Watts Polisci Econ Udl 1-5

UDL Lesson Plan 1
Teacher Candidate’s Name:

Keya Watts
Date Created:
February 16, 2024
Content Area:
Civic Participation
School:
Woodland Meadows Elementary
Grade Level:
Young 5 – 5th grade
Lesson Title:
Playtime Power: Empowering communities through playground advocacy
Time:
1 hour
Michigan Academic Standards: (include code and standard)
C4.1.1: Identify reasons for rules, explain why they are needed, and recognize the
consequences of breaking them.
C4.2.1: Identify examples of differences (e.g., age, gender, ability) within communities and
explain how these differences can contribute to the well-being of the community.
C4.3.1: Identify examples of how citizens work together to influence change in a community
(e.g., through volunteering, taking part in decision-making processes, voting).
RI.3.3: Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.4: With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
Performance Based Learning Objectives:
Given a set of community rules or regulations students will accurately identify and articulate
1
reasons for community rules with an 85% accuracy.
Given various demographic factors within a community, students will effectively recognize
and explain how demographic differences contribute to community well-being with an 80%
accuracy.
Given examples of community involvement and civic action, students will demonstrate
understanding by accurately identifying and explaining various methods of community
involvement for influencing change with an 90% accuracy.
Given texts describing historical events within the community, students will describe
relationships between historical events using appropriate time, sequence, and cause/effect
language with an 85% accuracy.
Given prompts for opinion pieces and supporting texts, students will write their opinion pieces
supporting a point of view with reasons.
Given writing tasks and specific purposes, students will produce writing appropriate to task
and purpose with an 80% accuracy.
Materials: (Low tech, including number needed)
Teacher:
pictures of local playgrounds and parks
old magazines
scissors
glue
tape
printer paper
crayons
markers
colored pencils
Students:
2
Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning o FM system
technologies o Other______________
o Webcam
Bibliography/References: (in APA format)
How to make a zine!: Tate Kids. YouTube. (2023, September 1).

https://youtu.be/AAyYHMldD_0?feature=shared&t=109
Michigan K-12 standards: English language arts. (n.d.-b).

https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf
Michigan K-12 standards for Social Studies. (n.d.-c).

https://www.michigan.gov/documents/mde/Final_Social_Studies_Standards_Document_
655968_7.pdf
Prior Learning Connections: (Background knowledge support)

 Students have prior knowledge of community, volunteering, and basic concepts of
responsibility and cooperation.
 Review concepts related to community and its importance.
3
 Discuss the roles individuals play in their communities.
Differentiation/accommodations:
 Provide visual aids and graphic organizers for visual learners.
 Offer extra time or assistance for students who need it during activities.
 Allow for alternative modes of expression such as drawing or acting out concepts for
students who struggle with writing.
 Provide visual aids and written instructions for students who may struggle with
auditory processing.
 Pair students with different learning styles for group activities to promote peer learning
and support.
 Offer additional support or alternate assignments for students with learning disabilities.
Visual aids and graphic organizers:

Serves as effective tools support understanding for all students, particularly those who may
struggle with traditional instruction methods. By providing pictures of play grounds and
parks, visual learners can grasp concepts more easily, while graphic organizers help
students organize their thoughts visually during brainstorming activities.
Extra time or assistance:

Essential for students who require additional support. Offering extended time or one-on-
one assistance during individual reflection and participation phases ensures that every
student has the opportunity to fully engage with the material.
Alternative modes of expression:

Students who may face challenges with traditional writing tasks. Allow students to express
concepts through drawing or acting encourages creativity and accommodates diverse
learning styles. Incorporating videos or demonstrations alongside verbal explanations
provides multiple modalities for comprehension, benefiting both special needs students
and ELLs.
4
Individual Instruction:
During the engagement/warm-up and instructional/exploration phases, students will have
opportunities for individual reflection and participation. As they brainstorm words or
phrases related to "community" and reflect on the importance of playgrounds and parks,
they can jot down their thoughts in their notebooks or on individual response sheets. This
allows for personal processing of the concepts being discussed.
Additionally, during the hands-on activity, students will work individually within their
small groups to contribute ideas for their advocacy posters. Each student can sketch out
their thoughts or write down key points before collaborating with their group members to
create the final poster.
Small Group Instruction:

The instructional/exploration phase involves small group work where students collaborate
to identify issues with playgrounds and parks in their community and brainstorm solutions.
This group work allows for peer interaction, discussion, and the sharing of ideas. Each
group can focus on a different aspect or problem related to playgrounds and parks,
promoting varied perspectives and comprehensive exploration of the topic.
During the hands-on activity, small groups will work together to create advocacy posters.
They'll collaborate on the design, layout, and content of the poster, ensuring that each
member contributes to the final product. This fosters teamwork, communication skills, and
the ability to compromise and reach consensus within a group.
Whole Group Instruction:

Throughout the lesson, there are opportunities for whole group instruction and discussion
to reinforce key concepts and facilitate shared learning experiences. The introduction to
community advocacy, the discussion on playground and park importance, and the follow-
up presentation of posters all involve the entire class.
During these whole group sessions, the teacher can lead discussions, provide guidance, and
5
encourage participation from all students. This promotes a sense of community within the
classroom and allows for the sharing of diverse perspectives and ideas. The teacher can
also use these moments to clarify misunderstandings, address common questions, and
reinforce learning objectives.
Special Concerns (including medical, behavioral, and/or environmental):

 Ensure the classroom environment is accessible for all students.
 Consider any allergies or sensitivities when planning hands on activities or field trips.
Assessment:
Formative:
 Circulate among the groups, observing their discussions and the content of their
posters.
 Use a checklist to assess if students are able to identify issues, propose
solutions effectively communicate their ideas through zines.
Summative:
During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part
1)
Part 1: Engagement/Warm-up: (10 minutes)

Teacher:
“In your groups, I would like for you to brainstorm words or phrases for the next 3 minutes
that come to mind when you hear the word “community”. write them down on a piece of
paper.
**during brainstorm the teacher will display pictures of different local playgrounds and parks.
Teacher:
“come to a stopping point, and I would like for each group to share 3 words or phrases.”
**teacher calls on each group to share 3 words or phrases
Teacher:
“I have some pictures displayed, I would like for you in your groups now to discuss what you
6
like about playgrounds and parks, and why you think they are important.
Transition:
What are some common themes or issues that emerged from your group discussions about
playgrounds and parks?
Part 2: Instruction/Exploration: (30 minutes)

Teacher:
“when there is a common theme or issue, we as residents of a community must advocate for
change. Advocacy is like being a superhero for something you care about. It means speaking
up and taking action to make a positive change in your community or the world.”
“when you get involved in activities that help your community that is called civic engagement
This can include things like volunteering, voting when you're older, or even just helping out at
your school or local park.”
Teacher:
“why do you think it is important to advocate for issues that matter to you?”
**teacher opens this time for an organized discussion (if the student holding the microphone
can speak).
Teacher:
“thank you for sharing. You are now going to get into groups of 5 or 4, and in your groups you
will need to get the following materials (paper, markers, colored pencils, and scissors). You
will have 2 minutes.”
**provide a 2 minute
“Using the brainstormed words and phrases, you will create a zine on an issue you’d like to
address about our school playground.”
Students:
“what is a zine?”
Teacher:
“A zine is like a homemade magazine! It's a small booklet that people make themselves about
things they care about. Imagine taking some paper, drawing pictures, writing stories, and then
folding it all together to make a little book. You can make a zine about anything you want, like
7
your favorite hobbies, adventures you've had, or even just things you’d like to advocate for.
It's a fun way to express yourself and share your ideas with others!”
Students:
“how do you make one?”
**teacher will play the following video: How to make a zine and modeling each step.
Transition:
How do you think your zine will help raise awareness about the playground issue you chose?
Part 3: After Lesson: (5 minutes)

Groups will present their zine topics to the class.
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER
implementation of the lesson)
Strengths of the Lesson:

The lesson effectively merged social studies and language arts standards, making it
more engaging and relevant for students. They seemed really into the discussion about
their community, and I noticed how it got them thinking critically and solving
problems, especially during the group brainstorming and zine creation activities. Plus,
it was awesome to see how the lesson encouraged them to get involved in their
community and think about how they can make a difference.
Areas for Growth:

