UDL Lesson Plan Template

Teacher Candidate’s Name: Kiley Elbaor

Date Created: 01 October 2023

Content Area: Life Skills- Hygiene

School: ATSS Classroom

Grade Level: Adults 18-26

Lesson Title: Hygiene

Time: 20-30 minutes

Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play

1
 a new song on their individual musical instrument with five or fewer errors.)

 Students will be able to start a conversation about the topic being discussed (hygiene)
and stay on task during the conversation with 80% accuracy.
- This will be measured by having the student names on a sticky note and each time
they get off topic I will add a tally by their names.
 Students will be able to engage in a meaningful conversation over the topic, hygiene,
and actively listen and respond to their peers during the discussion with 80%
accuracy.
- This will be measured by having the students name on a sticky note and they will
get a mark next to their name if there was little to no participation in the discussion.

Materials: (Low tech, including number needed)

Teacher: Smartboard, Everyday Speech lesson, print out of pictures from everyday
speech over hand washing, 4 sets of yes and no cards for student response, and a
variety of different hygiene pictures so the students can explain what is going on in
the image and why it is significant.

Students: All materials are provided by the teacher

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
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______________

2
Bibliography/References: (in APA format)
 Teacher research/planning
 Source of learning materials

Everyday Speech . Social Learning Platform - Everyday speech. (n.d.).

https://slp.everydayspeech.com/activity/how-s-my-hygiene-question-prompts

Prior Learning Connections: (Background knowledge support)

 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

This is a reinforcement lesson.

The students have learned and discussed hygiene previously in the past but we are going to
review and go back over this topic to refresh their memory and provide a reminder of daily
things we can do to stay clean.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skill levels,
interests, learning strengths, and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge.
 Instructional materials are selected, designed, implemented, and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole groups, small groups, and independent learning opportunities.

 Student E is my student who is non-verbal, if she chooses to communicate, she will

use her L.A.M.P to communicate or basic sign language.
 We use Everyday speech because there are high school leveled lessons as well as
elementary and middle school leveled lessons and based on the topic, we will
sometimes use different levels based on student understanding. For this lesson, we
will be using not elementary and middle/high school information.

3
Whole Group:
We will not do any whole class work with this lesson. This will be done during our small group
rotation.
Small Group:

 This entire lesson will be done in a small group format. Each group could have 2-4
students in it depending on attendance and the students of the day. The groups are
slightly mixed up with levels so that we can ensure all groups will have students who
will actively participate and converse in the lesson/discussion.

Independent work:

 Students will have time to gather their thoughts in order to prepare to respond to the
discussion question.

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

 Student S has seizures at times, and this is something that always needs to be
watched for. She can also tend to space out at times, and she needs to be directed
back into the lesson/discussion.
 Student K has a difficult time with mobility at times as well as endurance so she will
get tired in the middle of a lesson at times.
 Student T will need to be reminded not to ask questions that are not relevant to the
topic. He may need a timer set for after the lesson is over to remind him of when he
can talk about a different topic.
 Student T will also need to have his visual chart with him, so he knows what is going
to occur and when, so he knows there is no downtime for inappropriate behaviors.
 Student T also takes medication and depending on when the rotations start in the
afternoon, the lesson may need to take a quick pause so medication can be
administered.

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: To ensure the students are actively participating in the lesson as well as
staying on topic I will use a sticky note to track any off-topic discussions as well as if
they are not participating. I will also help lead the student in question and response

4
 discussions to check for understanding.

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: (5 minutes)

 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

 * Students have already come to the area where we are doing the small groups, and
they know it is time for a lesson since we do these rotations daily.
 “Today for our lesson we are going to be discussing a topic that you have all learned
about before. But we are going to review some key points about it.”
 * Write the word hygiene on the white board to have students figure out the word.
 Once they know what it is- “Yes today we are going to be talking about hygiene.
Hygiene is when we take care of ourselves to make sure we are remaining healthy
and clean.”
 *Students will respond with their thoughts, open the floor to some ideas of what
hygiene can look like. (FA)

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.)

 Now that you know we are going to be talking about hygiene today, while I am pulling up the

5
 video go ahead and whisper to each other some ways we can stay clean and healthy. (FA)

Part 2: Instruction/Exploration: (15 minutes)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
 Include specific plan for new instruction or review and guided and/or independent practice;
repeat the sequence as needed.
 Specify if plans are different for small groups or individuals.
 Indicate formative assessment with (FA).

 * Take the time to watch the hygiene video from every speech.
https://slp.everydayspeech.com/video/how-s-my-hygiene
 This video will into and remind them how to have good hygiene.
 After the video ask the students some things from the video, they remembered on
how to have good hygiene. (FA)
 After the video pull up the “how’s my hygiene” questions prompt to review. The
students will use their yes or no cards for this activity.
 https://slp.everydayspeech.com/activity/how-s-my-hygiene-question-prompts
 Now, use the printed-out images to have the students make a yes or no column and
they are going to put in the columns the pictures based on if it is showing good
hygiene or bad hygiene. (FA)
 * To intro and explain this say: “Now that we have an idea of good habits, we should
be doing to stay clean and healthy, we are going to play a little game. We are going to
take turns and we will be looking at a picture and you are going to tape it to the white
board depending on if it is good or bad hygiene. So, if the card stays- Alex left the
house without brushing his teeth today. I would put that under the bad hygiene side
because now Alex does not have clean teeth.”
 Go through and do this activity with the students. If they put it on the wrong side- we

6
 can ask their peers for help to support them on their placement of the image.

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.)

Take a look at the images we hung up and think to yourself on if you do these things every
day to stay clean and healthy.
Part 3: After Lesson: (5 Minutes)
Closure:

 Refer and tie back to course objectives

 One last quick assessment

 “Let’s talk about some of the different things we can do to stay clean and healthy. What are
some different things we should be doing every single day to make sure we are clean? (FA)
Once the timer goes off students will rotate to their next rotation.
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:

Areas for Growth:

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