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Justin Riley
Dr. Greenwood
ISTC 541
October 28, 2019
UDL Evaluation

1. Provide options for perception

I provided students in this lesson the ability to see visual information through the poem being presented through

the Smart Board, auditory information by students' coral reading the poem along with me, and physically through

the students being able to interact with the smartboard to create their graphic organizer. One thing that I would

change to promote a better tactile/physical way to interact with the information would be to add an activity

where the students created a picture to help display their understanding of what they had read.

2. Provide options for language, mathematical expression, and symbols

This lesson helped illustrate the content through multiple media, such as having the students use the smartboard

to highlight critical details within the poem as the entire class helped to create and support the main idea of the

poem in the graphic organizer. Also, in this lesson, I had students sharing ideas aloud, and having students use

hand gestures to express their views. This helped my ELL students to feel more comfortable in sharing their ideas

and opinions without the need for language. One thing that I could improve on would be to review the

vocabulary words of drought and blizzard, along with the vocabulary term main idea with students before starting

the lesson.

3. Provide options for comprehension

In this lesson, I activated/prompted the students to share their prior knowledge by asking guiding questions

during the warm-up of the lesson in order to combine what the students were doing in ELA and science. I also did

this to prepare them in knowing that we would be combining these two subjects into one lesson. Like the panel

mentioned in UDL: Principles in practice, I guided information processing and visualization through the set up of

the lesson. I had the students work together in the whole group to identify the main idea and supporting details

of the whole class poem first before dispersing the class back to their seats too work in partners or individually on

a different poem with the same concept.

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4. Provide options for physical action

In this lesson, I did provide some of the students with the use of the interactive whiteboard, allowing them to

highlight their critical supporting details using the smartpens. I was not able to give this opportunity to all

students. However, I was able to have all students use their fine motor skills by showing me thumbs up, down,

and sideways in order to respond to their peer's thoughts and ideas.

5. Provide options for expression and communication

I gave my students in this lesson the opportunity to express their ideas and understanding through written

expression, verbal expression, and physical expression throughout different parts of the lesson. In this lesson, I

was also able to provide an opportunity for gradual release to independent work along with teachers and student

mentoring while working independently or as duos with their graphic organizers.

6. Provide options for Executive Function

In this lesson, I was able to facilitate managing information and resources by providing my students with graphic

organizers to organize their information. In this lesson, I did not provide my students the opportunity to create

their graphic organizer, which would have allowed me to guide them in determining how many supporting details

they feel they needed to support their main idea. This would have given my students ownership in the evaluation

process of their work and give them power and questioning how many supporting details are needed to support a

central idea.

7. Provide Interest for recruiting student interest

For this guideline, I was able to use student interest from our science lesson to pick the two weather disasters

that most of my students showed an increased interest in. This allowed me to select more exciting poems for my

students to read and analyze. Because poems were not the most favorite form of literature for my students, this

created a little more buy-in for them. What you do not see in this lesson is that throughout the year, myself and

my co-teacher worked hard with students and ourselves to create a caring and collaborative community in the

classroom. This means that while working in the whole group and pairs, students were respectful and

understanding of others' ideas and views. We also established rules and routines where students could work
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collaboratively but in a quieter and less stimulating environment for my one special education student who has

intense sensory needs.

8. Provide options for sustaining effort and persistence

In this lesson, I was able to work in the whole group with students in building a class response to the drought

poem while establishing with them the desired outcomes for what their independent work should consist of. One

thing I did not do was vary the reading level demand of the independent poem. Next time I can try and find

weather poems that are based upon group reading levels in order for my students to not have the barrier of

decoding affect their ability to show their level of proficiencies in the comprehension of the main idea.

9. Provide options for self-regulation

One thing that I did not include in this lesson was the p for the students to self evaluate their work when finishing

their graphic organizer. I did use a rubric to grade this assignment. However, I did not give the rubric to the

students ahead of time, giving them a written guideline and self-evaluation tool while developing and finalizing

their graphic organizers.

Citations

National Center on Accessing the General Curriculum. "UDL Guidelines Checklist." (2013, December 17). PDF.

The UDL Guidelines. (2018, August 31). Retrieved October 28, 2019, from http://udlguidelines.cast.org/.

