UDL Lesson Plan (Sample Format) - Refer to Blog for Example

1. Title: Money Matters
2. Author: Mrs. Kara Swearingen
3. Subject: Mathematics
4. Grade Level: 2^nd  Grade
5. IEP classification(s): Hearing impaired, seeing impaired, specific learning disability.
6. Common Core Standard(s):

CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

7. Lesson Goals:

Students will

8. Lesson Materials: Store Ads, pencils, paper, real money examples, worksheets, books, smart board, document camera, tablets.

Instructional Lesson Methods and Assessment

Anticipatory Set (Describe step by step what you and the students will be doing in this phase of the lesson)

I will begin the lesson with a YouTube video about money.

 

( https://www.youtube.com/watch?v=TfaZGpug87I)

Students with sight or hearing disabilities will be seated closest.

I will adjust the lights and volume to a comfortable place for everyone.

We will then look at some real money examples; penny, nickel, dime, quarter, $1, $5, $10, $20.

Then the students and I will discuss why it is important to understand money and its values.

We will all write a short 3-4 sentence journal entry on why money matters.

 
(http://www.locationproperty.net/2011/09/money-matters-how-do-the-financial-markets-really-affect-me/)

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 I will adjust the video volume so it is the right volume for everyone to comfortably hear.	6.4 Enhance capacity for monitoring progress Through discussion, the students and I will establish why money matters and why we need to understand its values.	8.3 Foster communication and collaboration Through our discussion I will encourage students to ask me and each other questions to help better understand money matters.
1.3 Offer alternatives for visual information I will provide hands-on real money examples for the students to examine.
2.5 Illustrate through multiple media I will use the YouTube video and also hands-on real money examples.
3.1  Provide or activate background knowledge I will use the money video to remind students of money values so they are prepared to do assignments presented in this lesson.

Introduce and Model New Knowledge (Describe step by step what you and the students will be doing in this phase of the lesson)

I will introduce store ads to the students and explain to them that we are going to make a shopping list and include prices. Each students will choose an ad to shop from, they may exchange ads if/when needed.

(https://theadreview.wordpress.com/2011/11/15/gearing-up-for-black-friday/)

(http://www.coupons4utah.com/target-unadvertised-deals-522/)




 

(http://www.technologytell.com/gaming/65954/toys-r-us-first-2011-sale-ad-has-a-few-video-game-deals/)

I will model a shopping list on the smartboard.

 

 (http://blog.jonathanroussel.com/2007/11/shoppinglist.html)

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Offer alternatives for visual information I will model a shopping list on the smartboard for all the students to see.	6.1 Guide appropriate goal setting I will set clear goals outlined on the smartboard; each student should have at least 15 items on their shopping list and prices next to each item within 12-15 minutes.	7.1 Optimize individual choice and autonomy I will provide a variety of ads to appeal to different tastes. Students may choose whatever they wish to put on their shopping list.

Guided Practice (Describe step by step what you and the students will be doing in this phase of the lesson)

When all lists have been completed, fulfilling the goals on the smartboard, each student will tally his/her sum on their own paper. They will also figure it on the smartboard when it is
 their turn to present. The student will make (1) word problem out of his/her computation and the rest of the students will perform it. I will also mention use of the cent and dollar sign and clarify what they look like.

 

(http://www.123rf.com/stock-photo/green_cent_sign.html )

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 Clarify vocabulary and symbols I will clarify the dollar and cent sign with example on the smartboard.	4.1 Vary the methods for response and navigation Students will be given opportunity for response on paper and on the smartboard.	8.4 Increase mastery-oriented feedback After each student presents their smartboard word problem I will provide feedback for the way they set up their problem, explained their steps, etc.

Independent Practice (Describe step by step what you and the students will be doing in this phase of the lesson)

Each student will be given 2 worksheets; one will be addition of money in its visual form, the other will be money word problems.

 

(http://bookcoverimgs.com/money-worksheets-2nd-grade/)

(http://www.education.com/worksheet/article/money-math-word-problems/)

To practice their accuracy with money, students will play a money game on their tablets. This also provides some fun. 
                                        GAMES

(http://www.gpb.org/countonit/games/second/money ) 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Offer ways of customizing the display of information All printed worksheets will have appropriate size/color font for 2nd graders.	4.1 Vary the methods for response and navigation Students will use their tablets to learn as they play an educational game.	7.3 Minimize threats and distractions Each student will /use a set of ear buds to keep from distracting anyone else.
		9.3 Develop self-assessment and reflection By playing the educational game, students will recognize what they need to work on. It will provide their assessment.

Wrap-up (Describe step by step what you and the students will be doing in this phase of the lesson)

  As a wrap up, I will ask if anyone has any questions regarding money matters? The students and I will discuss areas of concern.  I will then ask that all papers be turned in to me.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
		8.3 Foster communication and collaboration With our discussion we will recognize what areas we can improve.

Assessment (Describe step by step what you and the students will be doing in this phase of the lesson)

Formative (Informal – must be a written assessment)

 Student’s journal entry will be graded on how well they followed the goals presented on the smartboard.

Their worksheets will be graded on accuracy and how well they showed their work.

Their smartboard presentation will be graded on how willingly and how much effort they put forth.

I will provide feedback for each journal entry and worksheet.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
		8.4 Increase mastery-oriented feedback I will provide feedback to encourage my students onward!

UDL Principle
Recognition Networks “What”	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 1.1 Customize the display of information x  Set, Inde...Practice 1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information  x  Set, Independent Practice Provide options for language and symbols 2.1 Define vocabulary and symbols  x Guided Practice 2.2 Clarify syntax and structure   2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 3.1 Provide or activate background knowledge x  Set 3.2 Highlight critical features, big ideas, and relationships   3.3 Guide information processing   3.4 Support memory and transfer
Strategic Networks “How”	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 4.1 Provide varied ways to respond x Guided Practice, independent practice 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 6.1 Guide effective goal setting   x Intro/Model 6.2 Support planning and strategy development   6.3 Facilitate managing information and resources   6.4 Enhance capacity for monitoring progress  x Set
Affective Networks “Why”	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 7.1 Increase individual choice and autonomy  x   Intro/Model 7.2 Enhance relevance, value, and authenticity     7.3 Reduce threats and distractions x Inde Practice Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives     8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication  x   Set, Wrap Up 8.4 Increase mastery-oriented feedback x Guided Practice, Assess Provide options for self-regulation 9.1 Guide personal goal-setting and expectations     9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection  x   Inde...Practice