UDL Lesson Plan Template
Teacher Candidate’s Name: Amber Soukup
Date Created: 10/20/22
Content Area: Math
School: Alexander Elementary
Grade Level: 2nd
Lesson Title: Going old school
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.)
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction.
Performance Based Learning Objectives:
Learners will be able to …
Performance based – conditions, target behavior, and criteria
Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)
-Given the new strategy of the “traditional method” students will fluently be able to add 2-digit numbers
within 100 with 85-90% accuracy.
Materials: (Low Tech, including number needed)
Teacher: Practice problems (43), Pen (1), White Board Marker (1)
Students: Mini white board (1), White Board Marker (1), Practice Problems (1),
Pencil
Technology: (High Tech)
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______________
1
Bibliography/Resources:
Teacher research/planning
Source of learning materials
SIS Math
Eureka Math
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
For this group of students this will be a reinforcement lesson. They have already learned three other
strategies to solve 2-digit addition problems. This will be 1/4 method on how to solve them. Most students
will have a good understanding at this point since it will be day three of covering the strategy. They will
now be using the skills they have learned from the strategy to apply them in various small group settings.
Differentiation/accommodations:
How do you know students are ready for this lesson? What are their developmental skills 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 group, small group, and independent learning opportunities
-Students will have already spent time working on some of these skills prior to the lesson throughout our math
unit. This will allow them to in turn apply those skills to this lesson further.
-Auditory learners: Students will work with a partner and listen to how they solve their problem. We will also
provide students will the ability to have questions answered aloud and reexplain things as needed.
-Visual learners: Students will be provided with multiple activities to work on throughout the lesson that are
given to them. We will also spend time modeling examples and working hands-on in a small group setting. There
will be plenty of opportunities for students to see this done and have a chance to practice as well.
-Kinesthetic learners: Students will have the opportunity to work hands-on with the material throughout the
lesson with the variety of activities that are provided to them. They will use white boards to practice some
problems ahead of time during the engagement, along with other items throughout our lesson.
-There will also be small group, whole group, and independent work time throughout to provide students with a
wide variety of learning opportunities.
Special Concerns (including medical, behavioral, and/or environmental):
A student with defiant behavior who is only willing to do things on his own terms and when he wants to.
He at times can become physical when asked to do something he doesn’t want to.
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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: Exit Ticket
Summative: N/A
During Lesson: (General Guidelines)
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.
Engagement: (Time) (7min)
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?
-Review which character we've been working with and ask students how we've been using it to help us solve 2-
digit addition problems.
-Start with a story problem to review this strategy that students will be using during the lesson.
Transition:
- This will be a time where students will be informed on what rotations we will be going through that day. And
what they will be expected to do at each rotation
Instruction/Exploration: (Time) (45 min)
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?
-Rotations for students during the lesson:
- Math by myself: A set of practice problems to check for students individual understanding of this
strategy we are using.
- Math with technology: Moby Max: Fact Fluency to continue to have students work on their math
facts to help them with the traditional method of addition.
3
- Math with the teacher: Working with the traditional method using base ten (place value) blocks.
- These will be the rotations students will work through to help them continue working with this
strategy and have a visual with them to support their learning.
Transition:
-Have students prepare and get ready to do a quick formative assessment up at the rug to do one last check-
in with them for the day.
After Lesson: (Time)
Closure:
Refer and tie back to course objectives
One last quick assessment
- Do a quick review using white board to do a quick check for students understanding and have them
flash a response to a problem written on the board.
Notes/Reflections:
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:
