Technology, Teaching and Universal Design: Lesson Plan Template
Introduction
As the final product for this workshop, you will create your own lesson plan that incorporates accessible tools and principles of Universal Design for Learning (UDL).
Part 1. Lesson Topic
Choose a lesson topic to focus on in this workshop. You may want to adapt a lesson you already teach, or design a new lesson.
In this lesson, students will work on counting money and recognizing the different types of coins and their values. Students will also identify the money values in menus and grocery store ads.Part 2. Learning Goals
Describe the key learning goals of the lesson. What do you want your students to know or be able to do as an outcome of this lesson?
· Students will recognize a penny, nickel, dime, and quarter.· Students will identify the value of a penny, nickel, dime, and quarter.
· Students will count coins of the same value.
· Students will identify how much something costs using a menu or grocery store ad
Part 3. Standards
What national or state content standards will the lesson address?
· MD State Curriculum Grade K Math: 6.A.3.A: Identify and name the value of pennies, nickels, and dimes.· MD State Curriculum Grade K Math: 6.A.3.A: Identify and name the value of pennies, nickels, and dimes.
· MD State Curriculum Grade 1 Math: 6.A.3.B: Demonstrate monetary value using real or play coins.
· MD State Curriculum Grade K Math: 6.A.3.C: Use money in real world situations such as a classroom store. MD State Curriculum Grade 2 L.A.: 2.A.1.B: Read and identify functional documents.
Part 4. Potential Barriers
Analyze the lesson content you have chosen to work with for any potential barriers students may face. You may want to refer to the Curriculum Barriers Template from CAST to help you identify potential barriers and missed opportunities for different types of students in your class.
Materials & Methods / Student Qualities / Potential Barriers/ Missed OpportunitiesReal and play coins / · Student with visual impairment
· Student with cognitive challenges
· Student with attention difficulties
· Students with fine motor problems / · Difficulty distinguishing coins due to size; may need magnifier
· Difficulty understanding differences in coins; may need a song to help with distinguishing coins and their values
· Difficulty controlling urges to play with coins; may need limited time with the coins or time to explore before starting
· Difficulty manipulating coins due to fine motor problems
Grocery store ads and menus / · Student with visual impairment
· Student with cognitive challenges
· Student with learning disability / · Difficulty reading text due to size; may need enlarged copies
· Difficulty understanding how to read text; may need simplified versions
· Difficulty decoding and understanding word meaning
Lecture/whole class presentation / · Student with attention difficulties
· Student with hearing impairment
· Student with visual impairment
· Student with cognitive challenges
· Student with learning difficulties / · Difficulty maintaining attention to the lecture and keeping track of what is being learned; may do better with interactive presentation
· Difficulty hearing during lecture; may do better with visual supports, copy of the lecture
· Difficulty following visuals due presentation; may do better with enlarged copies of visuals or an oral description of visuals
· Difficulty following and understanding presentation; may do better with group work
· Difficulty understanding word meanings during the lecture; may do better with group work
Written Assignment / · Student with learning difficulties
· Student with cognitive challenges
· Student with visual impairment
· Student with attention difficulties / · Difficulty with organization expressing ideas effectively due to lack of comprehension; may do better with visual assignment
· Difficulty understanding directions; may do better with group assignment
· Difficulty with reading due to small text; may do better with oral presentation
· Difficulty with organization and expressing ideas effectively due to lack of attention; may do better with visual assignment
Part 5. Solutions
Copy and paste the Potential Barriers you listed above here, and use this chart to track UDL solutions to prevent these barriers. You may want to refer to the UDL Solutions Template from CAST to help you identify some solutions that you can include in your lesson.