CAST, (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.
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Original Lesson
Lesson Description/Learner Characteristics
Lesson Title Identifying The Main Idea and Details Within Poetry
Duration 40 minutes 9:20-10:00
Discipline/Subject ELA/ poetry
Grade Grade 3/Classroom/Whole Group and Individual Work
Level/Setting/Grouping
Learner Characteristics
Number of students - 25
Characteristics: girls/boys, IEPs, 504 plans, ELLs, GT/HAL students, etc.
 15 Girls 10 Boys
 One IEP
 One HAL Student
Two ELL students

Objectives/Standards, Goals, Essential Questions

Objective(s)/Standard(s)
 ELA Standard
 CCSS RL.3.2
 Reading Literature
 Key Ideas and Details
 2. Recount stories, including fables, folktales, and Myths from diverse
cultures; determine the central message, lesson, or moral, and explain how it
is conveyed through key details in the text.
 Corresponding College and Career Readiness Anchor Standard
 2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
 Science Standard
 NGSS 3-ESS2-2
 Weather and Climate
 Students who demonstrate understanding can:
 Obtain and combine information to describe climates in different regions of
the world.
 Science and engineering practices
 Obtaining, Evaluating, and Communicating Information:
 Obtain and combine information from books and other reliable
media to explain or describe phenomena.
Goal(s)
 By the end of this lesson, students will be able to interpret poetry in order to identify the
central message of a poem and use details in the poem to support this central message.
 By the end of this lesson, the students will be able to identify what weather disaster the
poem is describing and be able to show this through details in the poem.
Essential Question(s)
 What is the central message of the poem?
 What are some supporting details from the poem in order to support the claim of the
central message?
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 What weather disaster is the poem describing and how do you know it is describing this
weather disaster?

Materials and Resources

What materials and resources will be used in this lesson?
 “The Colors of a Drought” by Dennis Lange
 “Snow Storm” by Robert Patinson
 Activeinspire chart
 Computer, Promethean Board, Projector
 Key ideas and supporting details graphic organizer

Learning Experiences
See http://www.udlcenter.org/aboutudl/udlguidelines for more information about Universal Design for Learning
Guidelines
Warm-up Duration:
1. The students will be directed to come to the carpet 5 Minutes
2. I will ask the question “What have we been learning about in science
for the past few weeks?”
a. Hopefully they will say “Weather Disasters”
3. I will then ask the students “What have you been learning about in
reading and writing this week”
a. Hopefully they will say “Poetry”
4. I will then pull up the Activeinspire chart that will have the whole group
poem “The Colors of a Drought” and the graphic organizer for key ideas
and details.
Instructional Steps Duration
1. I will have the students popcorn read the poem one stanza at a time. 20
2. After reading the poem, I will have the students think about the central Minutes total
message the Author of the poem is trying to convey.
3. I will have a couple students share their responses to the question and 10 for whole
have the rest of the class show with their thumbs whether they agree group
or disagree with their peer.
4. I will then call on another student if there is one that disagrees with the 10 for
first peer’s idea. independent
5. After two or three students have shared, I will combine theses central work
messages to create our class response I will then type the message in
the graphic organizer on the board.
6. I will then ask the students how they know this, by using key details
from the text. The students will first think to themselves then they will
share with the class.
7. As each student shares their detail from the text, I will have them
highlight it in the poem on the board.
8. Once we have done this I will introduce to the students that they are
going to look at a different poem at their seat for independent work.
9. The students will read the poem too themselves and complete the
graphic organizer for the poem as they did during whole group.
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10. As the students are working there will be a timer on the board to help
them keep track of the time they have left to complete independent
work.
Differentiation
What adaptations for:
 ELL students:
 I will provide a graphic organizer for these students to help them organize their
thoughts and to help them chunk the work to make it seem less overwhelming to the
students.
 For my HAL student I will have her also highlight the line in the poem that she used as
key details to support the central message of the poem and also she will write them in
the graphic organizer to turn in.
Accommodation/Modifications
-What accommodations or modifications for:
documented IEP’s, 504s
 For my IEP student I will use the graphic organizer to chunk the assignment according to her
IEP Goal and accommodation.
 She will also have access to her break pass if she needs it in order to take a break from the
lesson and come back refreshed and ready to go and continue with the activity or the whole
group instruction.
Wrap-Up/Closure Duration
1. After the 10 minuets is up for independent work I will have the 5 minutes
students at their tables share what they thought the central message of
the poem is and what details they used from the poem to support this.
2. After five minutes, I will ask the students to clear off their desk and put
their completed worksheets in the bin. The first table ready to line up
for specials will receive Hoppy Dollars and will be called first to line up.