Education lesson plan

bjective: To create a lesson plan with UDL components and to evaluate that lesson plan.
Scenario: Eleven-year-old Liam is in your sixth-grade classroom and has been diagnosed with attention-deficit hyperactivity disorder, combined type. Liam has difficulty paying attention, remaining motivated, and completing academic tasks and is frequently disruptive in the classroom. You want to address Liam’s unique challenges and, at the same time, make the same learning opportunities available to all of your students. Therefore, you focus on integrating UDL components into a new lesson plan that you are implementing for your next reading unit. To organize your thoughts, you outline the elements of your lesson plan with a UDL approach in mind.
Assignment
Create a lesson plan using UDL components that address Liam’s possible barriers to learning. First, identify one UDL method for each stage of the lesson plan: introducing the lesson, teacher input, guided practice, independent practice, and evaluation. First, identify one UDL method for each stage of the lesson plan: introducing the lesson, teacher input, guided practice, independent practice, and evaluation. Tailor the first two columns of the lesson plan structure presented in Table 8.6 of the text for Liam and his classmates. Tailor the last two columns (Possible barriers and UDL methods) based on your predicted barriers and UDL methods you plan to use. Choose a specific reading strategy (you may select a concept or you may tie your lesson to a reading or some sort of novel study-be creative-I want this to be your choice!
Write your self-evaluation after you have completed your lesson plan and for each item of your lesson plan: Explain how this item addresses the issues in the scenario; give evidence from the chapter supporting this component; describe and justify how your lesson plan will improve teaching and learning in the scenario.
This activity will consist of two pages: page 1 is your lesson plan and the second page is your self-evaluationbjective: To create a lesson plan with UDL components and to evaluate that lesson plan.
Scenario: Eleven-year-old Liam is in your sixth-grade classroom and has been diagnosed with attention-deficit hyperactivity disorder, combined type. Liam has difficulty paying attention, remaining motivated, and completing academic tasks and is frequently disruptive in the classroom. You want to address Liam’s unique challenges and, at the same time, make the same learning opportunities available to all of your students. Therefore, you focus on integrating UDL components into a new lesson plan that you are implementing for your next reading unit. To organize your thoughts, you outline the elements of your lesson plan with a UDL approach in mind.
Assignment
Create a lesson plan using UDL components that address Liam’s possible barriers to learning. First, identify one UDL method for each stage of the lesson plan: introducing the lesson, teacher input, guided practice, independent practice, and evaluation. First, identify one UDL method for each stage of the lesson plan: introducing the lesson, teacher input, guided practice, independent practice, and evaluation. Tailor the first two columns of the lesson plan structure presented in Table 8.6 of the text for Liam and his classmates. Tailor the last two columns (Possible barriers and UDL methods) based on your predicted barriers and UDL methods you plan to use. Choose a specific reading strategy (you may select a concept or you may tie your lesson to a reading or some sort of novel study-be creative-I want this to be your choice!
Write your self-evaluation after you have completed your lesson plan and for each item of your lesson plan: Explain how this item addresses the issues in the scenario; give evidence from the chapter supporting this component; describe and justify how your lesson plan will improve teaching and learning in the scenario.
This activity will consist of two pages: page 1 is your lesson plan and the second page is your self-evaluation

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