Materials & Methods / Potential Barriers/ Missed Opportunities / UDL SolutionsReal and play coins / · Difficulty distinguishing coins due to size; may need magnifier
· Difficulty understanding differences in coins; may need a song to help with distinguishing coins and their values
· Difficulty controlling urges to play with coins; may need limited time with the coins or time to explore before starting
· Difficulty manipulating coins due to fine motor problems / · Allows students to use a money calculator/hundreds chart when counting money
· Have students use a magnifier to enlarge coins (rather than use enlarged versions of coins since they will encounter these coins in real life)
· Give students time to explore with the coins before working with them to help with the urge to play with the coins
· Create a money song to help students distinguish their value (I like money to buy things at the store, money, money, money I always want more, a penny’s worth 1 cent, a nickel’s worth 5, a dime’s worth 10 cents and a quarter’s 25)
· Pair money with a nickname to help with coin identification especially for the silver coins (baby dime, big daddy quarter, smooth nickel)
· Use of virtual manipulatives to help students with fine motor difficulties
Grocery store ads and menus / · Difficulty reading text due to size; may need enlarged copies
· Difficulty understanding how to read text; may need simplified versions
· Difficulty decoding and understanding word meaning / · Use text to speech software to read the grocery store ad or menu
· Use magnifiers to enlarge text on the grocery store ad or menu
· Create an easy to read grocery store ad or menu to practice with, then use the real versions
· Use picture symbols to assist with the reading of the grocery store ads or menus
Lecture/whole class presentation / · Difficulty maintaining attention to the lecture and keeping track of what is being learned; may do better with interactive presentation
· Difficulty hearing during lecture; may do better with visual supports, copy of the lecture
· Difficulty following visuals due presentation; may do better with enlarged copies of visuals or an oral description of visuals
· Difficulty following and understanding presentation; may do better with group work
· Difficulty understanding word meanings during the lecture; may do better with group work / · Create an interactive PowerPoint with student participation to accompany lecture
· Provide students with a copy of the lecture where students need to fill in the key concepts so that they stay focused; use gestures or sign language to explain key concepts that need to be filled in.
· Enlarge the copy of the guided notes for visually impaired students
· During the presentation, give students the opportunity to think, pair, share
· Have the guided notes available electronically with a text to speech feature and the opportunity to use an Inspiration concept map of key ideas
Written Assignment / · Difficulty with organization expressing ideas effectively due to lack of comprehension; may do better with visual assignment
· Difficulty understanding directions; may do better with group assignment
· Difficulty with reading due to small text; may do better with oral presentation
· Difficulty with organization and expressing ideas effectively due to lack of attention; may do better with visual assignment / · Use computer with word prediction software to assist in writing
· Use Inspiration/Kidspiration, or similar software to organize thoughts before writing
· Have students work in a group to come up with ideas before completing individual assignments
· Give students the opportunity to choose the type of project they complete, written essay, visual poster, PowerPoint presentation, etc.
Part 6. Lesson Description
Please give a thorough description of the steps students will take to complete this lesson.
1. Have students share their experiences with money. Ask questions while showing coins (Have you seen this before? Where do you use money?). Students may answer verbally or draw a picture of when they have seen money being used.2. Show students real life coins while in a small group setting. Have students explore with the coins and then have them sort by the type of coins. If needed, pair nicknames for the silver coins (baby dime, big daddy quarter, and smooth nickel). During small group, also demonstrate how to count same types of coins using skip counting (demonstrate use of hundreds chart and money calculator). While these students are in a small group, the other students will sort coins using Math Whizz on the computer. After approximately 10-15 minutes the groups will switch.
3. Sing money song (I like money to buy things at the store, money, money, money I always want more, a penny’s worth 1 cent, a nickel’s worth 5, a dime’s worth 10 cents and a quarter’s 25) while holding up enlarged representations of coins.
4. Use document camera to show students an amount of money using one type of coin. Have students work in partners to figure out how much money is shown. Students may use money calculators or hundreds charts if necessary. (For visually impaired students, have the same example on their desk so that they can use magnifier to determine amount of coins).Have students hold up cards with predetermined amounts on them to show the answer.
**End Day 1**
5. Refresh student memory by having students share their experiences with money. Ask questions while showing coins (Have you seen this before? Where do you use money?). Students may answer verbally or draw a picture of when they have seen money being used.
6. Hand out simplified grocery store ad or menu using picture symbols. Have students Think, Pair, Share about what the grocery store ad or menu have to do with money.
