Lesson Planning with Universal Design for Learning Paper

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:	KINDERGARTEN
Date:	JANUARY 2021
Unit/Subject:	English language arts
Instructional Plan Title:	Pronunciation of the five senses
Lesson Summary and Focus:	The lesson on five senses integrates fun in learning to help learners know how to pronounce and differentiate between their five different senses. The student will be able to differentiate between their senses. The lesson entails hands-on activity that can make the student enjoy learning and enjoyable.
Classroom and Student Factors/Grouping:	The lesson has been designed for kindergarten class as is set to be handled in a classroom setting. Among the students, there are four gifted students and IEP/504 learners who will be given more advanced activities to accommodate all the learners in the lesson. Taking these grouping in consideration, the lesson plan is created to entail all learner factors.
National/State Learning Standards:	Arizona’s English Language Arts Standards. 1. Ask and answer questions about stories and poems, such as who, what, when, where, why and how Struggling to meet your deadline ? Get assistance on Lesson Planning with Universal Design for Learning Paper done on time by medical experts. Don’t wait – ORDER NOW! Meet My Deadline 2. Ask and answer questions about unknown words in a text
Specific Learning Target(s)/Objectives:	By the end of this lesson the learners will be able to: i. To pronounce their five senses. ii. To show the location of their five senses on their bodies
Academic Language	Academic Vocabulary · Eye · Ear · Mouth · Hands · Nose I will ensure that students pronounce this vocabulary aloud and repeat after me as it will ensure they use the correct pronunciation of the main vocabulary required during the project. Besides, the unit vocabulary words will be displayed on the vocabulary cards to aid the student in pairing the words with their visuals.
Resources, Materials, Equipment, and Technology:	v Drawn pictures of five senses on cardboards. v The students will be required to have photos of the five senses and a plain drawing book. v Technology Required: Whiteboard, paper, pencils, and projectors.

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Section 2: Instructional Planning

Anticipatory Set

· We will be taking the first 5 mins to read aloud the names of the five senses and students repeat after me.

· I will be using the visuals from real pictures of five senses and ask them to identify them.

· I will ask students how they use the five senses.

Time Needed

5 min

Multiple Means of Representation

· I will be using the projector to improve visuals for the students to see the picture clearly.

· I will be applying the anchor charts for reading.

· I will provide students with hands-on materials for my students to write the names of the five senses.

· I will be offering a comprehensive demonstration on how best students can pronounce their five senses.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL): By using visuals, simplified and clear instructions, translating keywords to their native language would be effective in increasing their understanding. Besides, grouping students with ELLs with similar native languages allows them to be more attentive.

· Students with special needs: I will ensure that students with special needs sit close to me, provided with speaking aids, and I will ensure a better welcoming to the learning environment while providing better and active seating (Nevo & Vaknin-Nusbaum, 2018). This process will increase the attention of special students allowing them to participate in the class.

· Students with gifted abilities: I will allow such students to explore the real world of application, creating more complex assignments, providing numerous options to step up the academic vocabulary, and permit flexible grouping of such students.

· Early finishers (those students who finish early and may need additional resources/support): I will allow such students to think of how to pronounce some additional words.

Time Needed

10 min

Multiple Means of Engagement

· I will ensure that students complete the drawings of any one of the five senses they know.

· Students will be organized in collaborative group work in allowing the locate the five senses on their friends.

· The content of the five senses will be discussed in class with all students.

Explain how you will differentiate activities for each of the following groups:

· Students with special needs: I will ensure that students with special needs sit close to me, provided with speaking aids and I will ensure a better welcoming to the learning environment while providing a better and active seating. This process will increase the attention of special students allowing them to participate in the class.

· Early finishers (those students who finish early and may need additional resources/support): I will allow such students explore pronunciation or more vocabulary.

Time Needed

25 mins

Multiple Means of Expression

· Students will engage in think-pair-share in class, especially when faced with comprehensive questions that require critical thinking.

· I will be expecting my students to use thumbs up, down, and middle when asked any question on their thoughts about each common sense. Besides, the students also use this similar sign after participating in a collaborative group.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL): I will be providing these students with manipulatives like image-to-word cards that will be helping them to visualize keywords in the lesson. I will also provide mind maps capturing major parts of the lesson to help the students in capturing the lesson more easily (Sewasew & Schroeders, 2019).

