Laura Wipf Universal Design for Learning (UDL) Unit Plan SPE 527 Spring 2013 Unit Plan

an Summary of Unit This community-building unit will be implemented during the first four weeks of school. Through language arts, math, social studies, and art, students will learn how to form positive relationships with one another, find their own identity within a group, work cooperatively, and problem solve. 1. Reading/Language Arts lesson = read-aloud of How to Lose all Your Friends with writing response activity Math lesson = graph of students birthdays (by month) Social Studies = read-aloud of Have You Filled a Bucket Today? with sorting response activity Functional Life Skills lesson = problem-solving with peers task Art lesson = self-portrait with representational image puzzle

2. 3.

4. 5.

Learning Standards (ILS, CRS, CCSS) CCSS English Language Arts - Grade 2: Reading Literature, 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS English Language Arts - Grade 2: Speaking and Listening, 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups CCSS Math - Grade 2: Measurement & Data, 10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, takeapart, and compare problems using information presented in a bar graph.
ISBE Social Emotional Learning: 1A.1a Recognize and accurately label emotions and how they are linked to behavior; 3A.1b. Identify social norms and safety considerations that guide behavior ISBE Fine Arts: 25.B.2 Understand how elements and principals combine within an art form to express ideas

Unit Details Subject Areas Reading/Language Arts, Math, Social Studies, Art, Functional Life Skills
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Learner Profile 2nd grade, self-contained cross-categorical Time Frame Twenty days (4 weeks)

Summative Assessments Rubrics for readers response, problem-solving, and art activities Observational checklist for assessing functional life skill Exit slips Word Bank community, identity, friend, enemy, family, cooperate, positive, negative, relationship, trust, bucket-filler, bucket-dipper, problemsolve, respect, responsibility, caring, bully, good deed, bar graph Thematic Book List Title: Have You Filled a Bucket Today? Author/Illustra tor: Carol McCloud Publisher: & Copyright date: Ferne Press, 2006 Summary of book: Discusses how people have an imaginary bucket that can be filled by kind actions/words. Talks about things you can do to not have any friends. Students tease a young mouse about her name. She learns to that its okay to be original. A boy shares a present he was given with someone less fortunate. A color shows other colors how to stand up for themselves. A young boy learns how to handle relationships and conflicts. The good deed of 2

How to Lose Nancy Carlson all Your Friends Chrysanthem Kevin Henkes um

Puffin Books, 1997 Green Willow Books, 1991

Those Shoes

Maribeth Boelts

Candlewick Press, 2007

One

Kathryn Otoshi Ko Kids Books, 2008 Derek Munson Raincoast Books, 2000 Gibbs Smith,

Enemy Pie

Ordinary
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Emily Pearson

Marys Extraordinar y Deed The Recess Queen Spaghetti in A Hot Dog Bun: Having the Courage to Be Who You Are Stand Tall Molly Lou Melon Dont Squeal Unless Its a Big Deal: A Tale of Tattletales

2002 Alexis O-Neil Scholastic Press, 2002

one girl is passed on to others. A girl learns how to deal with a class bully. A girl helps a bully when he is in trouble.

Kimberly Making Spirits Shaw-Peterson Bright, 2008

Patty Lovell

Putnam Juvenile, 2001

A short, bucktoothed, odd girl learns selfconfidence. A problem-solving teacher shows classmate piglets how to solve conflicts themselves.

Jeanie Franz Ranson

Magination Press, 2006

Discovery/Prop Box Mini buckets for each student (students can write kind notes to each other to place in bucket); Problem Porker the stuffed animal pig, classroom mailbox, mini pies Resources Technology Resources

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Title:

http://www.youtube.com/watch? v=t2pCR8YHszM http://www.youtube.com/watch? v=FCTaAX-vRXg http://www.youtube.com/watch? v=1TGaDSMAS1E http://www.youtube.com/watch? v=b_I9NgXKtC8 http://www.youtube.com/watch? v=dJ8oElEyl_0

Publish er: & Copyri ght date: Kevin Henkes, 2012 Maribet h Boelts, 2012 Kathryn Otoshi, 2010 Derek Munson , 2012 Bridie Dickson , 2013

Media Type & Minut es: YouTu be video, 7:51 YouTu be video, 6:18 YouTu be video, 5:55 YouTu be video, 9:50 YouTu be video, 3:52

Summary of Information:

Video of Chrysanthemu m read-aloud Video of Those Shoes readaloud Video of One read-aloud by author Video of Enemy Pie read-aloud Video of Making Friends read-aloud

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Internet Resources Author: Publicati on date:

