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.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 Define vocabulary and symbols 3.1  Provide or activate background knowledge	4.2 Provide varied ways to interact with materials	7.1  Increase individual choice and autonomy 8.3  Foster collaboration and support

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).

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.1 Define vocabulary and symbols 3.1  Provide or activate background knowledge	4.2 Provide varied ways to interact with materials	7.1  Increase individual choice and autonomy 8.3  Foster collaboration and support

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).

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1  Provide or activate background knowledge 3.4  Support memory and transfer	4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies	7.1  Increase individual choice and autonomy 8.3  Foster collaboration and support

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.

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	4.2 Provide varied ways to interact with materials	8.2  Vary levels of challenge and support

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.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1  Provide or activate background knowledge	4.3 Integrate assistive technologies	8.3 Foster collaboration and communication

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

 

Student Name	Skill 1	Skill 2	Skill 3	Skill 4	Skill 5	Skill 6	Skill 7
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