Udl Lesson Plan Revised

Towson University
Plan
Instructional Lesson
Interns Name
Grade
Class Size
Date / Time
Caroline Youngson
Caitlin Kennedy
1st
28
November 24th , 2014
Subject
School
Mentor Initials
Phonics
Kingsville Elementary
MF
I. Value of the Lesson What will the students learn? Why is this learning meaningful, important and
appropriate? What will the students say or do that will serve as evidence of learning?
MD College and Career Ready Standards
Strand or Domain: Foundational Skills
Cluster: Phonological Awareness
Standard: CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Lesson Objective
Students will be able to identify and produce the short u sounds in words by reviewing the vowel sound.
Big Idea or Essential Question
We can read and write words using the short u sounds.
Formative Assessment (planned for use in this lesson)
Students will be given a paper turkey labeled The Short u Turkey, and five individual paper feathers
with boxes for writing. The students have to write a short u word on each feather. They will then color
the turkey and glue all of the pieces together. Students will have the option of making this turkey on the
Interactive Whiteboard/Activeinspire.
Academic Language Demands
Specific Content:
Identify- recognize short u sound
Produce- write words using short u sound
Short Vowel Sound- compare short u to long u sound
General Content:
Cup
Stun
Luck
Under
Plump
Turkey
7/11
II. Context for Learning What factors will influence my instructional decisions? How will my instruction
respond to these factors?
Knowledge of Learners
Instructional Decisions based on

this knowledge
(Age level characteristics, Students prior knowledge (based on DATA / pre-assessment),

Anticipated Misconceptions or Areas of Confusion, etc.)
Students at this age place importance on being

first and winning, and will have difficulty
controlling this behavior.
Remind students of classroom rules:

o Raise your hand
o Be respectful when teacher and peers are
talking
o Listen and follow explicit directions
Students at this age are experiencing new and

frequently intense feelings.
If any student has an emotional outburst, one

of use will privately talk to them to calm them.
Students are extremely familiar with short u

sound.
Do not spend too much time talking about what

the short u sounds like, but rather practice
identifying and producing the sound.
Students may not be familiar with our rules of

BINGO.
Interns will explain rules before playing and

answer any questions about the rules of
BINGO
Students may have difficulty or have anxiety

about working with the Interactive
Whiteboard/ActiveInspire.
We will make sure to model for them so they

know what to do. We will also allow students
who really dont feel comfortable with using the
Interactive Whiteboard/ActiveInspire to have
the option of doing things using the paper
version of the assignment.
Specific Individual or Small Group Needs

Differentiated Practices for
(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.)
this Lesson
Student D has behavioral issues involving a
Remove Student D from his friend group if he
lack of attention and talking out of turn.
cannot pay attention to teacher to help him
refocus. Constantly remind him of classroom
rules if he becomes distracted.
Student E works slower than her peers, and

struggles to finish assignments on time.
Give Student E extra assistance and more time

if needed.
Multicultural Considerations / Equity Measures
Implications for this Lesson

(Ex. Family/community/cultural assets; PerspectiveTaking; etc.)
Student may not be familiar with the game of
If a student is completely unfamiliar with how
BINGO.
the game works, an intern will watch the
student during the game after explaining
directions to make sure the student is playing
correctly.
7/11
III. Instructional Procedures What instructional strategies will I use to ensure that every child is a
successful learner?
Instructional Materials
Visual of objective
BINGO cards
BINGO vocabulary words cut up individually
Bag for BINGO words
Whiteboards
Markers
Formative Assessment Worksheet (20 copies)
Enrichment Worksheet (20 copies)
Technology Integration (If applicable)

ELMO projector
Interactive Whiteboard/Activeinspire
Youtube Video
Online Resources
Management Considerations (Motivation, Procedures, Transitions, Materials, Behavior)

Motivation:
Verbal motivation, and positive feedback will be given to children who are following directions, and
listening. During BINGO, winners will receive holiday prize to encourage participation and
enthusiasm. We will also make sure to be giving constant feedback on what they are doing and
encouraging students to keep working hard.
Transitions:
After being introduced by Mrs. Frieman, Ms. Youngson will speak about the lesson. The students
will already be in their seats.
After BINGO, Ms. Kennedy will explain the cleanup procedure, and directions for the next activity.
Ms. Kennedy will ask individual tables to throw their scraps away, go to the carpet, and get the
necessary materials.
After completing the white board activity, while students are still on the carpet, directions for the
formative assessment will be given. Students will be told the directions, and procedure for the
enrichment activity. Students will then be called to put materials away, and return to seats.
Behavior:
Since the class in general is well behaved, verbal warnings are given if any child stops following
directions or needs a reminder to get back on task.
o We will call on children who are following directions or listening to let the other children
know what the expected behavior is.
Instructional
Sequence
Approximate
Time
Procedure
Planned Beginning
Warm-up
Motivation
Bridge
7/11
5 minutes
Mrs. Frieman will get the students attention and explain to

them that we will be presenting a lesson. She will then remind
them of polite classroom behavior.
Ms. Youngson will begin the lesson by telling the students that
we will be further reviewing the short u sound. She will ask,
As a class can we say the short u sound in unison. She
will remind the students of the story Mrs. Frieman told them
Development of
the New Learning
(Clearly explain
instructional
activities in
sequence.)
20 minutes
7/11
relating to the sound. She will ask the students, Before we

