Universal Design for Learning

Lesson Planning Template

This lesson planning template was developed in accordance with the Universal Design for Learning (UDL) components, the
Charlotte Danielson Framework for Teaching and Preparation, the Idaho State Department of Education guidelines, and UI College of
Education expectations for teacher candidates.

Lesson plans must include the primary components of Universal Design for Learning (UDL) and at least three specific content area literacy
strategies (Vocabulary, Comprehension, and ELL strategies) that address Idaho Common Core Language Arts Standards.

The three primary components of UDL include;

1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge,
2. Multiple means of action and expression, to provide learners options for demonstrating what they know,
3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

For information on Universal Design for Learning including; a tutorial, models of lesson plans as well as directions on how to use
the online lesson builder access the Center for Applied Special Technology (CAST) website at http://lessonbuilder.cast.org/

This lesson plan template is based upon the CAST UDL Lesson Plan Builder but includes extra fields to meet UI Department of Curriculum
and Instruction expectations. These fields address College of Education and Department of Curriculum and Instruction expectations for pre-
service teachers, and each filed must be completely filled in unless the field is not applicable to the grade level or content area targeted by the
lesson (see note below).

Every box in this table will expand to fit the information requested. If additional boxes are needed, use the “table tools” to insert new boxes as
needed.

Additionally, this lesson plan template incorporates all of the components found in Domain 1 of the Danielson Framework for Teaching,
Planning and Preparation: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting
Instructional Goals; 1d: Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.

Bloom’s Revised Taxonomy is also a component of this Lesson Planning Template.

Idaho Common Core Requirement:

This Lesson Plan must include at least one (1) learning objective that addresses a Reading Standard for Information Text from the Idaho
Common Core Standards for Language Arts.

Special Note:
For any field in this template that is not applicable to your specific content and/or grade level, you must include in the field a clearly articulated
statement explaining why that particular area is not applicable to the content area and/or grade level or the subject area addressed by this
lesson.

Name of Student Submitting Lesson Plan: Preston Simpson

Content Area Addressed by this Lesson: U.S. History

Grade Level for this Lesson: 11

Lesson Planning Commentary

Describe your planning for the lesson and explain how the lesson is appropriate for your students and the content you are teaching. Think
about what you know about your students as learners and provide information about what they know and can do related to the content you will
teach.

Consider your students’ prior learning and experiences including their content knowledge, language development, social/emotional
development, interests and experiences as well as any identified learning needs.

This plan demonstrates:

1. your ability to organize instruction and assessment to help diverse students meet content standards; and,
2. evidence of your ability to select, adapt, or design learning tasks and materials for your students.

Complete the prompts below to describe your planning for the lesson:

1. Content Focus of this Lesson

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Summarize the central focus or “big idea” for the content you will teach in this lesson:

2. Knowledge of Students that Informs Your Teaching

a. Describe what you know about your students’ prior learning and experiences with respect to the central focus of the learning segment:

b. What do your students know, what can they do, and what are they still learning to do that relates to the current lesson?

3. Consider the diversity of the learners in your class who may require different strategies/support in each of the following areas:

a. Describe the academic development your students must have to successfully learn the big ideas of this lesson (prior knowledge,
prerequisite skills, developmental levels, special needs):

b. Describe the academic language development your students must have to be successful in this lesson (students’ abilities to understand and
produce the oral or written language associated with the standards/objectives within the lesson/unit):

c. Describe the family/community/cultural factors that will influence your students’ learning in this lesson (life experiences, community or
cultural characteristics or expectations and student interests):

d. Describe the social and emotional development your students must have to successfully learn the objectives of this lesson (ability to interact
and express themselves, ability to work in groups and collaborate, maturity level):

4. Supporting Student Content Learning:

a. Explain how your understanding of your students’ prior learning and experience guided your choice of learning tasks and materials to help
develop students’ conceptual understanding or skills. What materials, if any, did you adapt or modify specifically for your students?

b. Explain how the plans for instruction are sequenced to build connections between students’ prior learning and experiences and new
knowledge? How does this lesson build upon previous lessons and subsequent lessons? How will you help students make connections
between concepts and/or skills?

c. What are some common errors or misunderstandings you expect students to have with this content/skill and how will address them?

d. Describe how you plan to support students with specific learning needs. This includes students with IEPs, English language learners, or
gifted students needing greater support or challenge.