One thing I noticed, especially with the mix of ages, was that I could have made the
connections between the learning objectives and the Standards clearer for each age
group. Also, I think I should have included more moments for students to stop and
reflect during the lesson. That could have helped them understand the concepts better.
And providing more support for students who struggle with writing or speaking up
would have ensured everyone could participate fully.
Focus for next lesson:
8
To build on what we did in this lesson, I think it would be great to dive deeper into
how students can actually make changes in their community. We could look at how
local government works and who they need to talk to about their ideas for playground
and park improvements. Bringing in guest speakers or doing role-playing activities
could give them a better idea of how it all works in the real world. And definitely, I'll
make sure to include more reflective activities so they can think about how to
overcome any challenges they might face.
9
UDL Lesson Plan 2

Keya Watts
Date Created:
February 17, 2024
Content Area:
Civic participation
School:
Grade Level:
Lesson Title:
Playground Pioneers: investigating community needs
Time:
1 hour
SS.C1.1.1: Identify and describe the cultural, economic, and political characteristics of the
local community.
SS.C1.1.2: Identify and describe characteristics of various types of communities (e.g., rural,
urban, suburban).
SS.C1.1.3: Describe the ways people in the local community are alike and different.
SS.C1.1.4: Identify and describe problems in the local community and possible ways to solve
them
RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
W.4.7: Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
W.4.8: Recall relevant information from experiences or gather relevant information from print
10
and digital sources; take notes and categorize information, and provide a list of sources.

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able
to accurately play a new song on their individual musical instrument with five or fewer
errors.)
 Given a set of community characteristics, students will accurately identify and describe the
cultural, economic, and political attributes of their local community with an accuracy rate
of 90%.
 After studying various types of communities, including rural, urban, and suburban,
students will be able to identify and describe the distinguishing features of each type with
an accuracy rate of 85%.
 When provided with examples, students will describe similarities and differences among
individuals in their local community, demonstrating an understanding of community
diversity with an accuracy rate of 80%.
 Given scenarios depicting local community issues, students will identify and describe
potential solutions to these problems, demonstrating critical thinking skills and civic
engagement with an accuracy rate of 85%.
 Upon encountering visual, oral, or quantitative information within a text, students will
interpret the data and explain its contribution to the overall understanding of the text with
an accuracy rate of 90%.
 When conducting short research projects on various topics, students will gather relevant
information from both print and digital sources, take organized notes, categorize
information effectively, and provide a comprehensive list of sources used with an accuracy
11
rate of 95%.
 Given a topic of inquiry, students will recall relevant information from their own
experiences, as well as gather pertinent information from print and digital sources,
demonstrating effective note-taking and source citation skills with an accuracy rate of
90%.
Teacher:
pencil
Students:
Paper
Chromebook
pencil
o Webcam
12
Michigan math standards. (n.d.).

https://www.michigan.gov/-/media/Project/Websites/mde/Literacy/Content-Standards/
Math_Standards.pdf?rev=1e793e2b1e314e4fa1abc754251b5dc9


655968_7.pdf
Kahoot game

 Understanding the concept of communities and their characteristics
 Recognizing problems within the community and brainstorming solutions
 Conducting research projects to gather information.
 Recalling relevant information and categorizing it from experiences or various sources.
 Interpreting information presented visually, orally, or quantitatively.
 Provide additional support or scaffolding for younger students who may struggle with
research skills by offering more guided instruction and simplified tasks.
 Offer alternative research methods or materials for students with diverse learning
needs, such as visual aids or manipulatives.
 Pair students with varying abilities together during group activities to foster
collaboration and peer support.
13
For individual instruction, students can focus on tasks such as conducting online research,
taking notes, and organizing information. You can provide differentiated instruction based on
each student's level of understanding and skill proficiency. Some students may require more
guidance and support, while others may be able to work more independently. Consider
providing checklists or graphic organizers to help students stay organized during their research
process. Additionally, you can offer one-on-one support or clarification as needed.

