Blank Template for Creating a Lesson Plan to Promote Inclusivity

UDL+CRT LESSON PLAN TEMPLATE Directions for lesson planning assignment You will write a formal lesson plan for student(s) in your TIP placement. You may plan for instruction to the whole class, a small group or a single student. You are not required to teach this lesson. Ensure that your lesson aligns with the standards and expectations of your TIP placement. The lesson plan must follow the UDL+CRT lesson plan format provided below and be aligned to the Indiana State Standards. This is a formal lesson plan, you will likely not plan lessons like this as a practicing teacher. The purpose of this assignment is to demonstrate your ability to plan a lesson for learners of various abilities. You must complete all components. When determining how much detail to include, think of a substitute teacher reading this plan and being able to teach it for you. Feedback List You will receive feedback on your first three submissions of the lesson plan assignment (submissions 1-3) before your final submission (submission 4). You are required to apply the feedback you receive from each submission to the subsequent submission, so that every submission is an improved version that is closer to meeting the highest level of expectations (see rubric for detailed expectations). Compile the feedback below for your own reference and for grading purposes. Feedback from submission 1: [insert all feedback here] Feedback from submission 2: [insert all feedback here] Feedback from submission 3: [insert all feedback here] Page 1 of 10 Lesson plan template (blank) UDL+CRT LESSON PLAN FORMAT Contextual Information Lesson Title Content Area & Grade Level Schedule and Duration for instructional time Learner(s) Description Describe information about your learner(s) including age, gender, primary language, disability status as reported on IFSP/IEP or 504 plan, augmentative or alternative communication (AAC) or assistive technology (AT) used by a learner and any behavior management plans in place. Setting Description Describe the setting for instruction and your role. Descriptions of setting might include: general education instruction, special education instruction, inclusive, resource, self-contained, functional skills, academic skills, social skills, online instruction, whole class instruction, small group instruction, individual instruction, Response to Intervention (RTI), elementary, secondary, middle school, high school, day or residential school Page 2 of 10 Lesson plan template (blank) What standard(s) are being targeted by this lesson? The lesson objective and assessment must be aligned to the standard(s). Identify the type of standards, the standard and indicator that this lesson is aligned to. Lesson Objective Identify ONE lesson objective that you will assess. The objective is the key knowledge that students will master in this lesson. The objective describes what students will be able to know/do by the end of this lesson. The objective includes 4 parts: the learner, behavior, conditions and criterion. The behavior must be measurable and observable. Verbs that you might use to describe behavior might include: identify, analyze, summarize, define, explain, conclude, justify, compare. Conditions might include prompts, materials, the setting, time or needed assistance. Criterion describes the assessment and expected achievement level. Assessment products might be: an essay, paragraph, sentence, speech, lab report, reflection, play, poem, comic strip, or magazine article. Academic Language List and define the essential vocabulary that will be taught in this lesson. Some students will need to be explicitly taught vocabulary prior to more conceptual learning. Academic language must be taught within the learning plan to all students. Materials and Equipment List all materials needed to support teaching and learning during this lesson. Attach a copy of the materials you create (e.g., PowerPoint slides, handouts, worksheets, quiz). Cite the source of any resources that you did not create. Indicate in parenthesis if you have attached something. Page 3 of 10 Lesson plan template (blank) LEARNING PLAN Describe the following required components: (1) Anticipatory Set, (2) Modeling, (3) Guided Practice, (4) Independent Practice, (5) Assessment of Student Learning, (6) Closure (7) Individualized Instruction (8) UDL Planning Reflection and (9) CRT Planning Reflection PRO TIP: Use the letters (e.g., a – d) to identify which item you are addressing for each component. Be mindful of your duration of your lesson as you develop the plan. Anticipatory Set The anticipatory set is what you do to “grab” the students’ attention/interest and lead the students into your lesson. The anticipatory set is the hook the increases curiosity and generates questions. It is usually the first 2-5 minutes of the lesson. You may relate the experiences of the students to the objectives of the lesson, linking prior learning to the lesson. In the anticipatory set describe: (a) What you will say and do to focus students' attention on the lesson? (b) How you will lead students into learning (include lesson overview, connections to prior learning)? Modeling “I DO” & Guided Practice “WE DO” & Independent Practice “YOU DO” The purpose of Modeling, Guided Practice and Independent Practice is to systematically teach the students the primary learning tasks for the lesson being taught and provide an opportunity for the students to practice what they have learned. (a) Modeling (I DO) is when the teacher models a process or skill. Teachers can model through demonstration. It is important for students to see an example of what they are going to learn/do so they can better understand what their learning experience will be like. What concept/skill/learning task you will model? You must explain the process or think aloud while modeling. What points will you emphasize for the students as you model? (b) Guided Practice (WE DO) is when the teacher and students complete a second example together (can include multiple examples or activities). Guided practice is different from modeling as you are providing an opportunity for students to engage in a learning task with some degree of support from you. What activities will you have the students perform under your supervision to ensure that they are able to practice the concept/skill/learning task you modeled? What guidance/prompts/support will provide as the students engage in the task? How will you check for understanding to know that they are ready to move onto independent work? How will you correct mistakes and