Udl final assignment

Beena Raichura UDL SA85 Final AssignmentOctober 2013

Universal Design for Learning – SA-85 Final Assignment Packet

Statue of Liberty - http://www.flickr.com/photos/the-o/2928233768/sizes/m/in/photostream/Lincoln Memorial - http://www.flickr.com/photos/22240293@N05/3907649735/Bald Eagle - http://www.flickr.com/photos/walkadog/3683073458/Martin Luther King - http://www.flickr.com/photos/caboindex/1183155006/

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Practices, Symbols, People

Beena Raichura UDL SA85 Final AssignmentOctober 2013

Montgomery County Public SchoolsRockville, Maryland

Subject: Social StudiesGrade: 1

ContributorsBeena Raichura

Debra Lea

In this Social Studies unit students will identify and describe people, symbols, and practices important to democratic principles associated with the United States of America. By identifying and describing symbols and practices students discover important democratic principles associated with the United States of America.

Indicators:Political Science (Social Studies)

Identify and discuss the meaning of symbols and practices associated with the United States of America. Identify and discuss the meaning of common symbols associated with the United States of America, such as bald eagle, White House, and

the Statue of Liberty. Describe how actions, such as pledging allegiance to the American flag and singing “The Star-Spangled Banner” and “America” are

associated with being a citizen.

Enduring Understandings and Essential Questions:

American democracy is shaped by individuals past and present and can be seen in its symbols and practices.

What do symbols and practices tell us about American democracy?

How have people in the past and present contributed to America?

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Beena Raichura UDL SA85 Final AssignmentOctober 2013

UDL Classroom Solutions – Step 1 - Student Profiles

Date: 10/10/13Teacher: Ms Debra Lea and Ms Beena RaichuraGrade: Grade 1School: Germantown ES

Student Names Student disabilities or learning barriers Challenges for these students when listening, reading, writing or speaking

Rodrigue Specific Learning Disability Difficulty retrieving information, organizing thoughts and ideasDifficulty with spellingsDifficulty with fine motor skills

Oliver Specific Learning DisabilityEnglish Language LearnerSpeech impairments

Limited background knowledgeStruggles with grade level reading and comprehensionPoor spellingsShy, can’t speak before the class

Santana Autism/ Asperger’s Difficulty with spellingsReluctant writerPoor handwritingDifficulty with fine motor skills secondary to hand tremors.Difficulty organizing thoughts and ideas and adding details in written form.

Dylan Specific Learning Disability Easily distractedTrouble sustaining attention for long periods of timeDifficulty adding detailsDifficulty writing a well formed paragraph

Daniel Autism Trouble following multiple step directionsStruggles with abstract informationPoor background knowledge

Nate Autism Cannot keep pace with grade level text,Struggles with spelling and is reluctant to write

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Beena Raichura UDL SA85 Final AssignmentOctober 2013

UDL Classroom Solutions – Step 3 – Lesson Planning with UDL Solutions

Lesson teaching methods and

materials

Challenges that these instructional methods

and materials present to some students

UDL Solutions

Flexible options for student engagement Flexible methods of presentation

Flexible methods of expression and active learning

Teacher will read a book about Abraham Lincoln to the students.

Then she will discuss about leaders with the students. She will discuss why they are honored and what their contributions are to America.

Students will then be provided with a penny to examine; to see who is on it and why his picture is on the penny.

Next students will watch a video on Discovery Education about famous American Landmarks and symbols.

Each table group

Students that have tactile defensiveness are not able to touch and examine the penny.

Students that have difficulty expressing themselves and speaking in front of their classmates will not be able to speak before the class to show what they have learned about Abraham Lincoln, his contributions and about the other landmarks and symbols and present the symbol they design on their flag.

Students that struggle with writing, handwriting and spellings will have difficulty writing about the symbol they design.

Students that have poor attention will struggle with all of the above tasks.

Teacher reads a book to the students. To develop the concept of what is a symbol.

Students read a book independently during center time.

The teacher provides students options to listen to a book.

She also provides students choices of several reading level books to choose from for independent reading.

Teacher also sets up the computers in the class (there are 4 computers in the class) with a PowerPoint presentation she has created about the symbols of the United States of America. The students that struggle with reading will listen to the text on the PowerPoint using “Natural Reader”.

The teacher also uses her computer lab time to have students read the E-Text she has created using the “Natural

The class is asked to design a flag with a symbol on it that is important to them.

