Unit UDL lesson plan 3

Part 1. Lesson Topic

Self-Portrait - Creation, Completion, and Critique

Part 2. Learning Goals

Students will complete self-portrait.

Students will communicate in various ways to critique the works of their peers.

Students will be able to write a reflective self-critique in their journals.

Part 3. Standards
Standard 3.0 Creative Expression and Production
Students will demonstrate the ability to organize knowledge and ideas for expression in the
production of art.
INDICATOR
1. Create images and forms from observation, memory, imagination, and feelings
OBJECTIVES

Experiment with art media, processes, and techniques to generate ideas and express
personal meaning

Manipulate art media, materials, and tools safely

Create artworks that explore the uses of color, line, shape, texture, form, space, and
selected principles of design, such as pattern, repetition, contrast, and balance to
express personal meaning

Standard 4.0 Aesthetics and Criticism

Students will demonstrate the ability to make aesthetic judgments.
INDICATOR
1. Develop and apply criteria to analyze personally created artworks and the artworks of others
OBJECTIVES

Express opinions about selected artworks based upon the relationships between and
among the elements of art and selected principles of design

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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.

Part 4. Potential Barriers

Materials & Methods

Student Qualities

Potential Barriers/ Missed

Opportunities

Complete Self-Portrait

Abbey moderate cognitive

challenges, ADD

Difficulty focusing on projects that

require a long period of focus

Kevinmoderate visual
challenge, Low vision
Henry broke his writing arm

Phillip struggles with

handwriting and hand fatigue
Participate in Peer Critique

Self-Critique/ Written Reflection

in Discussion Journal

May have difficulty viewing artwork

on table
Has physical inability to use
standard art materials
Has difficulty with prolonged use of
hands as well as fine motor control

JennyHome problems

May not engage, distracted from

listening

Sarah learning disabled,

language processing disorder
(LPD)

Has difficulty expressing thoughts in

verbal form

Sam moderate hearing

challenges

Has difficulty hearing teacher and

peers in group discussions

Nick Easily discouraged, shy

May intimidate Nick

Sarah learning disabled,

language processing disorder
(LPD)

Demonstrates poor written output

Phillip struggles with

handwriting and hand fatigue
GracePoor writing mechanics

Has difficulty with prolonged use of

hands as well as fine motor control
Difficulty expressing her ideas
effectively

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

UDL Solutions

Difficulty focusing on projects that require a long

period of focus

Breaks in lecture for turn and talk and table (small

group) discussion collaboration and community
(Affective) and multiple forms of communication
(Strategic)

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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.

Personal visual schedule just for the presentation

that allows her to check off topics as they are
covered provides options for executive functions
(Strategic)
May have difficulty viewing artwork on table

Specialized table lighting to aide in students

ability to see and produce artwork.
A Lightbox to give a higher contrast view of
artwork options for perception (Recognition)

May not engage, 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)
Word wall of art vocabulary (Recognition)

Has difficulty hearing teacher and peers in group

discussions

Provide picture/symbol book of art vocabulary

Vibrating Alerting Devices that can aide in
transitions.
Voice recognition software that dictates peers
comments and displays on screen, synced up with
SmartBoard.
alternative to auditory information (Recognition)

Has difficulty expressing thoughts in verbal form

Provide response options such as drawing,

picture cards, or modeling 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)

Has difficulty with prolonged use of hands as well

as fine motor control

Pencil Grips reduce hand fatigue and help with

proper hand position.
Custom made model magic grips can be made for
paintbrushes.
Loop Spring scissors could help if student
chooses collage medium
(Strategic)

Has physical inability to use standard art materials

Eyewriter- low cost software that uses peoples

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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.

eye movement to draw on a computer

(Recognition)

Part 6. Lesson Description

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.
Special emphasis will be given to the self-critique discussion journal entry and the visual support for
when work in completed will be reviewed.
Material managers will distribute materials while students receive their working self-portraits.
Students work independently as I make myself available for questions and assistance.
A visual support is displayed detailing the procedures for when a work is completed. Students are
prompted by the support to retrieve their discussion journal and a handout with the relection/selfcrituque writing prompt. As I monitor the progress of the studetns at work I will prompt students to
check schedule once they apper to be done with their self-portrait. Students have the option to use
computers or iPads when completing writing prompts. These items are made available in the
classroom, 2 computers and 2 iPads.
It is emphasized that if a work is not completed by the end of this lesson that students will have one
additional class period to complete the project. Working critiques will still be held at the end of this
lesson. Students are also encouraged to not be too attached to their work as artists can often change
or add to works after critques.
Thirty minutes prior to the end of class students will be prompted to check schedule and begin
clean-up procedure. A special clean-up visual supprt for critque days offers a unique set of activities
leading up to students sitting quiety at their seats with artwork in hand, ready to begin their peer
critique.
Another visual support in the form of a social story aides in the beahvioral ecpectations of all studetns
during a peer critque. Students view the social story as a comic strip displayed on the SmartBoard.
Guided practice is also provided as I comduct a mock critque of a random self-portrait.
Details on the peer critique can be read below in the Closing Activity section.
Peer Critique form If students feel more comfortable writing their feedback for one another, the
following form is provided. The form can be filled out on a computer using dictation software or by
hand.
Do you like this artwork? Why or why not? Please give specific examples such as design element
use, design principles, or art style.
Name one part of the artwork you like.

Give a suggestion to improve the artwork.

What meaning or emotion does the artwork give you?

Add any other comments about the artwork below and remember to be constructive.

These same prompting questions are asked if a student decides to give their feedback orally or with
picture cards. The purpose at this grade is to introduce the idea of critique and get the students
comfortable with taking constructive criticism.
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 What design elements did you use to create meaning in your self-portrait? How
do you feel about your self-portrait?
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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.

 Closing Activity Peer Critique

Each student shares their completed self-portrait as their peers give them feedback.
Feedback can be given orally, with picture cards, talking word processor software, or in
written form.

Part 7. Assessment
Informal/Ongoing Assessment:
Monitoring during work time
Summative/End Of Lesson Assessment:
Journal entries in whatever form of expression they take
Completed or Working Self-Portrait
Peer Critique participation

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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.

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 hands on, kinesthetic learning with
visual and auditory supports. Students are encouraged to engage with their peers to foster a sense of
collaboration and community during demonstration time. 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, the focus is on kinesthetic
learning and student choice.
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.
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 peer critique 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, picture cards, and picture books are provided to ensure auditory content (art
vocabulary) is available in visual form.
Loop Spring scissors could help if students have low muscle tone in their hands.

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 able to achieve the learning goals. The
following are examples of high tech assistive technology used:
Eyewriter low cost software that uses peoples eye movement to draw on a computer would allow any
student suffering from temporary or permanent loss of arm movements the ability to write and draw.
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.
Specialized table lighting to aide in visually challenged students ability to see and produce artwork.
Lightbox to provide a higher contrast while working on project by illuminating the artwork from the
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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.

underside.
Interactive website (http://www.mylearning.org/portraits/interactive/194/) helps motivate students who may
have a specific interest in computers/graphics as well as allow students who may be intimidated with art
processes to access content.
Smart Board will allow student to interact with digital content and provide enlarged visuals of
demonstrations.
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.
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.
Options to communicate in a variety of ways when responding to oral questioning and during peer
critique.
Options to illustrate journal entry in lieu of writing.

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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.