provide positive/constructive feedback? Page 4 of 10 Lesson plan template (blank) (c) Independent Practice (YOU DO) is when students complete a learning task independently. This can be an in-class assignment/activity or homework the students will do to practice the concept/skill with minimal teacher supervision. What activities are you providing to the student to independently practice the concept/skill that were taught? What directions are provided for the students to work on the task/activity designated as independent practice? How will you correct mistakes and provide positive/constructive feedback? What opportunities are being provided to apply the feedback they had received? Closure How will you wrap up and end the lesson? Assessment There are two types of assessments: (1) formative and (2) summative. Your lesson needs to contain at least 2 examples of assessment. Assessments can be given at any point during the lesson. If the assessment is given during Modeling, Guided Practice, or Independent Practice, provide a clear description of where and how the assessment Page 5 of 10 Lesson plan template (blank) was incorporated. Both types of assessments should measure student understanding/mastery of your lesson objective. Formative assessments are quick checks for understanding that happen throughout a lesson. Formative assessments are cues to the teacher that either the majority of the students are ready to move on in the lesson or the teacher needs to reteach because the students are not understanding the concept. Formative assessment can be oral (choral response, questioning) or written assessments (quiz, whiteboard response, exit slips, class poll, Kahoot, concept map) or observations of learning (discussion, games, Think-pair-share, constructions/illustrations, hand signals: thumbs up/down, self/peer assessment, participation). Summative assessments are one-time assessments used to determine if students have mastered specific content/skills after instruction has occurred (end of unit or chapter posttests, portfolios, projects, presentations). (a) Did you use formative or summative assessment? (b) Describe how you assessed your student(s). (c) Describe how you checked for understanding in your lesson. (d) Describe how you plan to correct mistakes and provide positive/constructive feedback Individualized Instruction allows instruction to be designed according the needs of an individual student. This is sometimes referred to as Specially Designed Instruction (SDI). SDI is specific to a target objective and taught based on the individual student strengths, needs, and learning history. Individualized instruction takes the form of either accommodations or modifications. An accommodation changes how a student learns the material. A modification changes what a student is expected to learn. ***Case studies that describe students with disabilities are provided [see document attached]. You will select at least one student from the case studies. Describe at least one accommodation AND one modification to your lesson that would benefit the selected student’s learning.*** Page 6 of 10 Lesson plan template (blank) Universal Design for Learning (UDL) Planning Reflection: UDL increases engagement and access to the curriculum by planning for variations in learning. It provides opportunities to actively participate in learning in ways that best meet the individual needs of students. There are 3 major principles in UDL: multiple means of engagement, representation, and action & expression. Within each principle, there are several checkpoints that can be used for planning how the UDL principle can be applied in a lesson. Using the UDL table in Brightspace (also attached to this document), identify at least 3 checkpoints under each UDL principle (total 9 checkpoints). Describe how you applied UDL in this lesson, refer to specific checkpoints from the CAST UDL table. Describe how you intentionally designed multiple and flexible ways to engage students, represent content, and allow students to express what they know. This lesson reflects the following UDL checkpoints: Description of how the checkpoint is applied in the lesson (use complete sentences to explain how yours instructional strategy or materials align with the principle and checkpoint): Principle 1: Multiple Means of Engagement Principle 2: Multiple Means of Representation Principle 3: Multiple Means of Action & Expression Lesson plan template (blank) Case Study #1 Jonathan has a learning disability. He shows average or above-average abilities and behaviors in many areas but has difficulty with certain cognitive processes essential for reading. Jonathan can sound out most words but struggles with comprehension of what he is reading. Jonathan requires extra time to understand assignments, but once he does, he is eager to get to work. Jonathan is a poor speller, which makes it difficult at times to understand what he is trying to communicate in writing. Other children in your class make fun of Jonathan if he has to read out loud to the class, leading him to attempting to avoid this task. Case Study #2 Fatimah has emotional/ behavioral disorder and ADHD. Her behaviors are sufficiently disruptive that they interfere with both in-class and out-of-class assignments. Her academic ability is at or above average, but she does not complete and turn in work regularly. Fatimah has few friends, is bored easily, often challenges authority figures, blurts out answers in class, does not like to wait and is absent at least once a week. If Fatimah’s hand is raised but the teacher does not call on her to answer questions, she may get very frustrated and may kick her desk or throw instructional materials. Case Study #3 Simon has a comorbid diagnosis of autism and moderate intellectual disability. Simon attends an inclusive classroom for majority of the day but also attends a special education class in the afternoon for one hour. Simon can respond orally using three-word sentences and can sight-read some words. Simon has difficulty initiating the general morning routine. When Simon enters the classroom in the morning, instead of putting his backpack and lunchbox away in his locker, he moves directly to the library area where he takes out books related to safari animals. His teacher has to direct the teaching assistant to remind Simon to put his backpack and lunch away in his cubby before reading his favorite books. Simon often requires several redirections from the teaching assistant to put his backpack and lunchbox away. Jake is often gets upset when receiving directions to put away his backpack and lunchbox.