Unit UDL lesson plan 1

Grade 3
Part 1. Lesson Topic
Self-Portraits and Meaning

Part 2. Learning Goals

Students will be able to observe and discuss famous self-portraits using art vocabulary.

Students will be able to interpret the use of specific art elements.

Students will be able to write a brief discussion on the class discussion of various famous selfportraits.

Part 3. Standards
Standard 1.0 Perceiving and Responding: Aesthetic Education
Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences,
and the environment through visual art.
INDICATOR
2. Identify and compare ways in which selected artworks represent what people see, know, feel,
and imagine
OBJECTIVES

Compare and describe how artists communicate what they see, know, feel, and imagine
using art vocabulary

Part 4. Potential Barriers

Materials & Methods

Student Qualities

Potential Barriers/ Missed

Opportunities

PowerPoint presentation

Abbey moderate cognitive

challenges, ADD

Difficulty focusing on one topic for

an extended period of time

Kevinmoderate visual
challenge, Low vision

May have difficulty viewing

presentation

_____________________________________________________________________________________________
1
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

Lecture/Whole Class
Presentation

Oral Response

Written Reflection in Discussion

Journal

JennyHome problems

May not engage with materials,

distracted from listening

Sarah learning disabled,

language processing disorder
(LPD)

Has difficulty gaining meaning

from spoken language

Sam moderate hearing

challenges

Has difficulty hearing teacher and

peers in group discussions

Sarah learning disabled,

language processing disorder
(LPD)

Has difficulty expressing thoughts

in verbal form

Nick Easily discouraged, shy

May intimidate Nick

GracePoor writing mechanics

Difficulty expressing her ideas

effectively
Could incorporate his love of
drawing into his journal entry

JakeTalented at drawing
Sarah learning disabled,
language processing disorder
(LPD)

Demonstrates poor written output

Part 5. Solutions
Potential Barriers/ Missed Opportunities
(from above)

UDL Solutions

Difficulty focusing on one topic for an extended

period of time

Breaks in lecture for turn and talk and table (small

group) discussion collaboration and community
(Affective) and multiple forms of communication
(Strategic)
Personal visual schedule just for the presentation
that allows her to check off topics as they are
covered provides options for executive functions
(Strategic)
Stability ball to encourage student to stay at table
and provides an option for slight motion. (Strategic)

May have difficulty viewing presentation

Large print handouts of presentation made

available to all students options for perception
(Recognition)

May not engage with materials, distracted from

listening

Offer incentives for answering discussion questions

(stickers, pencils, etc) - promote expectations that
optimize motivation (Affective)
Develop meaningful, personal relationships with
students (shaking hands with verbal greeting when
entering classroom) minimize threats and
distractions (Affective)

Has difficulty gaining meaning from spoken

language

Provide picture/symbol book of art vocabulary

alternative to auditory information (Recognition)

_____________________________________________________________________________________________
2
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

Word wall of art vocabulary (Recognition)

Has difficulty hearing teacher and peers in group
discussions

Seat student strategically options for perception

(Recognition)
Provide picture/symbol book of art vocabulary
alternative to auditory information (Recognition)
Vibrating Alerting Devices that can aide in
transitions during work time or group discussion
time as the background noise from these activities
could cause interference with those with sensitive
hearing.

Has difficulty expressing thoughts in verbal form

Provide options to illustrate journal entry and use

picture cards of design elements and emotions to
answer questions options for expression and
communication (Strategic)

Difficulty expressing her ideas effectively

Use of free online dictation software https://dictation.io/

Talking word processor as she may better be able
to hear her mistakes than read them. both are
options for expression and communication
(Recognition)

Demonstrates poor written output

Provide option to illustrate journal entry or even

create a power point presentation options for
expression and communication (Recognition)
SpeakQ word prediction software combined with
speech-recognition software - options for
expression and communication (Recognition)

Part 6. Lesson Description

Please give a thorough description of the steps students will take to complete this lesson.
Introduction Students will enter the classroom, sitting in assigned seats determined by any issues
related to hearing, visual, or behavioral challenges.
Objectives will be read aloud. Objectives will be revisited and repeated as they are being addressed.
A detailed, visual class schedule will be referenced and items checked off as activities are completed.
As a class students will observe a PowerPoint presentation and discuss examples of famous selfportraits by 4 different artists. Before we begin, class behavioral expectations during whole class
discussion will be reviewed. A visual support for group discussion expectations is displayed. Guided
practice will be provided as I will interpret the first few artworks, verbalizing my line of thinking and
emotional response.
Frida Kahlo

_____________________________________________________________________________________________
3
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

Her use of imagery, color, and mood will be discussed as

they relate to meaning.