Title:

http://www.character.org/lessons/lessonEldridge Park plans/elementary/eldridge-park-elementary-school/ Elementary School https://docs.google.com/file/d/0B4LgEaJm_kXMLW Sarahs First w3Sm5tdFdrNGM/edit?pli=1 Grade Snippets (blog) http://www.enchantedlearning.com/shortanswer/all Enchanted aboutme/AllAboutMe.pdf Learning http://www.playworks.org/blog/four-conflictPlayworks resolution-techniques-school-children http://books.google.com/books?id=KGMSafe & Caring 1eJWniUC&pg=PA59&lpg=PA59&dq=how+to+lose Schools +all+your+friends+nancy+carlson+lesson+plan& source=bl&ots=Ga4RwYKgQH&sig=2IIF2ivXxOiCm n4uar0goIh9R0Q&hl=en&sa=X&ei=h5WBUYDyKo Ws9ATGxoG4AQ&ved=0CC0Q6AEwAA#v=onepag e&q=how%20to%20lose%20all%20your %20friends%20nancy%20carlson%20lesson %20plan&f=false

2012

2010 2011 2008

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Co-Taught Life Skills Lesson Plan

Lesson Topic Life Skills: Problem-solving with peers Related Learning Standards ISBE Social Emotional Learning: 1A.1a Recognize and accurately label emotions and how they are linked to behavior; 3A.1b. Identify social norms and safety considerations that guide behavior Lesson Objectives Essential
What every student will learn:

Expected
What most students will learn:

Enrichment
What a few students will learn:

How to cope with problems that arise within the school setting with the help of a peer/teacher Assessment Procedures Essential
What every student will demonstrate and how they will demonstrate it:

How to independently cope with specific problems that arise within the school setting

How to solve problems outside of school

Expected
What most students will demonstrate and how they will demonstrate it

Enrichment
What a few students will demonstrate and how they will demonstrate it

How to cope with a problem in a mock situation

How to effectively and independently cope with a problem in a mock situation

How to effectively and independently cope with a problem in a mock situation and translate that situation to the outside world

How will you provide feedback for your students? How will you record progress or needs? How will you use this information?

Teacher will provide oral feedback during activity and use a rubric to score student conversations with problem task cards. Elements of Universal Design Multiple Means of Representation: Read aloud each problem card; provide copies for students to read aloud as well; provide anchor chart with key problem-solving ideas/vocabulary Multiple Means of Engagement: Working with partners to problem solve Whole group discussion on how to problem solve Multiple Means of Expression: Varied methods of response: auditory and written Materials Problem-solving task cards Anchor chart Technology (Computer/Assistive) to Support Learning n/a
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Plan for co-teaching (list models to be used and provide a short justification as to why particular model(s) are appropriate for this lesson) This lesson will utilize the one-teach/one-assist model. The general education teacher will lead the lesson while the special education teacher assist students who require extra help (which will be necessary during the pair activity). Lesson Teacher 1: Teacher 2: Accommodations Procedures General Education Teacher Special Education Teacher Prior to lesson: Keep a record of problems that you observe in the classroom during the first couple days of school (students cutting in line, etc.). Read-aloud of Dont Squeal Unless its a Big Deal. This story teaches students the difference between kid-sized problems and emergencies that require teacher assistance. Tell students that, as a classroom family, there will be times when we dont get along or have problems with one another. Say that it is important to learn how to deal with issues independently (when possible). Remind them that tattling to the teacher is usually not the best way. Introduce the statement: Dont squeal unless its a big deal. Display and discuss anchor chart: Marty: Read aloud problem task cards. Provide prompts when necessary. Since he works well with others, partner him with a higherlevel student who can help guide him through each problematic situation. Marquise: Read aloud problem task cards. Provide prompts when necessary. Frequently check to ensure that he is ontask; provide incentives as needed.

or
Tell the Teacher if You Are:
B ar f ing B leeding B r ok en B ullied

Don't Tattle, instead:

1. 2. 3. 4. 5. 6. 7. 8. 9. I gnor e it T a lk it O ut W alk A w ay T ell T hem t o St op A p ologiz e W ait and Cool O f f M ak e a D eal Sha r e a nd T a k e T ur ns Go t o A n o t h e r G a m e

Seat students in a circle on the carpet. Read aloud a problem task card. Model what a
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Teacher will assist struggling students with

student should do when they face that particular situation. After giving a few examples, assign students into pairs. Give each pair a problem task card that they can discuss and then share out their solution with the class. Repeat procedure with newly assigned partners and task cards as an assessment. Use a rubric to score their coping techniques. Example of problem task card:

reading task cards. Teacher will assist general education teacher in monitoring behavior during pair activity.

