Background Information Names of Group Members: Amanda Geldersma, Lauren Hall, Meghan Lynch, Katelyn Suski, Alexys Vertz

Name of Lesson: The Dance of The Butterfly URL for Lesson: http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Butterfly_Dance.aspx#Instruction UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. A quarter of the students in the class are reading below grade level. These students might struggle to follow along and understand completely. Explain the feature(s) of this lesson that create or contribute to this barrier. The reading is at grade level for the class as a whole, but a percentage (25%) of students are not there yet, so the vocabulary, sentence/book length, grammar, and meaning of the story could all contribute to making it a difficult and frustrating read for them. Describe a UDL solution and explain how to implement it. 2.1 Clarify vocabulary and symbols: Introduce key vocabulary and symbols from The Very Hungry Caterpillar before reading it, and keep these and their definitions written on the board during the lesson. Include a glossary on the dance rubric and directions, and go over them aloud before handing them out. Explain why this solution can eliminate the barrier This could allow students reinforcement for the instruction they are receiving. Those unknown words could be frustrating for them so this would enhance their understanding and attention to the content of butterfly life cycles as well as perform the dance properly.

Barrier 1

Reading/listening to the story could be difficult for students who read below grade level, because the book was chosen since it is at grade level for most of the class. This poses a barrier to their comprehension of not only the story but the science content of the butterfly life cycle which is essential content of the lesson as well as to allow them to succeed in the butterfly dance assessment.

Barrier

Understanding,

Social skills are often

Since students must

5.3 Build fluencies

Having a para pro

performing, producing, and rehearsing basic dance skills with a group will pose a barrier to students with ASD. For students with ASD, this can be a very difficult task based on the need for working with others, especially since its a physical activity.

very difficult for students with ASD and it causes them a lot of discomfort and anxiety, which could negatively affect their schoolwork because they cannot properly concentrate.

interact with other group members toward putting basic dance moves together to create their butterfly dance, as well as practice and perform it, the simple task of performing the basic dance moves and working toward creating this dance with other classmates contributes to this barrier. Students are instructed on what the Monarch butterfly is, and then about its life cycle, what the life cycle looks like both in imagery and video, and then must use this knowledge to create and perform a dance. This requires remembering multiple steps (the phases) as well as what the different parts are. This dense content of

with graduated levels of support for practice and performance: When doing the example of the basic dance elements, have a para pro instruct small groups such as those with ASD who would benefit. This way they are not forced into a group of multiple members who might trigger social difficulty. 3.3 Guide information processing, visualization, and manipulation: Review each step of the life cycle before moving on to the next one. Do this both visually and through auditory for different types of learners. You could speak out the cycle steps while pointing to an image or

there can help certain individuals feel more comfortable learning how to dance successfully because they can get individual attention rather than be in an uncomfortable social situation.

Barrier 3

Comprehending instruction on Monarchs could pose a barrier for students who have difficulty memorizing and recalling basic facts because this lesson builds upon itself using scaffolding and this will be much more difficult for them.

Most of the students in the classroom have difficulties memorizing and recalling basic facts. In order to scaffold their learning, they will need to remember what is previously taught. If many of them have difficulties with this, the lesson will prove increasingly difficult.

Reviewing each step guides the information processing of the life cycle as a whole, aiding their vital comprehension of the life cycle.

the lesson could prove very difficult to recall as the instructor moves through each procedure. Barrier 4 The high level of motivation needed could pose a barrier for pretty much all students as their motivation will likely not be too high if they have a learning disability, difficulty, dislike towards the work, etc. and this particular content-dense lesson requires them to be highly motivated to work hard. Since the class is composed of diverse learners with multiple specific learning needs, if they are already struggling with basic concepts or the reading/writing or staying on task with an assignment, their motivation will likely suffer. They will likely become easily distracted or frustrated, causing them to often become discouraged. Their motivation will determine their level of engagement, as well as their value in the outcome of the lesson, so it is important they are motivated to understand the life cycle phases of the Monarch and the basic dance elements so they can connect these two and create a quality dance.

replaying part of the video.

9.1 Promote expectations and beliefs that optimize motivation: Provide reminders to specific individuals as well as the class as a whole on how they are to conduct themselves in the classroom so they can work more effectively on what needs to be done.

Being reminded of what their behavioral expectations are by the instructor will refocus their attention on the lesson and therefore increase their likelihood of being successful in comprehension and assessment.

Barrier 5

Needing to have this background knowledge might pose an issue for those who have difficulties recalling basic facts, because

Most of the students in the classroom have difficulties memorizing and recalling basic facts. Their difficulty in recalling background

In order to move on with the beginning of the lesson, students are required to share what they know and remember about

3.1 Activate or supply background knowledge: In addition to the introductory discussion about

This will help students better recall what they know about the species going into the lesson to enhance their

they might not be able to reach into their stored information to recall the insects as quickly as everyone else.

knowledge about butterflies is likely as it is not a frequently primed subject.

butterflies so they will understand about a specific type of butterfly, the Monarch. Having nothing to say or being frustrated by being unable to recall what they know about butterflies contributes to this barrier.

butterflies, draw images on the board and make a class list of qualities. The instructor can also pepper in any necessary facts the children may not be able to recall, to help them identify the things they have learned before.

understanding of the butterfly life cycle, therefore breaking down this barrier. Assisting them with remembering background knowledge is crucial if recall is an issue with many of the students.