UDL Lesson Plan

1. Author: Wendy Ingram

2. Topic: Spelling

3. Grade Level: 1st

4. Common Core Standard(s): CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words.

5. Lesson Objective: Students will properly spell a set list of eight regularly spelled one-syllable words.

6. Lesson Materials: Word List, “Green Eggs and Ham”, SmartBoard, Card stock, game, chart paper

Instructional Lesson Methods and Assessment
Anticipatory Set 

• Start by showing the class a picture of Dr. Seuss on the SmartBoard. “Does anyone know who this is?”
• Ask students who has ever heard of Dr. Seuss.
• Ask the students what books he has written.
  • Have a few examples of books to show the students on the SmartBoard
• Show the students the physical book, and ask if anyone has read “Green Eggs and Ham”. If so, what is it about? If not, what do they think it will be about?

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate key concepts non-linguistically  Visuals will be provided of Dr. Seuss and some of his books to show concepts visually not just with words.	6.2 Support planning and strategy development Students who have not read the book with use visual clues as a strategy to predict what they think the book may be about.	7.2 Enhance relevance, value, and authenticity Relevance, value, and authenticity will be enhanced by showing the physical book, along with other visuals. This makes the lesson more relatable

Introduce and Model New Knowledge 

• Introduce the eight focus words on cards that can be placed on word wall after the lesson
  • Do
  • Sam
  • Ham
  • Not
  • Box
  • Fox
  • Car
  • May

• Read through “Green Eggs and Ham” by Dr. Seuss
• Show where each word is used in the book and how it is used

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternatives for visual information I will have the words on index cards for students who need to see the words closer or would benefit from physically holding the words.	6.4 Enhance capacity for monitoring progress There will be a lot of words that are decoded, but we will focus on eight for mastery.	8.3 Foster collaboration and communication Collaboration and communication will both be used in this section. Students will communicate when they see a focus word in the book. Also, students will work together to identify each focus word throughout the book.

Guided Practice 
There are two activities that can be done with this lesson. One would be good for the whole class. One would be best in small groups. 

• Whole Class- YouTube Video

• Highlight focus words
• Small Groups (Maybe center time)-Focus word game
  • Have green “eggs” with focus word on the back
  • When they flip over the egg they have to say the focus word

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2 Provide alternatives for auditory information  For the video, audio will be adjusted as necessary for student needs. Closed captioning will be turned on if needed.	4.2 Provide varied ways to interact with materials Both activities are hands-on. One students will interact by listening and highlighting. The other they will flip manipulatives over to reveal the focus word.	7.1 Increase individual choice and autonomy Both activities can be done without direct instruction from the teacher. Also, with the word flip the child chooses the order which they flip the eggs.

Independent Practice

• Students will be given a few passages from the book, they will then fill in the blanks with the correct focus words.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing  Students will process the words, by applying the correct one to each sentence.	4.1 Provide varied ways to respond This activity could be on paper, computer or even orally.	8.2 Vary levels of challenge and support Students who need guidance could have a list of the focus words. Higher level students will be given less support, thus increasing the challenge.

Wrap-up 

• As a class, spell the focus words on chart paper

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory and transfer  Memory and transfer will increase because students will orally say the spelling, while watching the teacher write it on the chart paper.	6.3 Facilitate managing information and resources The teacher will facilitate information by choosing the order which the words are written and guiding the students in orally spelling each word.	9.3 Develop self-assessment and reflection Students will be able to self-assess which words they struggle to spell orally, but only the child will know which words they struggle with. All students and teacher will be spelling aloud, so one child will not be heard if a mistake is made.

Assessment 
Formative (Informal – must be a written assessment) 

• Spelling test over the eight focus words

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Customize the display of information The spelling test could be given in multiple choice format, where the student has to choose the correct spelling of the word.	5.1 Allow choices of media for communication This assessment could be on paper, computer or even orally.	7.3 Reduce threats and distractions Students could have privacy folders to guard their work. This allows children to not accidentally cheat. Also, students are not distracted by other or self-conscious of their own work.

UDL Principle
I. Multiple Means of Representation ensures that the Recognition networks of students are supported Specific UDL Accommodations (1.1 – 3.4)	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
**Provide options for perception**
1.1Customize the display of information	X	Assessment
1.2Provide alternatives for auditory information	X	Guided Practice
1.3Provide alternatives for visual information	X	Introduce and Model New Knowledge
**Provide options for language and symbols**
2.1Define vocabulary and symbols
2.2Clarify syntax and structure
2.3Decode text and mathematical notation
2.4Promote cross-linguistic understanding
2.5Illustrate key concepts non-linguistically	X	Anticipatory Set
**Provide options for comprehension**
3.1Provide or activate background knowledge
3.2Highlight critical features, big ideas, and relationships
3.3Guide information processing	X	Independent Practice
3.4Support memory and transfer	X	Wrap-Up
II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported Specific UDL Accommodations (4.1 – 6.4)	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
**Provide options for physical actions**
4.1Provide varied ways to respond	X	Independent Practice
4.2Provide varied ways to interact with materials	X	Guided Practice
4.3Integrate assistive technologies
**Provide options for expressive skills and fluency**
5.1Allow choices of media for communication	X	Assessment
5.2Provide appropriate tools for composition and problem solving
5.3Provide ways to scaffold practice and performance
**Provide options for executive functions**
6.1Guide effective goal setting
6.2Support planning and strategy development	X	Anticipatory Set
6.3Facilitate managing information and resources	X	Wrap-Up
6.4Enhance capacity for monitoring progress	X	Introduce and Model New Knowledge
III. Multiple Means of Engagement ensures that the Affective networks of students are supported Specific UDL Accommodations (7.1 – 9.3)	Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project? (Which Lesson Phase 1-6)
**Provide options for recruiting interest**
7.1Increase individual choice and autonomy	X	Guided Practice
7.2Enhance relevance, value, and authenticity	X	Anticipatory Set
7.3Reduce threats and distractions	X	Assessment
**Provide options for sustaining effort and persistence**
8.1Heighten salience of goals and objectives
8.2Vary levels of challenge and support	X	Independent Practice
8.3Foster collaboration and communication	X	Introduce and Model New Knowledge
8.4Increase mastery-oriented feedback
**Provide options for self-regulation**
9.1Guide personal goal-setting and expectations
9.2Scaffold coping skills and strategies
9.3Develop self-assessment and reflection	X	Wrap-up