T560 Model UDL Lesson Annotation

File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 1 of 10

T-560 Universal Design for Learning
Project 2: Model Lesson
Lindsay Bellino
Table of Contents
1 Introduction...............................................................................................................................1
2 Standards and Goals................................................................................................................2
2.1 Goals..................................................................................................................................2
2.2 National Standards.............................................................................................................2
2.3 AZ State Standards............................................................................................................2
3 Traditional Approach.................................................................................................................3
4 Challenges/Barriers..................................................................................................................3
5 UDL Approach..........................................................................................................................4
5.1 Introducing the Big Question..............................................................................................4
5.2 Engage...............................................................................................................................4
5.3 Explore...............................................................................................................................5
5.4 Explain...............................................................................................................................5
5.5 Create................................................................................................................................5
5.5.1 Introduction..................................................................................................................5
5.5.2 Brainstorm...................................................................................................................6
5.5.3 Collection.....................................................................................................................6
5.5.4 Production....................................................................................................................6
5.5.5 Present........................................................................................................................6
5.5.6 Share...........................................................................................................................6
6 UDL Highlights..........................................................................................................................7
7 References.............................................................................................................................10

1 Introduction
This 5th grade social studies lesson will introduce students to the reasons why people

come to the United States and how they relate to present-day issues surrounding

immigration to America. Using a UDL approach, students will build background on the

history of immigration to the United States through multiple means of representation. In

order to fully engage students and make learning more personally relevant, students will

be asked to reflect on their own experiences as first and second immigrants to this

country. Multiple means of expression will be used to drive the culminating performance

assessment where student are asked to create a multimedia presentation to contribute

to a local, national and international dialogue bringing awareness to present immigration

policies.

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2 Standards and Goals
2.1 Goals

• Students will understand the different reasons people move to the U.S.
• Students will understand how immigration has changed over time.
• Students will understand the effects of immigration on the U.S. and how those ef-
fects have changed over time. Students should be able to think critically about
how to contribute to a global dialogue about immigration issues drawing upon
historical evidence and perspectives.
Students will be asked to draw upon classroom discussions and personal research

using print resources, websites, interactive simulations, videos and other multimedia to

compare an historical narrative about immigration to the U.S. with their own experience.

The culminating performance of understanding allows students to select a project in

which to demonstrate their understanding that will be hosted on the class website and

shared with members of the school and local community. Projects may include an

essay, short story, video, ppt presentation, radio broadcast, timeline, or multimedia

mash-up.

2.2 National Standards

NSS-USH.5-12.6 Understands massive immigration after 1870 and how new social
patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
NSS-USH.9-12.10 Understands economic, social, and cultural developments in
contemporary United States.

2.3 AZ State Standards

Strand 1. Concept 3. PO3. Describe the reasons (e.g., religious freedom, desire for
land, economic opportunity, a new life) for colonization of America.
Strand 1. Concept 1. PO4. Locate information using both primary and secondary
sources.
Strand 3. Concept 4. PO1. Describe ways an individual can contribute to a school or
community
Strand 1. Concept 10. PO 2. Discuss the connections between current and historical
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events and issues from content studied in Strand 1 using information from class
discussions and various resources (e.g., newspapers, magazines, television, Internet,
books, maps).

3 Traditional Approach
Traditional approaches to teaching social studies include a heavy reliance on basal

textbooks, primary sources and occasionally supplementary materials such as videos.

History is often presented with a particular bias or viewpoint with little connection to

current events. Assessment is often delivered through project-based performance

assessment or standardized tests.

4 Challenges/Barriers
Many children are often left out of the equation when history is taught using the

traditional approach. By committing to using a basal textbook to deliver instruction

children are not provided with multiple means of representation. The basal textbook also

threatens the ability to provide multiple means of engagement by limiting the voices of

history to one publisher or author. In order for children to be motivated and engaged,

social studies curriculum must ensure that learning is personal and relevant. Social

studies assessment, at the elementary level, generally provides options for expression

through the use of project-based performance assessments. The challenge with

traditional approaches to project-based assessments is making them more current by

employing new technologies to support 21st century learning.

