PAL+Model+Lesson

=PAL Model Lesson:=


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 * You will pick a lesson from the last column “model lessons”.
 * Go over the lesson and summarize important ideas for implementing UDL in this model lesson.

The important things students will need to use this lesson:

1. Students will watch a video which will provide audio and visual engagement incorporating several modalities.

2. Students are given a writing assignment to improve their writing ability and grammatical awareness.

3. The class is given materials to create an accident report describing the incident. The students will use newspaper articles,and Power Point presentations to build their proir knowledge on accident reporting protocol.

4. The assignment is scaffolded for increased learning. The first assignment is only for one sentence, formulated by small groups. The second is for a broader accident description done by groups, and the third is an individualized report given to an insurance adjuster and a police investigator.


 * Draw a flow chart or a concept map showing decision factors and procedures involved in planning and implementing UDL
 * If time allows, also come up with alternative ways to teach the lesson and point out how the alternative lesson is built on the UDL principles.

AMY YOUNGMAN'S ADD-INS Important Ideas-- The Life Cycle of Plants (Grade 1): Introduction 1.Teacher broke lesson into two sessions, in which she will teach the life cycle of plants in two forty-five minute sessions. 2. Lesson is preceeded by an introduction to concepts relevant to the lesson, including seed growth and planting and extracting seeds. 3.Lesson structure enabled teacher to work with science content throughout a variety of classtimes, including guided reading, science workshop, during read alouds. 4. Addresses challenges that are typical for classrooms, in which a print-based environment is emphasized where all students usually read or listen to the same book, respond to the same worksheet, and complete the same hands-on activity (in this case, plant the same type of seed). 5. Some supports this lesson acknowledges for students with different learning needs: -Provide Multiple Examples:
 * Recognition Supports Include...
 * Choice of four different books about topic, varying by level of difficulty
 * Students preview all four book before selecting one

-Highlight critical features:
 * Two key questions to guide reading
 * Attaching sticky notes to relevant text

-Provide multiple media and formats:
 * Digital books with text-to-speech
 * Audiotape version
 * Partner reading of print version
 * Independent reading of print version

-Support background context:
 * Students examine fruit and vegetable seeds and plant a seed prior to reading the books
 * Students predict the kinds of answers they might find in the books. These ideas are posted as a reference while students read.

-Models of skilled performance:
 * Strategic Supports Include...
 * Text-to-speech reading
 * Audio taped reading (teacher reading fluently)
 * Partner reading

-Provide opportunities to practice with supports:
 * Various reading contexts

-Provide ongoing, relevant feedback:
 * Partner reading �- partner offers feedback
 * Teacher circulates to provide prompts and feedback to students

-Offer flexible opportunities for demonstrating skill: -Offer choices of content and tools: -Offer adjustable levels of challenge:
 * Choice of writing, drawing, or dictating responses to questions
 * Discussion context offers another avenue for demonstrating knowledge
 * Selection of book
 * Selection of response mode
 * Reading levels of books range from grade one to grade three

-Offer choices of learning context:
 * Student book choice formed basis of group and partner formation
 * Digital book, printed book, or audiotape