Name Toss UDL Lesson Plan CSUSM Single Subject Program Name: Single Subject Faculty Team

Subject: Single Subject Orientation Grade Level: Teacher Preparation School: CSUSM Date: August 8, 2019

INDIVIDUAL SUPPORT
Learners - Interests/Strengths/Assets Needs: EL (CELDT/LPAC2), IEP/504
Focus Funds of Knowledge accommodations, GATE, student(s) w/life experiences
Students1 who would benefit from additional academic and/or
emotional support

Sam Irish German Background, Earned CSUSM Social IEP Category: Learning Disability in Reading
Studies Waiver. Lives with Brother, Mid Thirties, Comprehension & Executive Functioning
Speaks English and Conversational Spanish, Works Receiving services through CSUSM Office of Disability
construction, Interests; Drawing, Skateboarding, and Support Services
Surfing. Great at graphic art. Wants to coach a surf May need assistance with:
team. Organization
Time Management
Reading/Writing
Group Participation

Corey Adopted, White, English Only, Earned a Comp Science IEP Category: Autism Spectrum Condition
degree and passed the foundational math CSET. Has not requested services through CSUSM Office of
Parents have been separated since he was three. He Disability Support Services
received special education services in elementary and May need assistance with:
middle school. Late twenties, worked as a motel Social Interactions
auditor. He rents out a room from a family. Interest in Community Building Activities
video games, anime and attends Comic Con. Has great Math Pedagogy
auditory processing and memory.

Christina Escondido High School Graduate, Earned her CSUSM
BA in Spanish, Early twenties, Has worked at Boys &
Girls Club, Lives with parents, Dedicated to return to
her district area to help other Latinos. She loves music,
and often shares a song that fits the situation. Socially
involved with peers, Eager to build Mexican American
culture into her lesson plans.
Re-designated English Language Learner
May need assistances with:
Teacher Preparation Academic Language Support
Lesson & Reflection Writing
ELD in Spanish Language Lessons

WHOLE CLASS SUPPORT

Additional Support Technology Resources & Supplemental Materials
Instructional aides, etc.

Computer Name Toss PPT

Projector & Screen Name Badges
Clicker Bold Tip Markers
Balls & Stuffed Animals for Tossing

1 Text not in bold can be removed prior to submission.

2
https://www.scoe.org/blog_files/ELPAC%20ELD.pdf
1
 LESSON OVERVIEW
Content Standard(s)3: List relevant content
standards covered in this lesson/unit, including
number and text.
Content Learning Objective/Goal(s): Student-
friendly language that captures what do you expect
students to learn from this lesson:
● “Students will be able to… (insert specific
expectations) by (insert assessment tool to
measure meeting expectation)”
ELD Standard(s):
● ELD Standard(s)4 for this lesson/unit
ELD Objective/Goal(s):
Student-friendly language that captures what
language skills you expect students to learn from
this lesson
Academic Language: Language proficiency
required to learn effectively in schools such as
academic and/or content-specific vocabulary,
CALPS, rhetorical conventions, etc..
Placement in Unit/Lesson Sequence: Including
where and how this lesson fits into the unit.
BIG IDEA ADDRESSED/ENDURING
UNDERSTANDING:
ESSENTIAL QUESTIONS
Assessment(s): How will you measure whether
students have met or exceeded the learning
objective?:
● Informal - Formative, Checking for
3 https://www.cde.ca.gov/be/st/ss/
4
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
CCSS Language Art/Literacy for College and Career Readiness
Speaking and Listening 1.0 for Grade 11-12: Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners building on others'
ideas and expressing their own clearly and persuasively.
Cognitive: After classmates share their names verbally and visually,
teacher candidates will be able participate effectively in the Name
Toss game, by recalling their peers' names.
Grades 9-10 Exchanging information / ideas (Bridging level)
Contribute to class, group, and partner discussions, sustaining
conversations on a variety of age and grade-appropriate academic topics
by following turn-taking rules, asking and answering relevant, on-topic
questions, affirming others, and providing coherent and well-articulated
comments and additional information.
Affective: After seeing model of how to participate in the Name Toss,
teacher candidates will be able to contribute, exchange names, and
affirm others.
Psychomotor: After seeing a model of Name Toss, teacher candidates will
be able to toss the ball to another classmate by following turn-taking
rules.
Community Building: Collaboration that results in having participants
feeling valued, connected, and productive.
Collaboration: Teamwork process to complete a task
Exchanges: Act of giving something and receiving another
First Day of Orientation: Learning names are a critical foundation for
building a community where participants are valued, connected, and
productive.
ENDURING UNDERSTANDING
Learning names are a foundation for building a community where
participants are valued, connected, & productive.
ESSENTIAL QUESTIONS
a. How can we build community through collaboration and
exchanges? b. Why is remembering names important for building
a community? c. How can we remember your peer’s names?
Formative/Informal Performance
Content CCSS Language Art: Teacher candidates will be able to recall
their peers' names and verbally call out their peers' names when the ball
is tossed to them.
2
 Understanding
● Student Self-Assessment
● Peer Assessment
● Formal (if applicable; must include a rubric
previously shared with students)
● Summative (if applicable)
ELD Affective Performance: Teacher candidates will be able to contribute,
exchange names, and affirm others.
ELD Psychomotor Performance: Teacher candidates will be able to toss the
ball to another classmate by following turn-taking rules.
Semester Summative Assessment: In EDUC 511 candidates will write a Self-
Discipline Pyramid that illustrates how they will teach adolescents to be
self-disciplined and build classroom community.