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5 UDL Approach

5.1 Introducing the Big Question
Why do people take long difficult journeys to make a new home in the U.S.? Have any

of these reasons changed over time?

Discussion
• Introduce the big question and understanding goals for the unit
• Have students jot down their initial responses to the big question in their online
journal
• Have students share their responses with the class and capture in the class
journal
• Introduce final performance of understanding project

Background Video
• Watch the background video as a class
• Respond to the video using a class concept map that will be posted to the class
journal

Small Group Discussion
• Have students work in pairs to respond to the following prompts
o What do you think would be the biggest challenge if you moved to a new
country?
o Where do you think most immigrants come from now?
o What do you think is the main reason that people have moved to the
United States for so many years?
• Have pairs share their work with the group and capture their responses in the
class journal

5.2 Engage
• Ask student’s to think about some of the reasons their family moved to the U.S.
o Using an image, drawing, recording or text have students post their
thoughts online
• Use Scholastic’s website “Immigration Stories of Yesterday and Today” to
introduce students to three recent immigrant children to the U.S.

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• Ask student’s to reflect on their comments prior to watching the videos and ask
them if they had similar experiences to these students
o Have students use a compare/contrast graphic organizer to compare their
own experiences with those of the students in the videos.

5.3 Explore
• Have student conduct research using the library and the Internet to find historical
narratives of immigrants families from the past
o Have students use the provided Internet resources from Scholastic's site
to find information about the history of immigration policies and what
immigration issues exist today.
o Explore the section "Why did they come" on the interactive PBS site
"Destination America"
o Explore Scholastic Ellis Island interactive website.
• Have students collect information in their online journals including references to
primary/secondary resources, images, videos, audio clips etc.

5.4 Explain
• Ask students to present their findings to the group, write a one paragraph
summary, draw a picture, or record a podcast of their summary in their online
journal

5.5 Create
5.5.1 Introduction
• Introduce the final project and the steps that will be taken to complete the project.
o Choose one of the three topics to present on
 Interview with an immigrant
 Personal narrative of an historical immigrant
 Compare and contrast the experiences of an historical immigrant
with your own
• Introduce class website where final projects will be posted for the school
community and their parents to view and add comments.
• Review the rubric for the final project
• Introduce the types of projects that are acceptable

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o Essay
o Short story
o Video
o PowerPoint presentation
o Radio broadcast
o Timeline
o Multimedia mash-up
• Show exemplar projects from previous years

5.5.2 Brainstorm
• In small groups have students use the concept mapping tool to brainstorm ideas
about their project
• Guide students to think about their audience and the purpose behind the project

5.5.3 Collection
• Allow students to use the computers to do additional research using the links
provided in their online journal
• Have students write in their online journal summarizing their project proposal
o Have students write a main idea paragraph including the setting, main
characters, and summary
o Have students work in pairs to review each other expository paragraphs
using the provided rubric.

5.5.4 Production
• Students will be given time in class to work on their various projects (2 days)
• At the end of each day students will meet with their class partner to review each
other’s progress

5.5.5 Present
• Students will present their project to the class

5.5.6 Share
• Students will post their projects to the class website and ask members of their
community to comment on their projects.

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6 UDL Highlights
The Universal Design for Learning guidelines as outlined below were used to annotate the
digital journal for the sample model lesson. Each Principle is color-coordinated to align with the
indicators represented in the model lesson. More information about the guidelines can be found
on the CAST website.

Principle I: Provide Multiple Means of Representation
Guideline Checkpoint Curriculum Alignments
1. Provide the display of 1.1 Customize the display of A. Users can change the size of the font
information information used on screen
B. Users can edit their profile to change the
background color and font color used in the
journal
1.2 Provide alternatives for A. All text on screen has supporting audio
auditory information B. All video are closed captioned
1.3 Provide alternatives for A. All images are supported with textual
visual information descriptions
2. Provide options for 2.1 Define vocabulary and A. Key vocabulary words have embedded
language and symbols symbols hyperlinks to a visual glossary
2.4 Promote cross-linguistic A. On-screen text can be translated into
understanding other languages
2.5 Illustrate key concepts A. The Background Video gives historical
non-linguistically information about immigration
3. Provide options for 3.1 Provide or activate A. Background video and big question
comprehension background knowledge prompts allow students to reflect on their
own experiences with immigration
3.2 Highlight critical features, A. The Big Question is not only introduced
big ideas, and relationships at the beginning of the lesson but weaved
throughout ensuring the salience of the
lesson goals
3.3 Guide information A. The online journal learning model guides
processing information processing by organizing
information into more accessible parts. The
navigation provides students with multiple
pathways through the content by not
restricting interaction to a linear sequence
but rather guiding the instructional
sequence.
3.4 Support memory and A. A Sticky notes tool can be used to take
transfer free-form notes or offer scaffolded
suggested notes throughout the content.
Principle II: Provide multiple means for action and expression – Strategic Networks