Alternative assessment: Pass out multiple-choice problem-solving exit slip where students select best solution to each given situation. Additional Assessment: Observational checklist

over a weeks time to see how students cope in difficult situations.

Language Arts Lesson Plan

Lesson Topic Language Arts Response to literature (How to Lose all Your Friends) Related Learning Standards CCSS English Language Arts - Grade 2: Reading Literature, 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Lesson Objectives Essential
What every student will learn:

Expected
What most students will learn:

Enrichment
What a few students will learn:

One way how to be a good

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Numerous ways of how to be a

Numerous ways of how to be a

friend Assessment Procedures Essential

What every student will demonstrate and how they will demonstrate it:

good friend

good friend; how a person feels when someone is not being a good friend Enrichment
What a few students will demonstrate and how they will demonstrate it:

Expected
What most students will demonstrate and how they will demonstrate it:

Write one way how to be a good Write 2-3 ways of how to be a friend good friend Elements of Universal Design Multiple Means of Representation: Read-aloud of picture book Activate prior knowledge Multiple Means of Engagement: Foster collaboration and community Multiple Means of Expression: Vary the methods for response (writing or drawing) Materials Book: How to Lose all Your Friends Key graphic writing prompt Technology (Computer/Assistive) to Support Learning YouTube video of book read-aloud Lesson Procedures Prior to reading story, ask students if there has ever been a time when someone was not nice to him/her. What did they do that was not nice? How did that make them feel? Read aloud How to Lose all Your Friends. After reading, display each thing that the main character did to lose all her friends on sentence strips. Collaborative Activity: Each student table cluster will be assigned a sentence strip. They will brainstorm a way to do the opposite of what their assigned sentence says, a way to be a good friend. Students will share their responses with the class.

Write 2-3 ways of how to be a good friend; tell how a person feels when someone is not being a good friend

Accommodations Marty: Student can view read-aloud of story on YouTube Marquise: Pictures (visual cues) of what a good friend looks like/does will be provided. Student can then draw a picture in his graphic writing prompt key.

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Independent Activity: At the end of the story, the main character has lost all of her friends. Students will make keys to friendship to help get her out of the house. Students will complete (and cut out) the writing prompt below:

* Keys will be displayed on a bulletin board titled: The Key to Being a Good Friend * Completed keys will be used as an assessment.

Art Lesson Plan

Lesson Topic Art Self-portrait with representational image puzzle Related Learning Standards ISBE Fine Arts: 25.B.2 Understand how elements and principals combine within an art form to express ideas Lesson Objectives Essential
What every student will learn:

Expected
What most students will learn:

Enrichment
What a few students will learn:

How to create a self-portrait and draw images that demonstrate self-awareness Assessment Procedures Essential Create a self-portrait and draw images that demonstrate selfawareness

How to create a self-portrait and draw/label images that demonstrate self-awareness

How to create a self-portrait and draw/label images that demonstrate self-awareness; compile a written narrative of image puzzle (seen below) Enrichment Create a self-portrait and draw images that demonstrate selfawareness; compile a written narrative of image puzzle components

Expected Create a self-portrait and draw/label images that demonstrate self-awareness

How will you provide feedback for your students? How will you record progress or needs? How will you use this information?

Student self-checklist for project; rubric for completed project

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Elements of Universal Design Multiple Means of Representation: Offer ways of customizing the display of information: Students can draw pictures or write to demonstrate knowledge of self-awareness Multiple Means of Engagement: Students will have a checklist to develop self-assessment and reflection skills. Students will collaborate with each other after projects are completed to guess Who is who? Multiple Means of Expression: Students will use drawing to express their creativity. Materials Self-portrait template The Many Pieces of ______ template Markers/crayons Scissors Glue Construction paper Technology (Computer/Assistive) to Support Learning Student can use Kids Doodle application to create artwork on computer Lesson Procedures Tell Students that they will be creating a self-portrait (a picture of themselves), as well as a puzzle that tells about what they like, are good at, and their family. Afterwards, they will play a guessing game to match each students puzzle to their selfportrait. This will help us get to know each other. Students will first draw their faces on the self-portrait template. After they are done, they will cut out their facial image. Next, students complete The Many Pieces of _____ template. They will draw and label pictures for each piece, then cut them out. Students will glue pieces around the edges of a large piece of construction paper. They will glue the tag The Many Pieces of _____ at the top of the page but will not write their names (students will write names on the back of paper instead). Accommodations Marty and Marquise: Students can use Kids Doodle to create artwork on computer. Due to the fact that both students have difficulty with written expression, teacher will assist them in labeling each picture. Provide frequent checks to ensure that students are on-task.

Lastly, teacher will display and read aloud unnamed puzzle

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templates. Students will take turns guessing whom it belongs to. When they guess the correct person, he/she will come and glue his/her self-portrait to the center of the page (in the middle of all the glued puzzle pieces).

