UDL Lesson Plan
Title: Silly Sally
Author: Lisa Countryman
Subject: Language, Cognitive, Fine motor
Grade Level: Kindergarten
IEP
classification(s): Developmental Delay, Autism
State
Standard(s):
1.4 Shows curiosity and desire to learn
1.12 Demonstrates interest and participates in classroom activities
3.1 Shows enjoyment of books and stories and discussion of them
3.2 Tells a story in sequence, following the pictures in a book
3.14 Demonstrates the ability to order and sequence
4.6 Coordinates eye and hand movements to complete tasks
5.3 Expands vocabulary
5.4 Recognizes and identifies by name most common objects and pictures
5.5 Participates in songs, finger plays, rhyming activities, and games
5.8 Participates in group discussion
5.10 Follows directions in sequence
Lesson Goals
Student will identify characters/animals in the story.
Student will retell story using sequencing cards.
Student will identify positional concepts: next to, on top, under, in the
middle, upside-down.
Student will cut along a straight line, with assistance from adult.
Student will paste characters in correct position according to teacher
direction.
Instructional
Methods
Anticipatory
Set
I will read the book, Silly Sally.
Before I read the book, I will talk about the different parts of the book
(front, back, spine). I will discuss with the students the title of the book
and the front cover. I will ask the students questions about what they think
the book will be about according to the title and the cover. As I read the book
I will discuss with the students any new vocabulary words they may not know.
I will let the students go back to their desk to color the character of
their choice.
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple means of Engagement
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2.1
Define vocabulary and symbols
3.1 Provide or activate background knowledge
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4.2
Provide varied ways to interact with materials
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7.1 Increase individual choice and autonomy
8.3 Foster collaboration and support
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Introduce
and Model New Knowledge
The students will come
back to their group. I will recite the
story, letting one child at a time come up and place the correct card/character
on our board. After reciting the story,
I will talk about walking backwards and upside-down. I will introduce new
vocabulary (prepositions: top, under, beside, in front of, behind).
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple means of Engagement
|
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2.1
Define vocabulary and symbols
3.1 Provide or activate background knowledge
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4.2
Provide varied ways to interact with materials
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7.1 Increase individual choice and autonomy
8.3 Foster collaboration and support
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Guided Practice
I will lead the group in a game on an iPad, Laptop, or Smart board
(depending on what is available). The computer game will help the students with
prepositions, by showing a picture that appears in different positions. After
playing the game, I will lead the students in a game where they place their
puppet in different positions (behind, in front, beside, on top, or under).
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple means of Engagement
|
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3.1 Provide or activate background knowledge
3.4 Support memory and transfer
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4.2
Provide varied ways to interact with materials
4.3
Integrate assistive technologies
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7.1 Increase individual choice and autonomy
8.3 Foster collaboration and support
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Independent
Practice
The students will be
provided a work sheet, Over and Under the
Bridge, where they will cut and paste the characters over, under, or beside
the bridge. Teachers will help assist the students when needed. Before the
students start, the teacher will give the students verbal directions and model
where each character will go.
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple means of Engagement
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3.4 Support memory and transfer
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4.2
Provide varied ways to interact with materials
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8.2 Vary levels of challenge and support
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Wrap-up
I will have the
students watch a video of the story on the Smart Board. We will discuss the
story and what the students remember about it.
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple means of Engagement
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3.1 Provide or activate background knowledge
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4.3
Integrate assistive technologies
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8.3
Foster collaboration and communication
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Assessment
Formative (Informal- written)
I will use an
assessment grid to document what skills each child is working on. I will
document nouns and phrases they know, prepositions, fine motor skills, and
direction following.
Materials
Sequencing cards,
prepared by teacher
Felt board or Velcro
board
iPad or laptop with
position game
Over and Under the
Bridge work page
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Student Name
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Skill 1
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Skill 2
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Skill 3
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Skill 4
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Skill 5
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Skill 6
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Skill 7
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