Unit UDL Lesson Plan 1: Grade 3 Part 1. Lesson Topic
Unit UDL Lesson Plan 1: Grade 3 Part 1. Lesson Topic
Unit UDL Lesson Plan 1: Grade 3 Part 1. Lesson Topic
Grade 3
Part 1. Lesson Topic
Self-Portraits and Meaning
Students will be able to observe and discuss famous self-portraits using art vocabulary.
Students will be able to write a brief discussion on the class discussion of various famous selfportraits.
Part 3. Standards
Standard 1.0 Perceiving and Responding: Aesthetic Education
Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences,
and the environment through visual art.
INDICATOR
2. Identify and compare ways in which selected artworks represent what people see, know, feel,
and imagine
OBJECTIVES
Compare and describe how artists communicate what they see, know, feel, and imagine
using art vocabulary
Student Qualities
PowerPoint presentation
Kevinmoderate visual
challenge, Low vision
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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.
Lecture/Whole Class
Presentation
Oral Response
JennyHome problems
JakeTalented at drawing
Sarah learning disabled,
language processing disorder
(LPD)
Part 5. Solutions
Potential Barriers/ Missed Opportunities
(from above)
UDL Solutions
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2
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.
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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.
Alice Neel
Pablo Picasso
Guiding question will be asked and I will make myself available to aide in any confusion. After each
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Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.
artist is discussed, students will be prompted to turn and talk or participate in a table discussion in
order to discuss a guiding topic and answer a guiding question.
Name a type of line and give an example of an emotion you connect with that type of line.
How does imagery contribute to the meaning of a self-portrait? Which self-portrait used imagery
to contribute to its meaning?
What medium did Kathe Kollowitz use to create her self-portrait?
What is the difference between a realistic style painting and a expressive style painting?
How does the choice of style affect the meaning of the portrait?
Student entry in their discussion journal students always have the option to illustrate responses as
well as use computer software as options of communication
Writing Prompt Think about the self-portraits we viewed today. Which one inspired you? Why?
Is there a style or medium choice that you prefer? What design elements might you use to create
meaning in your self-portrait?
Closing Activity - Exit Slip
Interpret color, line, and shape activity sheet displayed large on screen and physical
handout given to students to complete as exit slip. Brief and to the point activity.
Part 7. Assessment
Informal/Ongoing Assessment:
Presentation discussion and guiding questions asked during discussion
Summative/End Of Lesson Assessment:
Oral responses to questions
Journal entries in whatever form of expression they take
Exit Slip
This allows all students to access the content of the lesson by limiting distractions and ensuring all
students can see and hear the content of the lesson.
General Visual Schedule This is for all students to view and engage with so they can know what to
expect and what is expected of them in terms of staying on task. As a class, each activity is checked off
once completed and attention is drawn to each transition between activities by using an audio cue to
check schedule. Picture supports are included in the schedule. Schedule is in use throughout the class.
Visual Support for group discussion expectations This is a basic visual support that provides all students
with text and images of expected behaviors such as eyes on speaker, ready to listen, raising hands to
speak, hands/feet still, etc.
Pencil Grips are always made available to all students to reduce hand fatigue and help with proper hand
position.
Stability balls are also made available to those students who learn better while in slight motion and can
encourage them to stay at their table.
Word wall with images and picture books are provided to ensure auditory content (art vocabulary) is
available in visual form.
In addition to low tech assistive technology, this lesson incorporates high tech forms of assistive
technology to ensure all learners have access to content and more specifically are able to complete the
writing task. The following are examples of high tech assistive technology used:
Dictation software allows students who may struggle with expressing ideas in written form to speak their
ideas which in turn get typed on a computer. This will also help students who may have difficulty with the
fine motor skills used in handwriting.
SpeakQ (word prediction software combined with speech-recognition software) that provides options for
expression and communication to those students who may struggle with writing mechanics or the
expression of ideas.
Talking word processor can be used for those students who may be able to hear errors more effectively
than see/read errors.
iPad apps for writing such as: iWordQ, iReadWrite, and GoodReader presents the writing task in a
different way that can assist struggling writers and readers.
Vibrating Alerting Devices that can alert hearing challenged students when a transition in the schedule is
coming as they may miss the check schedule prompt.
The following may not be considered AT but do support UDL guidelines and principles:
Guided Practice is used to aide in theory of mind cognition.
Turn and talk/small group discussion facilitate breaks in the lecture and allow students to encourage
collaboration and community to enhance learning.
Options to illustrate journal entry in lieu of writing.
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6
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.
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7
Technology, Teaching, and Universal Design: Lesson Plan Template
2000-2009 Education Development Center, Inc., through its project, EdTech Leaders Online,
http://www.edtechleaders.org. All rights reserved.