77


4. Provide options for 4.1 Provide varied ways to A. Users can respond using text, drawing
physical actions respond or recording their own voice
4.3 Integrate assistive A. All interactions will be 508 compliant
technologies including the use of keyboard hot keys to
access and interact with content
5.3 Provide ways to scaffold A. The lesson avatar provides
practice and performance individualized additional information for
scaffolding and links to additional practice
depending on the student’s reading level
that is set by the instructor.
6. Provide options for 6.1 Guide effective goal A. Question prompts remind the students to
executive functions setting reflect on the big question

6.2 Support planning and A. Lesson goals can be accessed at any
strategy development time
B. Lesson avatar models effective planning
and strategy development
C. Guided note-taking prompts help
students reflect on learning
6.3 Facilitate managing A. The My Stuff feature allows students to
information and resources save and organize their notes and
multimedia for future reference.
6.4 Enhance capacity for A. Breadcrumb Trail shows progress
monitoring progress throughout lesson

Principle III: Provide multiple means for engagement – Affective Networks

88


7. Provide options for 7.1 Increase Individual choice A. The final project allows students to
recruiting interest and autonomy choose from a variety of project types to
demonstrate their understanding of the
learning goals
B. Students can navigate the lesson
however they’d like
C. Students can respond to question
prompts in a variety of ways
D. Students collaborate with the teacher to
create a working agreement of their own
personal learning goals at the beginning of
the lesson
7.2 Enhance relevance, A. The lesson highlights immigration in light
value, and authenticity of current events that directly effect the 1st
and 2nd generation immigrants that make up
the classroom
B. Students share their final project with
their school and local community providing
purpose by communicating to multiple
audiences

7.3 Reduce threats and A. Lesson audio can be turned on/off at any
distractions time
B. Students can adjust their profile to
reduce distracting visual stimuli
C. Students can select whether they’d like
to share their final project with just the
teacher, the class, the school, and/or with
members of the local community to reduce
the threat of evaluation
8. Provide options for 8.1 Heighten salience of A. Lesson goals can be accessed at any
sustaining goals and objectives time
B. The Big Question can be accessed at
any time
8.3 Foster collaboration and A. Classroom activities provide
communication opportunities for collaboration
B. The Class website provides
opportunities for community and
communication through the display of
students’ final projects and the comments
feature
8.4 Increase mastery-oriented A. The rubric that is co-constructed by the
feedback teacher and students will be guided by the
goal of learning mastery rather than
didactic task accomplishment

99


9. Provide options for 9.1 Guide personal goal- A. Lesson avatar, guided note-taking
self-regulation setting and expectations
9.2 Develop self-assessment A. Sticky note-taking tool provides an
and reflection aggregated view of the notes for self-
reflection
B. Students receive timely feedback on
their lesson activities

7 References
CAST UDL Online Modules. CAST. Web. 09 May 2010.
<http://udlonline.cast.org/page/module2/l3/>.

"Immigration: Stories of Yesterday and Today Home." Teaching Resources, Children's
Book Recommendations, and Student Activities | Scholastic.com. Web. 09 May
2010. <http://teacher.scholastic.com/activities/immigration/>.

"Destination America." PBS. Web. 09 May 2010.
<http://www.pbs.org/destinationamerica/>.

Rose, David H., and Anne Meyer. Teaching Every Student in the Digital Age Universal
Design for Learning. ASCD, 2002. Print.

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T560 Model UDL Lesson Annotation

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