LESSON SEQUENCE
How does your lesson use UDL5 principles, including multiple means of:
Engagement (E) Why Representation (R) What Action & Expression (AE) How
Instructional Strategies What You Do Learning Activities What Students Do
 Address instructional strategies (grouping,  Address inclusive practices and support
transitions, scaffolding, modeling, questioning, for diverse learners (EL, IEP/504,
etc.). GATE, etc.).
 Address any informal assessment strategies you  Address any self-assessment or peer
will use. assessment students will be doing.
 Address any anticipated student
questions, misconceptions, confusions,
etc.
Anticipatory 1. Instructor asks if any one in the room can name 1. Students see how many names they can
Set/Launch: more two people in the class? More than five people recall of their classmates. (1 minute)
How will you activate in the class? More than 50% of their peers? (1 minute)
your learners’ prior 2. Instructor explains how important building 2. Students listen to the instructor explain
knowledge and community is in teaching and that learning about how important building community is in
engage them in the peers/colleagues and remembering their names is the teaching and that learning who their
topic? foundation to building a community. Reference the peers/colleagues are and how remembering
Essential Questions: their names is the foundation to building a
Purpose/ Learning a. How can we build community with the people in community. (1 minute)
Goals: your class?
How will you explain b. Why is remembering names important for building 3. Students think about and share what
the purpose and/or a community? strategies help them to remember people's
learning goals of the c. How can you remember your peers’ names? (1 names. And then students use those
lesson to the minute) strategies for this game. (1 minute)
students? Engagement - Recruiting Interest 2. Explaining why Representation - Comprehension 3. Asking
learning names are a critical foundation for building a candidates how they remember names will
community where participants are valued, connected, highlight how they process information.
and productive (David Rose, UDL Guideline 2.0,
2011, http://udlguidelines.cast.org/).
3. Instructor asks what strategies help students to
remember people's names. And then requests that
students use those strategies for this game. (1 minute)
Instruction/Input/ Instruction Instruction
Modeling/ 4. Instructor has each student write their name on a 4. Students write their name on a name badge
Explore: name badge and instructs the students to place the and place the name badge on their body, so
How will you name badge on their body, so that the badge is visible that the badge is visible by a peer at eye level.
facilitate, introduce by a peer at eye level. (1 minute) (1 minute)
and/or model the 5. Instructor gives the students 30 seconds to mingle Representation - Perception
key ideas for this with peers to learn as many names as possible. (1 4. Candidates write their names on name
lesson? minute) badges and put badge on body at eye level for
Guided Practice clear viewing.
6. Instructor explains the rules of the Name Toss: 5. Students spend 30 seconds mingling with

