9/24/2014 UDL Exchange: Lesson

http://udlexchange.cast.org/lesson/652923?print=true 1/4
COMMON CORE:
PURPOSE:
GRADES:
CONTENT AREAS:
DESCRIPTION
During this lesson, students will read Same, Same but Different. After reading and discussing, the students will fill out a venn diagram
on the two main characters to explore what they have in common and what is different about them. There is one student in this class
with the low incidence disability of autism (Beverly). There is one student in this classroom with a high incidence disability (Mike).
There is one English Language Learner (Amelia). And there is one Gifted and Talented student (George).
PREREQUISITES
Students must know how to read.
Students should be familiar with UDL Bookbuilder
Students should be familiar with the concept of a venn diagram.
Students should know the terms "same" and "different" and what they mean.
Students should know how to use an iPad.
ESTIMATED TIME
45 minutes
Classroom Instruction
1 - 3
English/Language Arts
EngIish Language Arts
Reading: Literature
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.9 (grade 1): Compare
and contrast the adventures and experiences of
characters in stories.
INSTRUCTIONAL GOALS

In this lesson, students will be exposed to a venn diagram. The goal is that they will be able to understand the function and purpose of
using a venn diagram to compare and contrast aspects of stories. Students will also become familiar with the terms "compare" and
"contrast" and see how they are similare to "same" and "different." Another goal is that students will become increasingly familiar with
UDL Bookbuilder, although they have already been exposed to it in other lessons. Students should also understand how there are
some things that everyone in common but there are also things that make a person completely unique.
OBJECTIVES
Students will compare and contrast the adventures and experiences of characters in stories by completing a venn diagram on the
two main characters in the book Same, Same but Different.
VARIABILITY
For the read aloud segment of this lesson, I will provide the students with the printed text along with a UDL Book Builder version which
they will be able to access online. I will also be reading the text aloud so they can hear it as well as see it.
Beverly (low incidence disability) will have a visual schedule that will guide her through the beginning, middle and end of this lesson.
She will also use an iPad app to communicate her responses and contribute to discussion.
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Abby Kitson
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Mike (high incidence disability) will be seated closest to the teacher and encouraged to communicate with a partner.
a behavior checklist to guide him through the lesson. At the time of assessment, Mike will be provided with a word bank and will have
to correctly match the words in the venn diagram.
Amelia (ELL) will be provided with an iPad that has text to speech capability. This way, whenever Amelia reaches a word she is
unfamiliar with, she can say it into the microphone on the iPad and the dictionary app will tell her what it means.
George (G&T) will follow along regularly with the lesson but will be provided with a more complex summative assessment.

FORMATIVE ASSESSMENTS
After the book has been read, I will provide the students with an example at the white board. I will write where the two characters live
in their respective venn diagram circles. Once I have provided an example, I will ask students to give me an example of two other
things that are different about the characters. I will give them feedback on whether they or correct or not and record the correct
answers on the board.
SUMMATIVE ASSESSMENTS
After providing them with an example and feedback, the students will return to their desks and complete their own venn diagram.
students will have the option of doing their venn diagram on paper, the computer, or on an iPad.
Beverly (low incidence disability) will be provided with pictures that can appropriately be placed on her venn diagram.
determind which pictures match which character in the book. Along with the pictures that she is provided with, she will also be required
to write one word that matches the picture.
Mike (high incidence disability) will be provided with word bank that has words that are designed to match each character.
with his partner at his desk, he will need to copy the appropriate words from the word bank to his venn diagram.
Amelia (ELL) will work with a partner to help her describe each partner. If there are words she is unfamiliar with, she will use the app
on her iPad with text to speech capability.
George (G&T) will have to write his responses to the venn diagram in complete sentences where the rest of the class only has to use
words.
OPENING
To open this activity, I will ask the students what they did to get ready for school today. I will take volunteers who raise their hand to
answer the question. By doing this, students will see that many of the things they did were the same. They will also see that some of
the things they did were different.
Beverly (low incidence disability) has a visual schedule checklist of the whole lesson labeled beginning, middle and end.
opening activity, she will be provided with some pictures of morning activities and some pictures of unrelated activities.
to decipher which activities she did in the morning and which ones are irrelevant to a morning schedule.
ones onto a graphic organizer labeled "Morning Activities" and will leave the irrelevant ones on the side.
Mike (high incidence disability) will have a behavior checklist that he will have to look at first thing in the morning to guide him through
the day. He will be able to participate in this activity with the rest of the class by raising his hand and volunteering answers.
Amelia (ELL) will participate in the opening along with the rest of the class.
George (G&T) will participate in the opening along with the rest of the class.
DURING
After the opening activity, I will move on to the heart of the lesson. I will lead a guided reading on the book
While reading the book, I will pause to ask thinking questions. As I read the book, I will also be showing the UDL Bookbuilder Book on
the projector so students can see it and see the text much bigger. While reading, I will pause to ask the students some leading
questions.
Beverly (low incidence disability) will have the adapted bookbuilder version of the story right in front of her on her iPad.
AssessmenIs
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9/24/2014 UDL Exchange: Lesson
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able to communicate answers to thinking questions through the communcation app on her iPad. She can also check off of her
schedule that she has begun the middle activity.
Mike (high incidence disability) will be seated toward the front of the classroom so he will easily be able to see the projector and follow
the text as I read through the story.
Amelia (ELL) will follow along with the text and use her iPad to look up any unfamiliar words.
George (G&T) will follow along with the rest of the class.
CLOSING
After the story is read, I will ask students what they thought of the story. I will ask them who their favorite character was or if they liked
both. I will then ask them if the two characters were the exactly the same or if they had some differences.
formative and summative assessments.
Beverly (low incidence disability) can check off that she has begun the ending activity. She can also contribute to discussion through
her iPad app.
Mike (high incidence disability) can contribute to discussion like the rest of the class.
Amelia (ELL) can contribute to the discussion like the rest of the class.
George (G&T) can contribute to the discussion like the rest of the class.
MATERIALS AND SUPPLIES
Same, Same but Different text
White board
White board marker
Venn Diagram worksheet
Projector
Projector screen
Pencil
Ipad/Computer with Internet access
UDL Book Builder version of Same, Same but Different
Behavior checlist for Mike
Lesson checklist for Beverly
Pictures of morning activities for opening activity for Beverly
Pictures to match with characters for Beverly for assessment
Word Bank for Mike

9/24/2014 UDL Exchange: Lesson

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Speech to text dictionary app for Amelia

RESOURCES INCLUDED