Traditional Lesson    Plan

UDL Lesson Plan

Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade teacher, collected information about her students’ learning preferences and learning needs. Of her 25 students, 12 prefer to learn visually, 8 prefer to learn through auditory means, and 5 prefer to learn kinesthetically. Additionally, 10 of her students are English learners (ELs) who struggle with reading and writing.

Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines:

1. Multiple Means of Representation (what)

2. Multiple Means of Action and Expression (how)

3. Multiple Means of Engagement (why) 

Incorporate at least one technology resource in your modifications.

Goal: Students will read the “What is   a Region?” chapter in their textbook and answer the review questions at the   end of the chapter in handwritten responses.

Goal: <insert text>

Focus: Understand what a region is

Focus: <insert text>

Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet

Materials: <insert text>

Instruction:

10:00–10:30   — Whole-group: Teacher summarizes the main ideas in the textbook chapter   using a Microsoft© PowerPoint© presentation and lecture

10:30–10:40   — Independent work: Students complete the True or False worksheet that   describes examples and non-examples of regions

10:40–10:50   — Independent work: Students start working on the review questions at the end   of the textbook chapter and will complete for homework

Instruction: <insert text>

Assessment: Textbook review questions   will be graded

Assessment: <insert text>

Traditional Lesson    Plan

UDL Lesson Plan

Goal: Students will read the “What is   a Region?” chapter in their textbook and answer the review questions at the   end of the chapter in handwritten responses.

Goal: <insert text>

Focus: Understand what a region is

Focus: <insert text>

Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet

Materials: <insert text>

Instruction:

10:00–10:30   — Whole-group: Teacher summarizes the main ideas in the textbook chapter   using a Microsoft© PowerPoint© presentation and lecture

10:30–10:40   — Independent work: Students complete the True or False worksheet that   describes examples and non-examples of regions

10:40–10:50   — Independent work: Students start working on the review questions at the end   of the textbook chapter and will complete for homework

Instruction: <insert text>

Assessment: Textbook review questions   will be graded

Assessment: <insert text>

Write a 350- to 525-word rationale on your chosen modifications for each section. Explain how your modifications support ELs and exhibit the three UDL guidelines.