Kathe Kollowitz

Her use of line and choice of expression will be discussed

Alice Neel

Her use of color and realistic style

Pablo Picasso

Expressive style and naturalistic execution

Guiding question will be asked and I will make myself available to aide in any confusion. After each
_____________________________________________________________________________________________
4
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

artist is discussed, students will be prompted to turn and talk or participate in a table discussion in
order to discuss a guiding topic and answer a guiding question.

Summative Assessment Questions- Oral Response

Name one design element that can help convey mood.

Name a type of line and give an example of an emotion you connect with that type of line.

How does imagery contribute to the meaning of a self-portrait? Which self-portrait used imagery
to contribute to its meaning?
What medium did Kathe Kollowitz use to create her self-portrait?

What is the difference between a realistic style painting and a expressive style painting?

How does the choice of style affect the meaning of the portrait?

Student entry in their discussion journal students always have the option to illustrate responses as
well as use computer software as options of communication
Writing Prompt Think about the self-portraits we viewed today. Which one inspired you? Why?
Is there a style or medium choice that you prefer? What design elements might you use to create
meaning in your self-portrait?
Closing Activity - Exit Slip

Interpret color, line, and shape activity sheet displayed large on screen and physical
handout given to students to complete as exit slip. Brief and to the point activity.

Part 7. Assessment
Informal/Ongoing Assessment:
Presentation discussion and guiding questions asked during discussion
Summative/End Of Lesson Assessment:
Oral responses to questions
Journal entries in whatever form of expression they take
Exit Slip

Part 8. Reflection on UDL

I have incorporated UDL guidelines in the design of this lesson as the content can be accessed in multiple
ways. The content is visual in nature and the lesson is based on a discussion/lecture (auditory). The
content is also made available in text form within the PowerPoint presentation and in handout form.
Students are encouraged to engage with their peers to foster a sense of collaboration and community.
Options for comprehension, communication, expression, executive functions, sustained effort and
persistence, and options for perception have all been taking into consideration when designing this
lesson. In this lesson, a focus is given more so to the visual and auditory access to the content.
Kinesthetic access will be the main focus of the second and third lessons in this unit.
The lesson uses both low and high tech assistive technologies that reinforce UDL principles and
guidelines. The following low tech assistive technologies are incorporated in this lesson:
Seating position Students are seated according to hearing needs, visual needs, and behavioral needs.
_____________________________________________________________________________________________
5
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

This allows all students to access the content of the lesson by limiting distractions and ensuring all
students can see and hear the content of the lesson.
General Visual Schedule This is for all students to view and engage with so they can know what to
expect and what is expected of them in terms of staying on task. As a class, each activity is checked off
once completed and attention is drawn to each transition between activities by using an audio cue to
check schedule. Picture supports are included in the schedule. Schedule is in use throughout the class.
Visual Support for group discussion expectations This is a basic visual support that provides all students
with text and images of expected behaviors such as eyes on speaker, ready to listen, raising hands to
speak, hands/feet still, etc.
Pencil Grips are always made available to all students to reduce hand fatigue and help with proper hand
position.
Stability balls are also made available to those students who learn better while in slight motion and can
encourage them to stay at their table.
Word wall with images and picture books are provided to ensure auditory content (art vocabulary) is
available in visual form.
In addition to low tech assistive technology, this lesson incorporates high tech forms of assistive
technology to ensure all learners have access to content and more specifically are able to complete the
writing task. The following are examples of high tech assistive technology used:
Dictation software allows students who may struggle with expressing ideas in written form to speak their
ideas which in turn get typed on a computer. This will also help students who may have difficulty with the
fine motor skills used in handwriting.
SpeakQ (word prediction software combined with speech-recognition software) that provides options for
expression and communication to those students who may struggle with writing mechanics or the
expression of ideas.
Talking word processor can be used for those students who may be able to hear errors more effectively
than see/read errors.
iPad apps for writing such as: iWordQ, iReadWrite, and GoodReader presents the writing task in a
different way that can assist struggling writers and readers.
Vibrating Alerting Devices that can alert hearing challenged students when a transition in the schedule is
coming as they may miss the check schedule prompt.
The following may not be considered AT but do support UDL guidelines and principles:
Guided Practice is used to aide in theory of mind cognition.
Turn and talk/small group discussion facilitate breaks in the lecture and allow students to encourage
collaboration and community to enhance learning.
Options to illustrate journal entry in lieu of writing.
_____________________________________________________________________________________________
6
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.

_____________________________________________________________________________________________
7
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.