Universal Design For Learning: Lesson Plan Template

School Name Crandall University
Lesson Plan Template

Developed by: Christine LeBlanc and Marlene Gaunce
Grade Level: Kindergarten
Universal Design for Learning
Representation
1.1 Visual aids (Visual concept map) with lots of colour to make it engaging.
1.2 Visual aid from word wall to remind students of varied words they have learned. Use Sound alerts for
when I want the student' attention. (Clapping hands)
Action and Expression
5.3 The use of the word wall to model vocabulary.
Engagement
7.1 The students will have a choice on drawing their understanding or discussing.
7.2 The activity is appropriate for students to speak of their understandings of their experiences in their
own lives.
Outcomes
GCO: Students will be expected to respond personally to a range of text.
SCO: Students will be expected to respond personally to texts in a variety of ways. Students will be
expected to express opinions about texts and the work of authors and illustrators.
SWBAT understand what happens in each story we read. SWBAT find similar patterns between both
books and understand the difference between what is imaginary and what is real .
Assessment (formative/summative, self/peer)
APK
The students have already read 2 books ( If you Give a Moose a Muffin, If You Take a Mouse to School)
What assessment strategies will measure the learning from the outcomes?
Comprehension of books through creation of concept map (formative)
Partner discussion of teacher-led questions (formative)
Overall comprehension through final questions (formative)
Timeline / Elaboration
Before (APK)
5m
Focus Question
I will ask students what they remember from last class. Show them both books and ask them what they
remember from the books.
I will also use and show them our visual concept map used last day to remind them of the 2 books.
During
20 m
1. I will review book comprehension using the visual concept map, with pictures that describe key
points from the book.
2. I will remind them to refer to our word wall. Remind students of words we have learned together
3. I will demonstrate upcoming activity through role play. Ask a student to help you demonstrate
what they are to do next.
4. Students will be assigned to answer questions that I will pose. They are to converse with their
partner.
Opportunity for individual/small group instruction

5. Create pairs
6. I will ask students (Oral Language)
o Which book did you prefer?
o What was your favorite part of the story?
o Who is your favorite character?
o Can you relate to a similar situation in your real life?
Remember that they can always use words that they have learned from the Word
Wall
7. To get their attention I will clap my hands in a beat.
8. I will instruct that the students find their way to their assigned seats.
9. I will ask the students to draw what they remember their partners answers, or give them a choice
to come and whisper it in my ear.
10.I will ask students to share their picture or to share with the class what they have discussed with
their partner. Oral Language
11. Choose students by random draw with the sticks with names provided. pick 3 or 4 students.
After
5m
As an exit ticket the students will need to circle which picture is from the books they have read and X out
the pictures that are not from the books we have previously read.
If they finish this exit ticket before the 5 minute mark ask them to read their books in silence before the
bell rings.
Required Materials, Tools and Technology
If you Give a Moose a Muffin

If You Take a Mouse to School
Visual Concept Map
Word Wall
Sticks with names
25 photocopies activity sheet (pictures of the books: Circle and X out)
Special Concerns
Students need to be seated in assigned seating areas. (Names on chairs)
Use PA system for students with hearing impairments or with exceptionalities (ADHD).
Differentiation
The activities will be for our Interpersonal or Intrapersonal learners.
They will have an opportunity to learn as a whole group to benefit from other's ideas and opinions. They
will work independently to express their own thoughts.
Questioning techniques will be used by the teacher to encourage higher order thinking and prompt
student thinking.
In-Class Support
On this lesson you will not have any Teacher's assistant. She will be on vacation. If ever you do need
support know that you have Marlene Gaunce across the hall that can help with behavioral issues if
needed.
Checks for understanding will be performed prior to starting activities and throughout lesson activities.
Groups will be created to support the best learning environment for each learner
Cross-curricular Connections
- k-2 visual arts outcome mixing colours
- k-5 health education curriculum use, misuse, and abuse of materials as we will be discussing
medicines
- K-3 literacy participate in conversation, small-group and whole-group discussion; understand when
to speak, and when to listen
- K-5 music sound (3.6.2 share ideas and feelings
about each others responses to
music)
Reflection
Time is always an issue. I need to ensure that I meet the outcomes of the lesson and not mistakenly reteach another outcome (unless a mini-lesson is necessary to increase student understanding).
This lesson may require two class periods, not one.
How did the lesson go?
How could we increase student engagement?
Did learners demonstrate an understanding of todays lesson.

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School Name Crandall University

Lesson Plan Template

Opportunity for individual/small group instruction

Required Materials, Tools and Technology

If you Give a Moose a Muffin

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