UDL Lesson Plan 1

Teacher Candidate’s Name: Katie Hephner

Date Created: 9/8/2022

Content Area: Language Arts – Shared Reading

School: Onsted Elementary

Grade Level: 1st Grade

Lesson Title: “Hooray for Snail” Lesson 3

Time: 45 minutes
Michigan Academic Standards: (include code and standard)

ELA.RL.1.2 Retell stories and demonstrate understanding of their central message or lesson.
ELA.RL.1.3 Describe characters, settings, and major events in a story using key details.
ELA.RL.1.7 Use illustrations and details in a story to describe its characters, settings, or
events.
ELA.L.1.1a. Print all upper and lowercase letters
ELA.RF.1.2.d Segment spoken single-syllable words into their complete sequence of
individual sounds.

Performance Based Learning Objectives:

 The learner will be able to retell parts of the “Hooray for Snail” story to show their
understanding of the central message.
 The learner will be able to describe the characters, settings, and events after reading the
story.
 The learner will be able to draw a picture to describe the story’s characters, settings,
and events.

Materials: (Low tech, including number needed)

Teacher: “Hooray for Snail”, “Hooray for Snail” Slide show, word study cards

Students: “Hooray for Snail” (share with partner), written response paper (on
Google), pencil, crayons, whiteboards, expo markers

Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera

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o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

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Bibliography/References: (in APA format)

Stadler, J. (2013). Hooray for snail! HarperCollins Publishers. 

Bookworms, Shared Reading, Module 1. OpenUp Resources.

Prior Learning Connections: (Background knowledge support)

 This is a reinforcement lesson.
 Students have been reading this book for two lessons prior to this lesson.
 We have discussed what the message of a book can be.
 We have discussed the characters in the story.

Differentiation/accommodations:
 Chloe will be given her own book with pictures of the words
 Student can use iPad talker to respond to questions
 Student can draw pictures to respond instead of writing
 Word card manipulatives
 Check for understanding often
 Repeat directions as needed
 Additional time to answer/respond

Special Concerns (including medical, behavioral, and/or environmental):

 Diabetic student, pay close attention to her blood sugar alerts on phone

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative: Letter formation on whiteboards, pair-share responses, discussion

questions, written assignment

Summative: N/A

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Part 1: Engagement/Warm-up: (10 minutes)

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  Sing the alphabet song – sing chorally with students
 Word sort – Bb boy, Mm mouse, Rr ring, Ss sun – show each header card one by one
 “This week we are working with words that start like /b/boy, /b/boy, /b/boy” repeat for each header card
 Sort picture card – “this is a ball. Does ball start like boy, mouse, ring, or sun?” – place picture under
appropriate header card
 Point to and chorally say each picture, separating initial sound, beginning with header, and reading down
columns
 Practice letter formation on whiteboards – write the letters on the board at the same time. Practice 3-5
times. Practice Bb, Mm, Rr, Ss.
 Shared Dictated Sentence – echo read sentence several times, count number of words, draw word lines
for each word, think aloud how to write sentence. “My sister is ready”

Transition: (This is a bridging statement or question to help students connect what occurred during
Engagement to what will occur during Instruction/Exploration. It is NOT a direction or instruction.)
 Think about “Hooray for Snail” and what happened when we read it yesterday.

Part 2: Instruction/Exploration: (25 minutes)

 Text Engagement – pull out “Hooray for Snail”
 Pair-Share: “What was snail doing the last time we read the story?’
 “You’re doing great reading this book. As I read, make sure you point to a word that starts with the same
beginning sound as the word I am saying”
 Echo Reading—echo read the first two pages, then reread chorally. Do this through the entire book.
 After reading “Snail is safe” say: “I know who the pig is, he’s the umpire. I see he is saying that Snail is
safe. I know that in a baseball game there is an umpire who makes these calls. So, Pig must be the
umpire. I must connect the ideas from the pictures, the words, and what I know about baseball to figure
out the meaning.”
 Discussion (FA) – Who are the characters in the story? What is the setting of the story? A fantasy is a
story that couldn’t happen in real life. What are some examples from this story that make it a fantasy?

Transition: (This is a bridging statement or question to help students connect what occurred during
Instruction/Exploration to what will occur during After Lesson. It is NOT a direction or instruction.)
 “Great job reading today. Tomorrow we will be reading the book in a new way!”

Part 3: After Lesson: (10 minutes)

Closure:
 Assignment
 “Draw a baseball game with a pig, a snail, and a hippo. Tell who is in your drawing and what they are
doing. (FA)
 They are _____ ______.

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

I thought for the most part the students were well engaged in the lesson, especially
during the word sort. I know that this has been the students favorite part all week.

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Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)