CEP 452: UDL Lesson Plan Form Background Information Names of Group Members: Jamie Lewis, Devyn Twombley,

Nicole Hagen, Darcy Sheppard, Jenna Bain Name of Lesson: Becoming Aware of the Japanese American Internment Camp Experience URL for Lesson: http://amhistory.si.edu/perfectunion/resources/activity1.html UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. Half of the students do not like to write. In addition, one-third of the class has difficulty organizing their writing and full of errors. Explain the Describe a UDL feature(s) of this solution and explain lesson that create or how to implement it. contribute to this barrier. The lesson requires that students think and write about their personal experiences, routines, and living conditions in order to develop a sense of empathy and understanding. Difficult vocabulary words in the online reading sections. Examples: catalyst, Provide students the option of using digital graphic organizers and word processing for the writing part of the lesson. Explain why this solution can eliminate the barrier

Barrier Part I of the 1 lesson is entirely focused on writing lists and describing experiences. No assistive technology is listed for help in this part of the lesson. Barrier Online reading 2 contains difficult words that are beyond grade level that may

The graphic organizer will help to make the writing more organized. Word processing will help with the spelling errors. Both of these features will help students feel less frustrated and concentrate on the task at hand, which will also make the writing more enjoyable. The glossary and definitions will help students better comprehend the reading. This solution will help

One quarter of the students read one to two grade levels below their placement. Thus,

Provide students with a glossary of predicted difficult words. If students are still having trouble

inhibit their understanding opposition, and comprehension. of vocabulary is also incarceration below grade level.

understanding words, provide access to dictionary or use of online dictionary. Provide students with digital graphic organizer to fill out with main ideas and facts as they read and explore the only story experience.

students better understand the main ideas with better knowledge of the difficult and important words. Actively filling out the graphic organizer will help students to recall the main ideas, look for key ideas as they are reading, stay on task, and help to organize the information for further discussion. Additionally, the organizer will guide their reading to make it less overwhelming. This solution would help eliminate the barrier by diminishing the possibility of too much in seat work. Instead of being stuck in their seats the entire work time they will be able to stand up or work at the board, with the latter even increasing the effectiveness of sharing out in part II.

Barrier The online 3 reading contains many parts and different types of information.

Most of the students have difficulty recalling and memorizing basic facts. In addition, one quarter read one to two levels below their placement.

Part III of the lesson is reading, audio, and visuals that are entirely online for student exploration.

Barrier The entire 4 lesson is built upon seat work which will become increasingly harder for the two students who suffer from ADHD.

There are two particular students in the classroom with attention deficit hyperactivity disorder that are noted to have difficulty staying on task during seatwork. Keeping them in their seats throughout the

All parts of the lesson require the students to work individually and at their seats. Even during part II, when students are asked to share out to the class for discussion, there is not an option for out-of-seat work.

One solution would be to let students stand up next to their desks while they work. Additionally, the board could be divided into sections so students also had option to work at the board instead of in their seats.

lesson will only increase the possibility of work disruptions. Barrier Lots of students 5 have difficulty speaking in class discussions, especially students with ASD, which may become a significant barrier during part IIs class discussion. Beyond the social difficulties students without ASD have, the one particular student with it in the class has noted language and social difficulties. If they are forced into a situation where they must discuss aloud their work it will only further those difficulties. Part II asks students to share out their work and feelings to the class. Unfortunately, the only means of expression for this part is to verbally share which affects both the student with ASD, as well as, the other students that may feel uncomfortable. During part II students could have the option to either share out with the class, or instead record their thoughts/feelings as they relate to the lesson content. This solution helps to eliminate the barrier because it eliminates the requirement that students must verbally report/communicate their work. Now students with documented and nondocumented social difficulties have a different means of expression. .