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Sunday, March 18, 2012

Universal Design Lesson and Reflection

Creating a UDL at first seemed daunting to me. It appeared to have too many components. But as I thought back over how I was taught to prepare lessons plans, I needed only incorporate additional technology use into my plans. Also in this case, I was to focus on a group of students with particular needs. I chose to gear my lesson toward students who were low achievers. I believe I managed to design a set of lessons that will give them additional support as they learn. They will collaborate as partners or work individually to complete one facet of the lesson. They will work in teams of three or four to complete a different component of the unit and will complete homework assignments on their own. The activities are designed to provide hands-on exercises as an alternative.

Students will have multiple opportunities to demonstrate understanding of the content. They will also take part in designing the rubric to assess their team products. The recognition, strategic, and affective domains are addressed through a variety of activities. I believe this unit will get students motivated and willing to participate on all levels.



CAST’s UDL LESSON BUILDER


Lesson Overview


Title:
Road to Revolution
Author:
Ava Guidry
Subject:
Social Studies
Grade Level(s):
Eighth
Duration:
Three 45 minute class periods
Subject Area:
United States History
Unit Description:
 American Revolution/Creating a New Republic
Students will explore reasons behind the revolution in America that occurred between 1763 and 1776. They will learn of the political, social, and economic conditions that fostered the need for war.
Lesson Description for Day:
 Causes behind the Revolution:
  • colonist were taxed to offset the cost of the British defense of them during the French and Indian War
  • the British imposed harsh laws to impose authority over the colonists
  • colonists had no representation in British parliament
  • colonists believed their rights were being violated
  • protests were made
  • the British sent troops to put the colonists back in line
  • the colonists would not back down
  • war erupted
State Standards:
8.01  History
(A)    identify major eras in U.S. history through 1877 and describe their defining characteristics;
(B)    apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
8.04  History
(A)  analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.

Goals


Unit Goals:

The student will understand significant political and economic issues of the revolutionary era.
The student will be able to demonstrate an understanding of the reasons behind the American Revolution.
The student will create and present a product illustrating his/her understanding of a key factor that led to the revolution.
Lesson Goals:
The student will understand the causes of the American Revolution and the ideas and interests in shaping the revolutionary movement.
The student needs to know the foundations upon which this country was built.



Methods


Anticipatory Set:

 

Students and teacher use Microsoft word and an interactive white board to create a KWHL chart on the American Revolution.

 

Introduce and Model New Knowledge:

Students search websites to gather information on the American Revolution. They have the option of working in pairs or solo. They use Inspiration to plan a short power point on one of the issues or ideas they locate. Students should list at least two resources. (Recognition)

Provide Guided Practice:

A teacher made power point is used to focus students on the most important issues and ideas.

Students respond to questions while viewing the power point. This note taking tool is available online and via hard copy. The note taking tool is color coded for low-achieving students.

http://www.learner.org/vod/vod_window.html?pid=2253

Students view the above website as homework to reinforce and amass knowledge from a different perspective. Students are to respond to the viewing of the above link in the class blog. (Strategic)

 

Provide Independent Practice:

In groups of three or four, students choose a side, whether patriot or loyalist, to create a product for persuasion. Students may prepare a pamphlet. They may use paper and pen or pencil or a software application. As an alternative, students may produce a podcast or digital storybook. They are to convince the opposing side to embrace their ideas regarding the conflict. They may choose any event that happened during the time period to use as a means of persuasion. Low achieving students are grouped with high achievers for guidance and assistance. The assignment may be worked on during class as well as at home. (Affective)

 


Assessment


Formative/Ongoing Assessment:
 Student online journaling through blogs; student produced pamphlets, podcasts, or storybooks will provide ongoing assessment of mastered concepts, along with presentation of the pamphlet, podcast, or storybook. Students and teacher use one of the online rubric building sites to prepare the grading scale for the products.
Summative/End Of Lesson Assessment:
This will be done through survey monkey so that responses can be tallied and mastered concepts noted. Those still needing work can be quickly and clearly known.





Materials


Web Sites
Video & Audio Resources
  • Interactive Whiteboard

    Students and teacher use this during the KWHL generation and when reviewing the note taking assignment. Students and teacher use it to view, whole class responses to the blog posts. It may also be used when presenting the students' finished products.
Other Resources








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