7. Using simplified grocery store ad or menu; demonstrate how to find out how much money an item would cost. Provide students with a copy of directions on how to find how much money an item would cost with blanks for the students to fill in. When a blank needs to be filled in, be sure to explain both verbally and visually for students using gestures, visuals, or sign language.
8. While students are in partners, give students an item to find and have them use cards with predetermined amounts to show the answers.
9. Have students use a real grocery store ad or menu to find prices of items while in a small group setting. While these students are in small group, the other students will use the simplified grocery store ad or menu to identify the prices of different items. This can be completed through the use of a sorting worksheet or PowerPoint depending on student ability and preference. After approximately 10-15 minutes the groups will switch.
10. Students will complete a project where they will create their own menu or grocery store ad using predetermined food items. They may use the simplified grocery store ad or menu as a guide (They may choose to handwrite and draw or use the computer to complete this activity). When they have finished, the students will answer given questions about their grocery store ad or menu on the computer or through the use of a worksheet.
Part 7. Assessment
Please describe your plan to assess student learning for this lesson.
On Day 1, students are being assessed on their ability to identify and count coins of the same value. The assessment of the identification of coins happens during the small group sorting activity. Students will be asked to sort the coins in different groups and then asked what each coin is called. The assessment of the coin counting occurs during the whole group activity where students are in partners and determine the value of a given set of the same coin.On Day 2, students are being assessed on their ability to identify how much something costs using a menu or grocery store ad This will be assessed through the questions the students will answer in small group and about their own grocery store ad or menu.
Part 8. Reflection on UDL
Describe how you have incorporated a UDL perspective into the design of this lesson. Specifically, talk about the technological tools that you are including in your lesson, and how you see these helping students access the lesson content in new, varied ways.
A UDL perspective is incorporated into the design of this lesson after using the SETT framework. When considering the materials being used, each student’s needs were considered, including the visually impaired, hearing impaired, cognitively challenged, learning disabled, and attention problems.In order to accommodate the visually impaired students, magnifiers are used to enhance the real coins so that those students are used to the size of the real coins but are still able to identify each type of coin. When completing the counting coin activity, the examples are placed on the visually impaired student desks so that they can use the magnifier to enhance the coins and count accurately. Text to speech software is used for the grocery store ad and any guided notes used for the lesson so that students do not need to worry about the size of text. Students are also given the option of creating their grocery store ad or menu using the computer or hand drawing it, which allows visually impaired students the ability to enlarge on the computer if they choose.
In order to accommodate the hearing impaired, visual supports and manipulatives are used. A copy of the guided notes is provided so that students can refer to them during the lecture. Gestures, including sign language are also used during the whole group lecture portions of the lesson.
In order to accommodate the cognitively challenged, heterogeneous grouping in both small group and partners is used. A money song is used to help students with the identification of the value of each coin. Nicknames are also paired with coins to help with the identification and sorting of different types of coins. Students are also provided with a simplified grocery store ad or menu on Day 2 to practice finding how much an item costs.
In order to accommodate the learning disabled, text to speech software is used so that students can focus on the comprehension of the text instead of the decoding. Word prediction and Inspiration software is used to help students organize and write their thoughts on the computer. Students will be able to use a hundreds chart or money calculator to help with counting the same type of coins.
In order to accommodate attention problems, students will be given the opportunity to explore with the coins before sorting them. An interactive sorting activity is used to reinforce the skills. Interactive whole group lessons including partner games are used for counting coins and finding items on a grocery store ad or menu.
In order to accommodate all students, a choice of how to complete their project is given. Students are able to complete their grocery store ad or menu on the computer or paper. They are allowed to answer questions verbally, on the computer, or handwritten. Heterogeneous grouping is used so that students can work together to solve different problems associated with the lesson. Small group instruction is paired with interactive supporting activities to provide more individualized instruction.
The WATI Resource Guide, AT Considerations, Adapted Pencils to Computers, provided ideas of supports for students including the use of a magnifier, use of virtual manipulatives, text to speech software, use of word prediction software, using guided notes by providing a template, the use of pictures/symbols with text, and the use of a money calculator to assist with counting the same type of coins.
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