CEP 452: UDL Lesson Plan Form Background Information Names of Group Members: Amanda Geldersma, Lauren Hall,

Meghan Lynch, Katelyn Suski, Alexys Vertz Name of Lesson: teaching short-vowel discrimination using Dr.Seuss Rhymes URL for Lesson: http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-shortvowel-discrimination-113.html?tab=4#tabs UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. Since the class is made up of diverse students, many of the students levels of interest and engagement will vary. Also, two of the student who have ADHD may struggle with paying attention during the lesson which will effect their work and assignments later in the lesson. A student in the classroom has ASD which effects his social behavior, he Explain the feature(s) of this lesson that create or contribute to this barrier. Throughout the lesson students are asked to be engaged by sharing answers, being called to the board, and responding as a whole. Also, the lesson takes place over 3 sessions which demands high motivation to complete the activities. Students are to work together on the Picture sort worksheet Describe a UDL solution and explain how to implement it. Explain why this solution can eliminate the barrier

Barrier 1

The high motivation and attention needed for this lesson could pose a barrier to those students who have a hard time staying on task or engaged in the lesson.

9.1 Promote expectations and beliefs that optimize motivation. During the lesson provide reminders of ways to stay on task and stay motivated. These reminders should be given on an individual basis and the class as a whole. 3.1 Activate or supply background knowledge Before students

By promoting a positive attitude and showing that you believe in the students, they will be more likely to keep trying hard and believing that they can be successful in this lesson.

Barrier 2

Working in groups or pairs could present a barrier for those students

By providing background knowledge on how to behave and participate in group work students will know

who struggle in social settings. Not only would it be hard for a student who has social problems, but the lack of support could effect the groups work as a whole. Students who cannot share or work well with others will not be able to discuss and complete the task at hand.

may find the task of working in groups or another individual overwhelming and not know how to contribute. Also, two students have ADHD which causes them to have trouble during seatwork and stay on task. These students could cause a distraction to other group members.

by cutting out, labeling, and sorting pictures that rhyme. Students are also asked to read their cut out sentences aloud to a partner.

being to work in their groups, supply background knowledge on how you are supposed to work with others in a group to complete an assignment. Write these guidelines on the board, discuss them, and leave guidelines displayed throughout each session.

what their role is. Also, if students forget or become misguided during group work they can refer back to the guidelines.

Barrier 3

Clapping and chanting the onsets and rimes of several words may pose a barrier to those students who do not understand the concept. Without a lot of practice some students may not recognize the onsets and rimes in the words. If all the claps and chants are not in sync, students will become confused and the patter will not work.

4 of the students in the classroom have learning disabilities, which may cause them to find this activity difficult to process. Also, because so many of the students in the classroom struggle to read this task of breaking up words by their syllables would be difficult.

Students are asked to chant or clap the onsets and rimes of several words. For example, for the word hop, students would clap and chant /h/, /op/, hop.

2.2Clarify syntax and structure. By clarifying how a word is broken up and the structure of the word students will be familiar with how a word should be broken up. Clarify how words are broken up by giving examples and having the students practice individually before doing it as a whole.

This will give students the practice they need of seeing and hearing the break up of words. The clarification of how words are broken up with be familiar with the students and guide them during the activity.

Barrier 4

Recalling background knowledge from the previous session to build new knowledge. Many of the students have difficulty memorizing or recalling facts, which will be difficult for them to learn new knowledge based on facts that they forgot.

Many students in the classroom have difficulty memorizing and recalling basic facts. In order to complete this worksheet students may need to recall how words rhyme, from their previous lesson. Also, many students have learning disabilities which may hind their understanding of the content from the beginning of the lesson.

Barrier 5

Manipulation and substitution of sentence strips (words) may pose a barrier to students who cannot read or recall on information they learned previously. Therefore, if students cannot read or manipulate the sentences and word they will

In order to be able to complete this task students need to read the sentences off the board and then fill in the blank words with the op rime. Since half of the students have difficulty in reading, this task will be very difficult for them. Many

Session 2 of this lesson asks students to read a sentence and fill in the blank wit the op rime (which they learned from the previous lesson). Some students may forget how to pronounce this. Students in session 2 are also asked to reread a page of the book and find words that rhyme. Students may forget how to identify words that rhyme or sound the same. Session 2 of this lesson asks students to read off a sentences and fill in the blanks with the op rime. Students are also asked to take words and change the ending to the op rime and then

3.2 highlight patterns, critical features, big ideas, and relationships. Throughout the lesson the teacher should be pointing out when words do rhyme, that when words do have the same ending the usually rhyme. Make it a point to rehearse big ideas and show relationships between lessons.

By reviewing key points in the lesson over and over, and show relationships/patterns, students will be more likely to remember the information and find this patterns in the next lesson which will help them be successful.

5.3 Build fluencies with graduated levels of support for practice and performance. Before having students fill in the op rime on their own or finding words that rhyme, the teacher should model the behavior, the class

By modeling to the students what they should be doing will guide students understanding, then they will get to do it as a class with support, then on their own with a teachers support if they get stuck. This scaffolding of help will ensure students to be successful at doing the task on their own. This way students will be familiar with the concepts if they forgot how to do it, ensuring

not be successful at the activity.

of the students also have trouble with memorization and may have forgotten how to province the op rime or manipulate the word with the op time.

pronounce them.

should do the activity as a whole, then have students work individually with teacher or helpers support available.

they will be successful.