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CEP 452

Lesson Plan
Section 2: The UDL Elements
Engagement

Which checkpoint did you


incorporate?
7.1 Optimize individual choice and
autonomy.

How and why?

7.3 Minimize threats and distractions.


7.2 Optimize relevance, value and
authenticity.

Students get to choose the fairy tale they adapt for their
adaptation. This way they can pick the story that interests
them the most, or the one they are most inspired by.
By only reading a few fairy tales per day during the Model
New Knowledge section, students will be less likely to get
plot lines and characters confused.
Giving students the opportunity to share their fairy tales at
the end of the writing process makes the process more
authentic for them. They are more apt to put their full effort
in if they know they have an audience to share their work
with.

Representation

Which checkpoint did you


incorporate?
3.1 Activate or supply background
knowledge

How and why?

3.2 Highlight patterns, critical features,


big ideas and relationships

3.3 Guide information processing,


visualization and manipulation

Students need a foundation for what a Fairy Tale is. The


definition is provided to them so they know what the
characteristics of a fairy tale are. Their background
knowledge is activated by the teacher asking for examples
of fairy tales they have read or seen before.
Demonstrating the characteristics of a Fairy Tale through
an anchor chart highlights what all Fairy Tales have in
common, ie: what makes a Fairy Tale. Students will know
that if a piece is missing, it is not necessarily a Fairy Tale
when they are writing their adaptations and new stories.
Students will be manipulating fairy tales that already exist
during the guided practice section after the teacher reads
through the stories and reviews the overall theme of the
story.

Action and Expression

Which checkpoint did you


incorporate?
4.2 Optimize access to tools and
assistive technologies

5.3 Build fluencies with graduated


levels of support for practice and
performance
6.2 Support planning and strategy
development

How and why?


Students that have difficulty with gripping a pencil will
have the opportunity to type their adaptations and
original stories on a computer. They can also use voice to
text to publish their story on a computer. They can also
use images from the web to illustrate their stories.
This lesson plan is scaffolded through the teacher reading,
the students writing adaptations, and then writing their
own original fairy tales. Students develop their
independence through modeling and guided practice
before actually being sent off on their own.
Providing the students with graphic organizers to outline
their stories supports planning. Graphic organizers are
also a great strategy for all writing that students can take
away for future writing assignments.

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