Students that have fine motor issues are given the option to use programs like Paint or Pixie to design their flags.

Students are also given the option to use markers and colored pencils to design their flags.

After designing the flag, students have to write why they chose that symbol for the flag and present their flag and the reason to the class.

Students had to select an animal as a symbol for their class and write an opinion about why they selected that animal for their class.

Students are given the choice to use Clicker word banks or paper and pencil and a template to write.

To present students were given a choice to stand in front of the class and present or use “Audacity” to

There are students in this class that have trouble with attending, focusing, speaking before the classmates and writing. They struggle with writing legibly and with spellings. In order to address all the above issues, after the students had designed their flag, the teacher had some students write a sentence or two about why they chose that symbol.

She also set up the computers in her classroom with Audacity and a microphone and students that couldn’t write or were tongue tied when they had to speak before their classmates were given the option of using the computer and microphone to record why they chose the symbol.

She had each student say their name and then record 1-2 sentences about why they chose that symbol.

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Beena Raichura UDL SA85 Final AssignmentOctober 2013will have a picture of an American landmark or symbol on their table (American Flag, Liberty Bell, Statue of Liberty or The bald Eagle). Students will examine the picture of a famous American symbol with their table mates and then share it with the class.

As they share, the teacher will chart the facts about the US symbols.

Reader” program to reinforce the learning.

She alsoprovides students with a graphic organizer made on Inspiration with hyperlinks to a website. When students are in the computer lab, they work in pairs to read the information on the website and answer questions pertaining to the landmark and what it symbolizes. Each pair of students works on a different landmark.

She provides them with a real penny to touch, feel and examine to see Abraham Lincoln’s picture on it.

Next she shows them a video and uses the jigsaw method of teaching. She pauses the video and points out facts she wants students to remember. She doesn’t show the video all at one time.

She provides students with pictures of the symbols and landmarks shown on the video on their desks and asks them to discuss the facts with their table mates. Each table gets a picture of one landmark/symbol.Then she asks them to share it with the whole class and she charts the facts on the easel.

create a podcast to present.

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Beena Raichura UDL SA85 Final AssignmentOctober 2013

Then she continues the paused video and repeats the process with another group of students and another symbol.

Reference Materials: “George Washington (Lansdowne Portrait, 1796)” by Gilbert Stuart “The President”, Houghton Mifflin Social Studies School and Family “Past Presidents”, Houghton Mifflin Social Studies School and Family “George Washington”, Houghton Mifflin Social Studies School and Family *The Lincoln Memorial by Mary Firestone “Martin Luther King, Jr. Day”, Houghton Mifflin Social Studies School and Family “Saying the Pledge of Allegiance,” Houghton Mifflin Social Studies School and Family “The Lincoln Memorial” by Mary Firestone The Important Book by Margaret Wise Brown {integrated with writing} “Songs of Our Nation”, Houghton Mifflin Social Studies School & Neighborhoods “Government Leaders”, Houghton Mifflin Social Studies School and Family “The President”, Houghton Mifflin Social Studies School and Family

Internet Sites:Ben’s Guide to US GovernmentThis is a website that gives information about symbols of the US Government in a succinct manner. It also provides additional links to explore further and you can search the site by grade levels.

BrainPOP

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Beena Raichura UDL SA85 Final AssignmentOctober 2013This site needs a login and password but is another good site. With information and relevant movies related to the social studies topics. Again it’s easy to understand and succinctly written information with many pictures and images. It also has an audio feature so all the information on the website can be read aloud to the student who struggles with reading.

Accessible Technology Resources:

1. Discovery Education will be used to show students videos about the topic. It will need a login and password to access the videos and is found on all MCPS computers under the media tab.

2. The teacher will also use Audacity to create a podcast /sound files of the students sharing about their symbol. Audacity is also found on all MCPS computers under the applications tab.

3. She will use Google Images to find pictures of landmarks and symbols of small groups of students to examine and share facts about in class.

Briefly describe how you will share these resources to promote better differentiation and equity across:

I will share the unit and lesson plan at monthly staff meeting at the school. Showing them videos of how the students are interacting with each other, engaged in the task and recording on “Audacity”.

I will share the information with my OT colleagues during a flex time group and put up the information on the OT/PT website.

I will uploads information on the MyMCPS site for first grade teachers under the professional development resources section under the content planner tab.

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