5 http://udlguidelines.cast.org/
3
 a. Everyone stands and forms a large circle facing in.
b. We will be passing ball or stuffed animals around
the circle.
c. Before you receive the ball someone will say your
name as a warning that they will be throwing the
stuffed animal to you.
d. And you will have to thank them by name and
then call on another person to throw the ball to next.
e. The ball must pass to everyone in the circle, but no
one should receive the ball twice.
f. Individuals should memorize both the person who
passed the ball to them, and the person to whom they
passed the ball.
g. If you have not received the ball, you can raise
your hand to help the thrower identify you.
h. If the ball falls midway, continue the game. (1
minute)
Reception - Perception
6. Explaining the steps of the name toss customizes
the auditory display of information.
Action & Expression - Communication
Differentiation
6. Sam often needs support to do group activities. I
would purposefully have Sam be the first student that
is thrown the ball, so that he is provided the extra
support form me, by calling on him, and guiding him
through the process. If he struggles it may be assumed
because the instructions are just be explained and not
because he is reluctant to participate. This can give
him success in front of his peers and provide a sense
of dignity while at the same time holding him
accountable to do the activity.
Action & Expression -Communication Differentiation
6. Corey may struggle with this activity because social
interactions are stressful and he often does not read
social cues accurately. To provide extra support,
avoid calling on Corey to do this activity first. Allow
him a chance to watch others a few times before the
ball is tossed to him. Monitor Corey and provide
prompts for what to do so that he is successful.
Engagement Differentiation -
Recruiting Interest
6. Christina is very motivated by music so one-way to
engage her from the beginning is to use a melody to
remember the script for the Name Toss “Hello, my
name is ___.” And “Thank you ____.”
7. The instructor introduces him or herself to the
team. Then, instructor tosses the ball to someone
across the circle. That person introduces him or
herself and tosses to the student to the right of the
instructor, and so on. Students can raise their hands if
they are next. No student should catch the ball twice.
The instructor begins timing the activity starting with
his or her first throw. Time stops when the last
student receives the ball. This is the time to beat. (3
minutes)
7. Modeling the name toss steps offers alternatives to
peers to learn as many names as possible. (1
minute)
Representation - Perception
5. Candidates are able to mingle with peers
and learn a many names as possible.
Guided Practice
6. Students listen to the rules of the Name
Toss:
a. Every one stands and forms a large circle
facing in.
b. We will be passing ball or stuffed animals
around the circle.
c. Before you receive the ball someone will
say your name as a warning that they will be
throwing the stuffed animal to you.
d. And you will have to thank them by
name and then call on another person to
throw the ball to next.
e. The ball must pass to everyone in the
circle, but no one should receive the ball
twice.
f. Individuals should memorize both the
person who passed the ball to them, and
the person to whom they passed the ball.
g. If you have not received the ball, you can
raise your hand to help the thrower identify
you.
h. If the ball falls midway, continue the
game. (1 minute)
7. Begin Name Toss Slowly.
Students introduce themselves when they
receive the tossed ball and tosses the ball to
the person to the right of the person that
they receive the ball from, and so on. While
introducing themselves to each other,
repeating each others name, the students start
to memorize each teammates'
name. Students raise their hands until they
receive the ball, but no student should avoid
throwing or catching the ball twice. After the
first round the students learn the baseline
time to beat. (3 minutes)
8. Speed Up Name Toss. Students practice
their peers names and try to increase the time
before the final game, attempting to pass
through the sequence faster than before.
Students should continue to introduce
themselves when they receive the ball. (6
minutes)
Engagement - Recruiting Interest
6-11 Guided & Independent Practice.
Moving the teacher candidates outside helps
engage students, by providing a stretch, a
different perspective, and a different way to
learn than sitting inside at a seat and table.
4
 the auditory information.
8. The instructor can identify how many times to
practice before the final game, attempting to pass
through the sequence faster than before. Instructor
monitors that the students continue to introduce
themselves when they receive the ball. (6 minutes)
Independent Practice
9. Instructor has students remove name badges and
try again. (3 minutes)
Action & Expression -Communication
9. Building fluencies with graduated levels of support
by removing the scaffold of the name badges.
10. Optional, once the team is satisfied with their time,
the instructor introduces a variation and instructs the
students to change their location in the circle and the
instructor throws the ball in a different sequence. The
instructor challenges the team to beat the fastest time
from the previous sequence. (3 minutes)
11. Instructor informs students that there will not be
any introductions in the final game. Instructor informs
the students that they will say the name of the student
they throw to during the final game. Instructor
explains that the challenge of this activity is to keep
multiple balls passing continuously. When the last
person receives the ball, he or she should toss it back
to the instructor. The instructor keeps passing, adding
balls, and increasing pace until all balls are used. (4
minutes)
Closure/ Closure
Summarize: 12. The instructor tells the students to maintain the
How will you circle for debriefing. The instructor asks "What
support students in strategies did you use to remember names?" "What
making connections worked?" The instructor asks "What was the purpose
between this lesson of this activity?" (2 minutes)
and key concepts, Engagement - Sustaining Effort & Persistence
connection questions 12. Heighten salience of objective to learn names, by
using student asking candidates about the purpose of the activity.
reasoning, and/or Representation - Comprehension 12. Guide
next steps? information processing by having students think about
what strategies they used for remembering names.
This can help them develop a plan to help them learn
their students’ names.
Action & Expression -Executive Functions
12. Support planning and strategy development by
asking candidates to share how - what strategies
helped them remember names.
Transfer
13. Instructor asks, What can we learn from this
challenge? How could you adapt this activity for your
class? (3 minutes)
Engagement - Self-Regulate
Guide students to self-regulate by asking candidates
how they might adapt the activity for their class. This
also provides a reason/motivation for being engaged
with this objective because it can help them develop a
community building activity in their own class.
Action & Expression - Physical Education
7-11 Guided & Independent Practice.
Participating in the kinesthetic Name Toss
activity provides an interactive way for
students to get to know each other.
Independent Practice
9. Students remove their name badges and try
again.
(3 minutes)
10. Optional, once the team is satisfied with
their time, a variation is introduced and the
students change places in the circle and
throw the ball in a different
sequence. Students try to beat the fastest time
from the previous sequence. (3 minutes)
11. No student is allowed to introduce
himself or herself in the final game. Students
must remember and say the name of the
student that will receive the ball before
throwing the ball to that person.
The challenge of this activity is to keep
multiple balls passing continuously. When the
last person receives the ball, he or she tosses
it back to the instructor. The students keep
passing, adding balls, and increasing pace as
the team gets better. Once the group is
satisfied with the effort, the game stops.
(4 minutes)
Closure
12. Students maintain the circle for
debriefing. Students volunteer to share how
they remembered names. The students share
what worked, what they learned from this
challenge. Students share the purpose of the
activity. (2 minutes)
Transfer
13. Students share what they can learn from
this challenge and how the activity could be
adapted for their teaching. (3 minutes)
5
6
 RATIONALE (Before Lesson)/REFLECTION (After Lesson)
If submitting this lesson prior to instruction, use these spaces to address your rationale for your choices in each area. Why did
you choose the particular strategies, approaches, grouping methods, assessments, etc.? How will your choices address various
elements of Universal Design for Learning guidelines? How will your choices support English Learners, students identified as
GATE or those who have an IEP or 504, and students who may need additional support?

