Lesson Planning with Universal Design for Learning

Lesson Planning with Universal Design for Learning
Assessment Description
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.
For this assignment, you will create an English language arts lesson plan that integrates the cultural values and beliefs of ELLs and utilizes components of Universal Design for Learning (UDL).
Using the “COE Lesson Plan Template” and the “Class Profile,” create at least one learning objective for your chosen level of students between grades 6-12 that aligns with both Arizona ELP and ELA standards.
Your lesson plan should include:
• Differentiated instructional strategies and learning activities to address students’ language differences, giftedness, and special education needs (as listed on the "Class Profile")
• Incorporation of technology to support English language development
• Formative and summative assessments for the learning activities
Your lesson plan must clearly express how the teacher will represent the concepts to be taught, how ELLs will express what they are learning, and how they will be engaged throughout 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Lesson Planning with Universal Design for Learning - Rubric
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Alignment with both ELP and ELA Standards
20 points
Criteria Description
Alignment with both ELP and ELA Standards
5. Target
20 points
Includes learning objectives that are clearly and completely aligned with each of the ELP and ELA standards provided.
4. Acceptable
17.4 points
Includes learning objectives that are adequately aligned with each of the ELP and ELA standards provided.
3. Approaching
14.8 points
Includes learning objectives that could be more adequately aligned with each of the ELP and ELA standards provided.
2. Insufficient
13.8 points
Includes learning objectives that are not adequately aligned with each of the ELP and ELA standards provided.
1. No Submission
0 points
Not addressed.
Universal Design for Learning (UDL)
20 points
Criteria Description
Universal Design for Learning (UDL)
5. Target
20 points
UDL components clearly included throughout the lesson plan.
4. Acceptable
17.4 points
UDL components included within the lesson plan.
3. Approaching
14.8 points
More UDL components could be included within the lesson plan.
2. Insufficient
13.8 points
Not enough UDL components are included within the lesson plan.
1. No Submission
0 points
Not addressed.
Cultural Values and Beliefs
30 points
Criteria Description
Cultural Values and Beliefs
5. Target
30 points
The cultural values and beliefs of the students on the Class Profile have been creatively and appropriately accounted for within the lesson plan.
4. Acceptable
26.1 points
The cultural values and beliefs of the students on the Class Profile have been adequately accounted for within the lesson plan.
3. Approaching
22.2 points
The cultural values and beliefs of the students on the Class Profile could have been more adequately accounted for within the lesson plan.
2. Insufficient
20.7 points
The cultural values and beliefs of the students on the Class Profile were not adequately accounted for within the lesson plan.
1. No Submission
0 points
Not addressed.
Differentiation
30 points
Criteria Description
Differentiation
5. Target
30 points
Includes instructional strategies and learning activities that are effectively differentiated to address the language differences, giftedness, and special education needs of the students on the Class Profile.
4. Acceptable
26.1 points
Includes instructional strategies and learning activities that are sufficiently differentiated to address the language differences, giftedness, and special education needs of the students on the Class Profile.
3. Approaching
22.2 points
Includes instructional strategies and learning activities that could be more sufficiently differentiated to address the language differences, giftedness, and special education needs of the students on the Class Profile.
2. Insufficient
20.7 points
Includes instructional strategies and learning activities that are not sufficiently differentiated to address the language differences, giftedness, and special education needs of the students on the Class Profile.
1. No Submission
0 points
Not addressed.
Technology
10 points
Criteria Description
Technology
5. Target
10 points
Includes a technological resource well suited for English language development.
4. Acceptable
8.7 points
Includes a technological resource that supports English language development.
3. Approaching
7.4 points
Includes a technological resource that could more adequately support English language development.
2. Insufficient
6.9 points
Includes a technological resource that does not support English language development.
1. No Submission
0 points
Not addressed.
Formative and Summative Assessments
40 points
Criteria Description
Formative and Summative Assessments
5. Target
40 points
Includes appropriate formative and summative assessments for the learning activities.
4. Acceptable
34.8 points
Includes adequate formative and summative assessments for the learning activities.
3. Approaching
29.6 points
The formative and summative assessments could be better aligned with the learning activities.
2. Insufficient
27.6 points
The formative and summative assessments are not aligned with the learning activities.
1. No Submission
0 points
Not addressed.
Appropriateness
30 points
Criteria Description
Appropriateness
5. Target
30 points
All parts of the lesson plan template are complete and the lesson overall is appropriate for the intended grade level and could realistically be carried out within an educational setting.
4. Acceptable
26.1 points
All parts of the lesson plan template are complete and the lesson overall is adequate for the intended grade level and could realistically be carried out within an educational setting.
3. Approaching
22.2 points
Some parts of the lesson plan template are left incomplete or the lesson overall could be more appropriate for the intended grade level or the lesson would be difficult to be carried out in an educational setting.
2. Insufficient
20.7 points
Many parts of the lesson plan template are left incomplete or the lesson overall is appropriate for the intended grade level or could not realistically be carried out within an educational setting.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
20 points
Criteria Description
Mechanics of Writing (spelling, punctuation, grammar, and language use)
5. Target
20 points
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
4. Acceptable
17.4 points
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.
3. Approaching
14.8 points
Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied.
2. Insufficient
13.8 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
1. No Submission
0 points
Not addressed.
Total 200 points
CAST. (2021). CAST: About Universal Design for Learning. Www(dot)cast(dot)org. https://Www(dot)cast(dot)org/impact/universal-design-for-learning-udl
UDL: Engagement. (n.d.). Udlguidelines.cast.org. https://udlguidelines(dot)cast(dot)org/engagement