· Students with special needs: I will provide sentence starters, organize them in smaller groups, and continually review how their collaborative groups went through their findings. I will also provide the students with picture-to-word cards during the lesson.

· Students with gifted abilities: I will ask these students to think critically while doing their assessments. They will be required to write 4-5 sentences on the collaborative group findings. They will as well have to read their summative assessment aloud for the teacher to hear.

· Early finishers (those students who finish early and may need additional resources/support): I will ask these students to participate in drawing the five senses. Besides, they will be reading their summative assessment aloud for the teacher to review.

Time Needed

20 min

Extension Activity and/or Homework

I will ask students when they have ever heard of common sense. They will then need to think through and create an anchor chart explaining the senses they know. For instance, they will explain where the five senses are located and be able to point the five senses on the drawing projected on the board. The students will take these anchor charts home, where they will be required to create an informational story based on their five senses. The students will write 1-2 sentences and a drawing that visualizes the story. The student will turn in these writing pieces at the end of the week.

Time Needed

10 min

Rationale

When I was designing this lesson plan, my thoughts were based on the importance of allowing students know how to pronounce their common senses. The complexity of the five common senses allowed me to take a keen interest in it and locate all the materials required to create a similar lesson for my students. The five common sense lessons had numerous instructional methods that I was able to use in class. All the methods I applied to the students were different in a way and would meet all the categories of the students at their points of learning needs. I was able to organize the class into small collaborative groups that effectively offered extra guidance on the lesson.

The assessment and instructions described in this lesson plan are tailored to meet student abilities. The concept used in the lesson plan will allow students to build on the common senses as a foundation of listening, speaking and writing skills. For instance, it helps students create informational writing pieces that involve real-life skills. This plan will also be effective in how I will be assessing the students and progressing within the applied instructional methods. I will be giving them information on student strengths and weaknesses as well as what I can do to improve learning. Technological resources selected in the lesson plan would help the students meet the learning objectives as they are meant to engage learners. After learning the importance of the five common senses, reading and writing in this lesson would help students retain knowledge during the lesson.

References

Keung, C. P. C., Yin, H., Tam, W. W. Y., Chai, C. S., & Ng, C. K. K. (2020). Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership, 48(5), 875-892. https://doi.org/10.1177%2F1741143219864941

Nevo, E., & Vaknin-Nusbaum, V. (2018). Enhancing language and print-concept skills by using interactive storybook reading in kindergarten. Journal of early childhood literacy, 18(4), 545-569. https://doi.org/10.1177%2F1468798417694482

Sewasew, D., & Schroeders, U. (2019). The developmental interplay of academic self-concept and achievement within and across domains among primary school students. Contemporary Educational Psychology, 58, 204-212. https://doi.org/10.1016/j.cedpsych.2019.03.009

Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction, and the differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.
For this assignment, you will integrate the cultural values and beliefs of ELLs into an English language arts lesson plan that includes components of Universal Design for Learning, using the “COE Lesson Plan Template.”
Using the â€œClass Profile,â€ grade level K Include both Arizona ELP and ELA standards within the â€œNational/State Learning Standardsâ€ section of the template. Align your learning targets/objectives with these standards.
Your lesson plan must clearly express how the teacher will represent the concepts to be taught, how your ELLs will express what they are learning, and how they will be engaged throughout the lesson.
Your lesson plan should also include:
â€¢ Differentiated instruction to address your studentsâ€™ language differences, giftedness, and special education needs listed on the “Class Profile.”
â€¢ Technology that supports English language development.
â€¢ Formative and summative assessments for the learning activities within the Multiple Means of Expression section of the template.
Include a 150-250 word rational explaining how the cultural values and beliefs of your ELLs have been accounted for within the lesson.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 4.4:
Differentiate instruction and assessment with ELLsâ€™ language differences, giftedness, and special education needs in mind. [TESOL 3.a.1, 3.a.3, 4.a.2, 4.a.5; InTASC 6(h), 6(p), 6(u), 6(v), 7(b), 8(a), 9(h)]
COE 7.1:
Integrate ELLsâ€™ cultural values and beliefs in the context of teaching and learning. [TESOL 2.a; InTASC 3(f), 4(m)]

I will send the class profile.
If you need additional material please reach out to me.
THank you

Lesson Planning with Universal Design for Learning Paper