If submitting this lesson after instruction, use these spaces to reflect on how things went in each area. What went well? What
would you modify if you were to teach this lesson again? What are your next steps for this class?

MULTIPLE MEANS OF MULTIPLE MEANS OF MULTIPLE MEANS OF ACTION

ENGAGEMENT - WHY
Engagement - Recruiting Interest
2. Explaining why learning names are a
critical foundation for building a
community where participants are
valued, connected, and productive
(David Rose, UDL Guideline 2.0, 2011,
http://udlguidelines.cast.org/).
Engagement - Recruiting Interest
6-11. Moving the teacher candidates
outside helps engage students, by
providing a stretch, a different
perspective, and a different way to learn
than sitting inside at a seat and table.
Engagement - Sustaining Effort &
Persistence
12. Heighten salience of objective to
learn names, by asking candidates about
the purpose of the activity.
Engagement - Self-Regulate
13. Guide students to self-regulate by
asking candidates how they might adapt
the activity for their class. This also
provides a reason/motivation for being
engaged with this objective because it
can help them develop a community
building activity in their own class.
ENGLISH LANGUAGE
LEARNERS
WHY: Engagement Differentiation
- Recruiting Interest
6. Christina is very motivated by music
so one-way to engage her from the
beginning is to use a melody to
remember the script for the Name Toss
“Hello, my name is ___.” And “Thank
you ____.”
REPRESENTATION - WHAT
Representation - Comprehension
3. Asking candidates how they
remember names will highlight how
they process information.
Representation - Perception
4. Candidates write their names on
name badges and put badge on body at
eye level for clear viewing. 5.
Candidates are able to mingle with
peers and learn a many names as
possible.
6. Explaining the steps of the name
toss customizes the auditory display of
information.
7. Modeling the name toss steps offers
alternatives to the auditory
information.
Representation - Comprehension
12. Guide information processing by
having students think about what
strategies they used for remembering
names. This can help them develop a
plan to help them learn their students’
names.
SPED/504/GATE
WHAT: Action & Expression -
Communication Differentiation
6. Sam often needs support to do
group activities. I would purposefully
have Sam be the first student that is
thrown the ball, so that he is provided
the extra support form me, by calling
on him, and guiding him through the
process. If he struggles it may be
assumed because the instructions are
just be explained and not because he is
reluctant to participate. This can give
him success in front of his peers and
provide a sense of dignity while at the
same time holding him accountable to
do the activity.
& EXPRESSION - HOW
Action & Expression - Physical
Education
7-11. Participating in the kinesthetic
Name Toss activity provides an
interactive way for students to get to
know each other.
Action & Expression -
Communication
9. Building fluencies with graduated
levels of support by removing the
scaffold of the name badges.
Action & Expression -
Executive Functions
12. Support planning and strategy
development by asking candidates to
share how - what strategies helped
them remember names.
OTHER STUDENTS
WHAT: Action & Expression -
Communication Differentiation
6. Corey may struggle with this activity
because social interactions are stressful
and he often does not read social cues
accurately. To provide extra support,
avoid calling on Corey to do this
activity first. Allow him a chance to
watch others a few times before the
ball is tossed to him. Monitor Corey
and provide prompts for what to do so
that he is successful.