CEP 452: UDL Lesson Plan Form Background Information Names of Group Members: Lauren Reschke Megan Sidge

Bri Minando Elyse Jackson Kelsey Arambula Name of Lesson: The Dance of the Butterfly URL for Lesson: http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Butterfly_Dance.aspx UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. Since the content of the lesson is completely objective rather than subjective (the butterfly life cycle part of the lesson), students may struggle to recall the order of the life cycle when creating the dance. Students are naturally antsy, but to have the Explain the feature(s) of this lesson that create or contribute to this barrier. Students will need to know how a butterflys life cycle changes over time, and then apply those facts to a dance. Thus, if they have trouble with remembering the life cycle, it will affect their dance. Students will be asked to sit without Describe a UDL solution and explain how to implement it. The teacher could offer multiple means of representation to tell the life cycle of a butterfly. She can use auditory, visual, and written explanations so students can find a way that suites their needs. A solution could be to have students take Explain why this solution can eliminate the barrier By offering multiple means of representation, the teacher is most likely to meet the individual needs of students. Repetition will also help enforce the facts. By having students take turn reading the

Barrier 1

Students who struggle to recall basic facts may struggle with the content of the lesson.

Barrier 2

Students with ADHD may struggle to sit through the readings and

short videos.

two student with ADHD sit for that period of time could present a real challenge.

partaking in any hands on activities for an extended period of time. This is where they will be learning all the facts they need for their dance.

turns reading the book. During the video, the teacher could choose to only show short segments of it which highlights the important and essential information.

Barrier 3

ASD student may struggle with the dance part of the lesson due to social difficulties.

Student is likely to encounter this barrier because students will be working collaboratively in groups to create a dance and requires an immense amount of social interaction.

The dance part of this lesson contributes to this barrier. Students will be working together to create dances, and then perform them to the class as a group.

The teacher could include the ASD student in a small group rather than a larger one, with students who have worked well with the ASD student before in prior assignments. Furthermore, the teacher could continuously assist the student to relieve any anxiety.

books, it holds ALL students accountable for paying attention and knowing where they are in the reading. Furthermore, it helps them focus on the materials rather than elsewhere when they are responsible for providing the reading to the class. By shortening the videos, it will require less sitting and listening times for the students and hopefully better listening skills. This will relieve some anxiety for the ASD student, especially if they have worked with the couple of classmates before. Although the ASD student may struggle socially, it is important that the teacher doesnt isolate them for every activity. The student needs to

Barrier 4

Students who struggle with writing may struggle filling in the graphic organizer.

Students will have to fill in a graphic organizer tying together the life cycle of a butterfly and how they want to incorporate that into a dance. They may also struggle because their writing tends to be dis organized.

The graphic organizer contributes to this barrier, but it is important for students to put their ideas out there and discuss/review them before acting on it.

Students could use some computer software to create their graphic organizer.

Barrier 5

There are 25 students in the class, a good amount are boys, and therefore they may struggle with the assessment.

Students may find the dance aspect of this lesson silly rather than taking it seriously and really applying their newly learned

Students will come together to create a dance of the life cycle of the butterfly. With 25 students, there is a good chance many may

Teacher can pre assign groups to pair specific students together. The teacher can also inform students of the assessment.

learn social skills through working with groups, and the best way to initiate that is through small group work rather than large. Students who do not like to physically write are still completing the organizer. For the students who often have spelling errors and are disorganized, the software will help with spelling, and students can easily change their ideas without having to waste an immense amount of time erasing and re writing. Hopefully this would motivate them to improve, extend, and change their ideas to fit their vision. By assigning students in specific groups, the teacher can arrange students in way that will most benefit them, not

information.

get off track and become silly.

necessarily most please them. Students can also learn better off of each other by sharing ideas. Also, students gain the responsibility of performing seriously because how they act could affect the group as a whole. Furthermore, by informing the students of the assessment, the students are aware of the task at hand and know specifically what to focus on.