5. Monitoring Student Learning:

a. Explain how informal and formal assessments will provide evidence that the students are “getting it” and help you monitor student progress
toward the standards/objectives of the lesson:

b. Describe any modifications or accommodations to the planned assessments that allow students with specific needs to demonstrate their
learning.

Content Literacy Strategies

1. Vocabulary Strategy

a. Name of Vocabulary Strategy Used in Lesson Plan:

b. Page Number in Course Text:

If the Vocabulary Strategy used in this Lesson Plan is not found in the course text, provide the following information:

a. Title of book or academic journal where the Vocabulary Strategy was found:

b. Title of Article if found in an academic journal:

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c. Date of publication:

d. Name of author(s):

e. Page number in book or article on which the vocabulary strategy can be found:

Location and Rationale’:

a. Exactly where in the lesson plan is the vocabulary strategy employed (i.e. Introduction, Build/Apply Knowledge, etc.):

b. Explain in detail the rationale’ for using this particular vocabulary strategy with this particular group of students, for this particular lesson, and
at the specific time in the lesson identified above:

2. Comprehension Strategy

a. Name of Comprehension Strategy Used in Lesson Plan:

b. Page Number in Course Text:

If the Comprehension Strategy used in the Lesson Plan is not found in the course text, provide the following information:

a. Title of book or academic journal where Comprehension Strategy can be found:

b. Title of Article if found in an academic journal:

c. Date of publication:

d. Name of author:

e. Page number in book or article on which the comprehension strategy can be found:

Location and Rationale’:

a. Exactly where in the lesson plan is the comprehension strategy employed (i.e. Introduction, Build/Apply Knowledge, etc.):

b. Explain in detail the rationale’ for using this particular comprehension strategy with this particular group of students, for this particular
lesson, and at the specific time in the lesson identified above:

3. English Language Learners (ELL) Strategy

a. Name of ELL Strategy Used in Lesson Plan:

b. Page Number in Course Text:

If the ELL Strategy used in the Lesson Plan is not found in the course text, provide the following information:

a. Title of book or academic journal where ELL Strategy can be found:

b. Title of Article if found in an academic journal:

c. Date of publication:

d. Name of author:

e. Page number in book or article on which the ELL strategy can be found:

Location and Rationale’:

a. Exactly where in the lesson plan is the ELL strategy employed (i.e. Introduction, Build/Apply Knowledge, etc.):

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b. Explain in detail the rationale’ for using this particular ELL strategy with this particular group of students, for this particular lesson, and at the
specific time in the lesson identified above:

Lesson Overview

Title of Lesson:

Duration: (in minutes) Grade Level(s):

Subject Area:

Big Idea(s) of this Lesson:

Enduring Understandings:

Essential Question/s:

Description

Lesson Description: Describe the primary nature (e.g. hands-on, inquiry, technology-based, project, lecture), whether interdisciplinary or
single-subject. Be clear, descriptive, and specific. Make sure you provide enough information on this lesson plan that it can be replicated by
others.

Goals and Objectives

Goals and Objectives: The overall goal as well as objective outlining the concept, knowledge, skill, or application students can demonstrate
upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader.
Objectives may be stated in the form of critical questions students should be able to answer.

Unit/ Lesson Goal/s:

1.

2.

3.

4.

Content Lesson Objectives:

1.

2.

3.

4.

5.

6.

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Reading Information Text Objectives:

1.

2.

3.

4.

Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards
from two or more subject areas and or grades:

Idaho Content Area Standards (These are the standards from your specific content area, i.e. math, ELA, art, social studies, foreign
language, etc.):

1. 4. 7.

2. 5. 8.

3. 6. 9.

Reading Standard(s) for Informational Texts and/or Literature from Idaho Common Core Standards:

1. 3. 5.

2. 4. 6.

National Education Technology Standards (Cite Technology Standards if students will use technology as part of the lesson):

1. 3. 5.

2. 4. 6.

Professional Technical Standards:

1. 3. 5.

2. 4. 6.

Learning Outcomes – Begin with the End in Mind

Which level/s of Bloom’s Revised Taxonomy is targeted by this lesson? Check as many as apply in this lesson.

Remembering Analyzing
Understanding Evaluating
Applying Creating

Identify exactly what your students will be able to do at the end of this lesson. Use the vocabulary from Bloom’s Revised Taxonomy
(remember, understand, apply, analyze, evaluate, create).

1. At the end of this lesson, student’s will be able to:

2. At the end of this lesson, students will be able to:

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3. At the end of this lesson, students will be able to:

4. At the end of this lesson, students will be able to:

5. At the end of this lesson, students will be able to:

6. At the end of this lesson, students will be able to:

List the specific questions you will use to check for student understanding:

1.

2.

3.

4.

5.

Methods and Instructional Strategies

Instructional Strategies Checklist
Indicate the instructional strategies you plan to use to teach this lesson. Mark all that apply to this lesson.

Direct Instruction
Collaborative Group
Concept Attainment
Reciprocal Teaching
Question-Answer
Relationships
Inquiry-Based Learning
Role Playing
Jig Saw
Advanced Organizers
Inductive Model

Describe in specific details how you will teach each of the following parts of the lesson:

How will you introduce the lesson? (Introduction/Anticipatory Set):

How will you help your students gain and use this new learning? (Build, Apply Knowledge):

Describe the steps you will take to improve your students’ ability to read informational text or literature:

What questions will you use to help your students think about the concepts addressed by the lesson? (Higher Order Thinking Questions):

What will you do to lead your students to the learning objectives of this lesson? (Guided Practice):

What activities will you use to allow your students to practice or rehearse using the knowledge or skills learned in this lesson? (Independent
Practice):

What will you do to close the lesson? (Closure):

Materials

Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as
many as necessary by copying the fields below into additional rows added to the table.

1. Title (List the title of the website.)

2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
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2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)

Technology Tools and Equipment (Including Assistive Technology if Needed by the Student): Examples of technology tools might
include: document camera, digital camera, tablet, iPad, iPod, Interactive Board, podcast, geotracking, etc. Examples of assistive technology
might include; text to speech, speech to text, switch or adapted keyboard, screen reader, word prediction etc.

1. 5. 9.

2. 6 10.

3. 7 11.

4. 8 12.

Other Materials: Those required by teacher and/or students, include preparation or other special instructions (e.g. paper based materials
such as text books, science equipment or supplies, art materials or equipment):

1. 5. 9.

2. 6. 10.

3. 7. 11.

4. 8. 12.

Safety Considerations (e.g. for Science and Professional Technical Education Plans):

1. 3. 5.

2. 4 6.

Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and
objectives of the lesson:

1. 6. 11.

4. 7. 12.

3. 8. 13.

4. 9. 14.

5. 10. 15.

UDL - Differentiation According to Student Needs

Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning for all students’ needs including students
with IEP, 504, cultural linguistic needs (ELL, SIOP) as well as providing opportunities for extension and remediation.

Accommodations and Adaptations to differentiate curriculum and instruction include:

Multiple means of Representation:

Multiple means of Action and Expression:

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Multiple means of Engagement:

ELL,SIOP:

*Other Means of Differentiation:

Extension: Modifications for students who already know or can do the Primary Learning Objective (e.g. activities that apply the concept to
new content or extend opportunities for further research and exploration):

Extension:

Remediation: Explain what you will do for students who need extra preparation or assistance before, during or after the lesson:

Remediation:

Assessment

Assessment of Content Area Learning Objectives:

Indicate the type(s) of assessment most appropriate to indicate that students have achieved learning objectives. Provide sample questions,
entire tests, or rubrics with the lesson plan as attachments:

Formative/Ongoing Assessment:

Summative / End Of Lesson Assessment:

Assessment of Reading Informational Text Objectives:

Formative/Ongoing Assessment:

Summative/End of Lesson Assessment:

Educator Self-Reflection on Planning Processes

Effective and successful teachers reflect on their planning and teaching.

Use the spaces below to on this planning process, and identify areas in which you might improve your future planning processes.

When you were planning the lesson . . .?

What parts of the lesson planning process went easily and smoothly for you?

What parts of the lesson planning process was difficult for you?

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