Math Lesson Plan

Lesson Topic Math Graphing birthdays Related Learning Standards CCSS Math: Measurement and Data 10. Draw a picture graph and a bar graph (with single-unit scale) to represent data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Lesson Objectives Essential
What every student will learn:

Expected
What most students will learn:

Enrichment
What a few students will learn:

How to record data on a simple bar graph. Assessment Procedures Essential

What every student will demonstrate and how they will demonstrate it:

How to record and analyze data on a simple bar graph. Expected

What most students will demonstrate and how they will demonstrate it:

How to record, analyze data on a simple bar graph and relate information to the real world. Enrichment
What a few students will demonstrate and how they will demonstrate it:

How to plot data in a bar graph.

How to plot data in a bar graph and answer questions about that data.

How to plot data in a bar graph and answer questions about that data. How to create a large-scale bar graph with physical data.

Elements of Universal Design Multiple Means of Representation: Provide anchor chart with parts of a bar graph labeled. Multiple Means of Engagement: Foster a sense of community by allowing each student to share when their birthday is. Multiple Means of Expression: Use multiple tools for composition: bar graph handout and large-scale bar graph with physical data. Materials Class Birthday Graph worksheet Paper cupcake cut-outs Chart paper
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Technology (Computer/Assistive) to Support Learning Talking processor Lesson Procedures Write the months of the year on the marker board. Call on each student to share when his or her birthday is. Write a tally for each student by the corresponding month. Pass out Class Birthday Graph worksheet (this will be used as an assessment). Students color in the appropriate number of cupcakes for each months tally-marks. Students answer questions on worksheet about data. Accommodations * Have student files accessible for those who may not know when their birthdays are. Marty: Since he is able to interpret graphs, his struggle may be in decoding the worksheet questions. Read these aloud to him. He is allowed to use a talking processor to answer questions. Marquise: Read graphing questions aloud to him. He can dictate responses to teacher. Marty and Marquise: Provide frequent checks to ensure that students are on-task.

Pass out paper cupcake cutouts. Students write their name and birthday date (number) in the middle of the cupcake. Students take turns graphing their cupcakes on the chart paper graph by stacking them above the correct month.

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Social Studies Lesson Plan

Lesson Topic Social Studies Response to literature (Have You Filled a Bucket Today?) Related Learning Standards CCSS English Language Arts - Grade 2: Reading Literature, 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS English Language Arts - Grade 2: Speaking and Listening, 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups Lesson Objectives Essential
What every student will learn:

Expected
What most students will learn:

Enrichment
What a few students will learn:

One way how to make someone Numerous ways of how to make happy; one way to make someone happy; numerous someone feel bad ways to make someone feel bad Assessment Procedures Essential
What every student will demonstrate and how they will demonstrate it:

Numerous ways of how to make someone happy; numerous ways to make someone feel bad; how a person feels when someone is kind/unkind to them Enrichment
What a few students will demonstrate and how they will demonstrate it:

Expected
What most students will demonstrate and how they will demonstrate it:

Identify one bucket filler action and one bucket dipper action

Identify numerous bucket filler and bucket dipper actions

Identify numerous bucket filler and bucket dipper actions; write about how a person feels when someone fills or dips into their bucket

Elements of Universal Design Multiple Means of Representation: Read-aloud of picture book Activate prior knowledge Multiple Means of Engagement: Foster collaboration and community Multiple Means of Expression: Use multiple media for communication (read-aloud or video) Materials Book: Have You Filled a Bucket Today? 6 mini buckets 6 mini trashcans bucket filler and bucket dipper examples Exit slip
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Technology (Computer/Assistive) to Support Learning YouTube video of book read-aloud Lesson Procedures Read aloud Have You Filled a Bucket Today? During reading, discuss ways how people can be bucket fillers or bucket dippers. After story, pass out examples of bucket fillers and bucket dippers (on slips of paper) to each table cluster. Students will work together to sort examples. They will place bucket dippers in the trashcan, and bucket fillers in a bucket. Students will share responses (with whole class) of how they sorted each prompt. Assessment: Exit slip will be passed out that has bucket filler and bucket dipper examples on it. Students circle the bucket filler examples and put an X across the bucket dipper examples. * Teacher will create a bucket filler display in which each student has his or her own personal bucket. Students will write notes to each other throughout the year to fill their buckets. Teacher will provide incentives (raffle tickets) when a student is observed being a bucket filler. Accommodations Marty: Student works in groups to sort examples. Marquise: Student will repeat back directions to teacher. Student will be rewarded (sticker chart) for staying on-task.

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