begin, can anyone tell me a word that has the short u sound
in it?
Objective will be placed on ELMO projector for all students to
see.
Ms. Youngson will dissect the objective with students. She
will discuss the short u sound quickly, and any academic
language vocabulary in the objective.
Ms. Youngson will then tell the students they will be playing a
game with the short u sound, reviewing on the carpet, and
then completing individual work to show they understand the
sound.
Students will watch the Short U Rap video on Youtube.
Ms. Kennedy will gain the attention of the students and
explain that they will be playing BINGO. She will tell them that
all of the words have the short u sound in them. Ms.
Kennedy will explain the directions to the students of how to
win, and that there is a prize to be given to the winner.
BINGO boards will be given to each student, and they will be
asked to take out one marker or crayon for marking their
boards.
Ms. Youngson will ask the students if everyone is ready for
the game, and then will begin pulling vocabulary words out of
the bag. She will pull one word out, say the word, use it in a
sentence, and then repeat the word again. The students will
mark the word on their board if they have it. She will repeat
this process until somebody says BINGO.
Ms. Kennedy will be walking around the room the entire game
to make sure the students are playing correctly, and
answering any asked questions. She will also read the
winners card to Ms. Youngson to make sure that the student
correctly got BINGO. The prize will be given to the winner.
Once the game is over, Ms. Kennedy will ask individual tables
to throw their BINGO cards away. Once the student throws
their card away, they will be asked to go to the carpet, pick up
a white board, eraser, and marker, and sit patiently for the
next part of the lesson to begin.
Once all students have cleaned up, and are ready on the
carpet, Ms. Youngson will explain that she will be dictating
words and sentences to them that use the short u sound.
Ms. Youngson will ask the students to number their white
boards from 1-5. She will then dictate 5 individual vocab
words using the short u sound. Once the students have
finished writing the words, Ms. Youngson will check for
correction by calling on individual students to answer how
they spelled certain words. She will ask the students to erase
their boards. Ms. Youngson will still have the five words
written on her board and she will turn her board to show the
students her words. Then Ms. Youngson will keep holding
her board up and ask the students to write a sentence using
two of the words. The students will write their sentences. Ms.
Youngson will call on a few students to share their answers.
She will then ask the students to erase their boards.
Ms. Kennedy will explain the directions to the formative
assessment. Students will be able to do the formative
assessment using the paper cut outs, or by using the
Interactive Whiteboard/Activeinspire. She will also tell them

Enrichment or
Remediation
(As appropriate to
lesson)
During
Lesson
Planned Ending
(Closure)
Summary
Homework
5 minutes
that once they are finished, to raise their hand for an intern to
check their words. She will explain that if they finish the first
worksheet, they have to pick up another worksheet from the
back table. The directions will be given for this worksheet as
well. She will also ask one or more students to repeat the
directions back to her to check for an understanding. She will
say, When I say go you will put your whiteboard and marker
back, and sit at your desk patiently waiting for your
assignment.
Early finishers will pick up a worksheet from the back table.
The worksheet will entail reading a short poem that uses the
short u sound multiple times. Students will have to circle all
of the short u sounds in the words, and then rewrite the
words on provided spaces.
During the white board dictation, Ms. Kennedy will be walking
around paying attention to the students boards. She will be
noticing if any students are misspelling words, and will offer
assistance if struggling.
While working on the worksheets, interns will be walking
around to answer any asked questions. Interns will also be
paying attention to the lower-level students and offer them
extra assistance, suggesting words for them to write if they
become stuck.
Ms. Kennedy will repeat the objective, visually show it, and
ask, How did we meet our objective today? Once students
give their responses, Ms. Kennedy will then relate this skill to
real life. She will explain that now they will be able to use this
skill whenever reading and writing.(Emphasizes 3.4)
Online Resources:
Short U Dictionary
http://www.enchantedlearning.com/phonetic/shortu.shtml
For students that may have some trouble coming up with some words that have the
short U sound in them.
Short U Game
http://www.starfall.com/n/short-u/ds_su/play.htm?f
For students that may need some extra practice with the short U sound, they can
play this game to further their learning.
7/11
7/11

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What is the objective of the lesson?

What is the objective of the lesson?

What instructional strategies will be used?

What instructional strategies will be used?

Towson University

November 24th , 2014

Instructional Decisions based on

(Age level characteristics, Students prior knowledge (based on DATA / pre-assessment),

Students at this age place importance on being

Remind students of classroom rules:

Students at this age are experiencing new and

If any student has an emotional outburst, one

Students are extremely familiar with short u

Do not spend too much time talking about what

Students may not be familiar with our rules of

Interns will explain rules before playing and

Students may have difficulty or have anxiety

We will make sure to model for them so they

Specific Individual or Small Group Needs

Student E works slower than her peers, and

Give Student E extra assistance and more time

Multicultural Considerations / Equity Measures

Implications for this Lesson

Technology Integration (If applicable)

Management Considerations (Motivation, Procedures, Transitions, Materials, Behavior)

Mrs. Frieman will get the students attention and explain to

relating to the sound. She will ask the students, Before we

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