 9/10 vocabulary words by writing the definition of each. · Following along, reading, and summarizing simple stories with pictures Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites) Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains. UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson): In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story. The assignment is organized in multiple points for choice of presentation: · Free choice of resource materials, · Free choice of access (text, digital, audio), · Free choice of response style. Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): . I would also implement AAC devices. These devices will be particularly ...

1. UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what
they are writing about and supply some information about the
topic.
· With guidance and support from adults, explore a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
· Confirm understanding of a text read aloud or information
presented orally or through other media by asking and
answering questions about key details and requesting
clarification if something is not understood.
· Add drawings or other visual displays to descriptions as
desired to provide additional detail.
Objective (*Three components are observable verb, learning
outcome, and measurement. *Aligned to state standard and
evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the

2. definition of each.
· Following along, reading, and summarizing simple stories with
pictures
Teaching Procedures (to include introduction of the lesson, and
step-by-step procedures for the activites to promote student
inquiry and checking for students’ understanding over the
course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A
Pocket for Corduroy by Don Freeman) along with a stuffed bear
to use when students are ready to begin writing and piecing
their own adventure stories together. This particular lesson will
focus on the book, A Pocket for Corduroy. The students will
attentively listen to the story and will be asked to create their
own stories electronically. Corduroy will allow the students to
gain a personal connection by having close interactions with a
stuffed bear and develop their own adventures with Corduroy. I
will also provide envelopes for children to use as pockets. Tell
them to draw a picture of something to place in their pocket. On
the outside of the envelope, children write clues about what is
inside. The rest of the class reads the clues and tries to guess
what the pocket contains.
UDL Technology Integration (describe one UDL component and
explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that
is available to allow the students to demonstrate their
knowledge and skills of the content. There are not any strict
guidelines for how the student presents their electronic
adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of
presentation:
· Free choice of resource materials,

3. · Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology
device and explain how it will have class-wide incorporation
into the lesson): .
I would also implement AAC devices. These devices will be
particularly geared towards students who struggle with hearing
or some type of communication loose. The AAC devices will
support the students in communicating themselves, and since
one of the assisgnments require the students to develop an
electronic picture this would be a great way to help them. The
AAC device will be used in the form of a picture board, so all
the students will be able to participate in the activities and
properly get their point across while doing it.
For this activity, I would like to implement a “Smart Board.”
The smart board would be beneficial across the board.
Everyone in the classroom would benefit from this device that
allows students and teachers to be interactive. The board will
allow the students to give unqiue presentations that would
ultimatly keep others interested.
Formative Assessment (Describe the closure of the lesson and
the final assessment used to provide evidence that students have
met the learning objectives. Be sure to provide choice related to
interest and multiple, flexible means for completion that support
learning preferences. Include an explicit description of the
criteria for quality work):
I think classroom discussions are a great way to observe what
the students may or may not know. It’s also a great way for
everyone to be involved and bounce ideas off of one another.

4. This lesson calls for open-ended questions that will challenge
the students thinking process. The ultimate goal is to help
increase the student’s critical thinking skills. The student’s
responses will be closely examined, while taking anecdotal
notes.
The formative assessment will also include 21st century skills
of public speaking. Students will get infront of the classroom
with a partner asking questions about the subject to the class.
Teacher Self-Assessment (Even lessons that fail to produce the
intended results are an excellent opportunity for reflection,
adjustment, and growth. What problems do you anticipate with
the lesson? What did you learn about instructional technology
and UDL from creating this unit? What would you change about
the lesson based on its impact on student outcomes?)
The problems that I anticipate with this lesson are students
having a difficult time grasping on to the concept of developing
their own adventures using technology. Although, technology is
widely used and advancing I feel like many students will have a
difficult time getting started. The questions I would ask myself
are, “How can I get them to understand their story is different
from the story we have read?” “What things could I do to help
my students comprehend the lesson? Is there a better way that
this lesson could’ve been presented? How?
Resources (you may list and describe any resources that will be
used over the course of the lesson)
Dolan, R. P., & Hall, T. E., (2001). Universal Design for

5. Learning: Implications for large-scale assessment. IDA
Perspectives, 27(4), 22-25.
Introduction: Now that we are in the 21st century the concept of
teaching has completely changed. The new way of teaching has
encouraged educators to open their minds in finding innovative
ways to reach their students. In my last course I was required
to create a UDL Lesson plan. The lesson plan allowed me to be
more open-minded to different learning styles of the students in
the classroom. I learned to plan for various learning styles,
while still having the same objective. All the students will get
to the end of the road, but it’s my job to take them through
different routes.
Summary of modifications: (Modifications are in Red)
Grade: The first time I created this lesson plan, I orginally
planned for Kindergarteners to participate in the activities, but
after thinking long and hard about the objectives that I was
expecting, I thought it was best to increase the grade level. I
felt like some of the objectives I choose for a Kindergarten
level would be somewhat stressful for them.

6. Learning Objectives: On the previous lesson plan I was not
very clear about the learning objectives. The three learning
objectives that I listed were somewhat vague, so I wanted to be
more specific about what the students would get from this
lesson. Now that the lesson is targeted towards first graders,
the set objectives are reasonable for this age group and
attainable.
Assistive Technology: I pretty much kept everything the same,
but I did add one support device. The activity in this lesson
plan requires the students to present their own story and I felt
like a great way to reach all the students would be through a
“Smart Board.” They are a great way to get students excited
and involved in their learning.
All the modification were made with 1-3 PLO’s in mind.
· PLO 1 is demonstrated in the fact that students are being
challenging to learn a new experience of public speaking which
helps the learners develop individually across the cognitive,
linguistic, social, emotional, and physical patterns to promote
student learning and growth.
· PLO2 is demonstrated collaborative, engaging, inclusive, 21st-
century learning environment with the use of the smart board.
· PLO3 is demonstrated in the evidence-based assessments used
for ongoing evaluation of student progress and to guide teacher
and learner decision making.
The activites that are planned are intentional and
developmentally approriate for the targeted grade level. The
activites are planned to challenge and stretch the students
coginitive level and social development as well as other
important areas. In this particular lesson plan I focus on
assistive technology, which has been known to enhance students

7. learning. There are many students who have disabilities that
depend on these types of devices, but everyone benefits. I
thought the “Smart Board” was a great way to get everyone
involved and supported through developing and presenting their
presentation. In order to help me as the educator understand
what the students are grasping on, I planned to formulate
assessments. The assessments will include the students
feedback of the material. The students will be asked to engage
in collobrative discussions about what they have learned. I will
also ask myself questions based off their responses.
Include a link to your ePortfolio here
Content Area or Developmental Focus: Math and Language
Age/Grade of Children: Pre-K
Length of Lesson: 5 minutes
Goal
The teacher will guide language development, so the children
can express themselves.
Objective
The children will learn measuring and language development
(English and Spanish).
Standards Included
Not Observed
Materials
1 cup of salt
2 cups of flour
2 cups of water
2 table spoon of oil

8. Assortment of food coloring
Introduction
The teacher will introduce how to make playdough by going
over the materials through language and numbers.
Lesson Development
The teacher will ask open- ended questions to gain knowledge
of the children language and expand their vocabulary through
both English and Spanish. What is this food color in English
and Spanish? Is the playdough soft or sticky?
Differentiation
The teacher will have the children to discuss what they are
creating or their sensory experiences they are expanding their
vocabulary both English and Spanish.
Assessment
(Practice/ Checking for
Understanding)
The teacher will have the children to use hand coordination,
fine motor skills, and engage in activity.
Closing
The children will use their creativity with the playdough by
using tools, letters and shapes.