Small group instruction can be utilized during the research and data collection phase of the
lesson. Divide students into small groups and assign each group a specific playground to focus
on. Provide guidance and support as they work together to gather information using various
research methods. Circulate among the groups to answer questions, facilitate discussions, and
ensure that each group stays on task. Encourage collaboration and peer support within the
groups, allowing students to share ideas and insights as they work towards a common goal.

Whole group instruction can be incorporated during the introduction, exploration, formative
assessment, and follow-up stages of the lesson. During the introduction, engage the entire class
in a discussion about playgrounds and pose guiding questions to spark curiosity and generate
interest. Throughout the exploration phase, provide instruction on research tools and methods,
as well as guidance on how to organize and synthesize information. Use transitional questions
to facilitate whole group discussions and reflections, allowing students to share their thoughts
and insights with their peers. Finally, during the formative assessment and follow-up, bring the
whole class together to share findings, discuss common themes or issues, and brainstorm
potential actions for improvement.
 Consider any safety concerns related to conducting research in the community, such as
supervision during outdoor observations or interviews with strangers. Ensure proper
protocols are in place to address these concerns.
 - Be mindful of students who may have limited access to technology or resources for
conducting online research. Provide alternative options or make accommodations as
14
needed.
Assessment:
Formative:
 Have each group present their findings to the class. Assess their ability to articulate the
strengths and weaknesses of the playground they researched, as well as their proposed
solutions or improvements.
Summative:
1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their
connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the
discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular
content areas
 Displays clear understanding of the aspects of UDL by providing information in
multiple formats, multiple ways to respond, and multiple ways to engage.
Teacher: “Take 1 minute to think about your favorite memory or experience on playgrounds.”
Teacher: “Share amongst your group, your favorite memories or experiences.”
**teacher will walk around and listen to the students’ favorite memories or experiences.”
**teacher will show images or videos of different types of playgrounds within the community
and around the world. This is to spark interest and discussion about playgrounds around the
15
world.
Teacher: “what do you think makes a playground fun and engaging for kids of all ages,
including yourselves?”
**students will provide responses to the question asked by the teacher.
Teacher: “how can we work together to ensure that our community’s playgrounds are safe,
inclusive, and enjoyable for everyone?”
**students will provide responses to the question asked by the teacher.

**the teacher will document the students’ response.
Transition: (This is a bridging statement or question to help students connect what

occurred during Engagement to what will occur during Instruction/Exploration. It is
NOT a direction or instruction.)
How can we work together to make our playgrounds safer, more inclusive, and even more fun
for everyone in our community?
Teacher: “Playgrounds are more than just fun places to play. They are like outdoor
classrooms where we can learn and grow in so many ways. For example, when we play on
the swings or climb the monkey bars, we are actually exercising our bodies.”
“But not all playgrounds are perfect. Sometimes they have issues or things that need fixing
to make them even better. That’s where you come in!”
“We are going to become Playground Pioneers and explore the playgrounds in our
community. We will look for things like broken equipment, areas that need more shade, or
16
maybe even places where we can add new things to play with.”
“By researching playgrounds and identifying their needs and issues, we can help make our
community a better place for everyone. I have assigned groups there will be 7 groups of 6.
Once you have your groups please grab a Chromebook.”
**teacher will call groups, each group will have the following grades young 5 – 5th grade.
**teacher will provide each group assigned jobs based on grade level.
Group jobs for today’s activity:
 Young 5 / kindergarten – coloring in chart data
 1st / 2nd labeling chart
 3rd / 4th organizing data information.
 5th collecting data from Chromebook.
Each group was assigned one of the following topics to collect data on playground equipment,
safety features, cleanliness, accessibility, and any other relevant aspects.
Teacher guides students on how to organize and synthesize the information they gather. Teach
them how to create charts, graphs, or presentations to present their findings.

occurred during Instruction/Exploration to what will occur during After Lesson. It is
How can we use the information we gathered to improve playgrounds in our community?

Closure:
Generate questions that relate to the transition question.
17

The students seemed genuinely interested in the lesson content, especially when it
came to exploring aspects of their local community. They were eager to participate in
the group activities and discussions, which provided them with opportunities to share
their perspectives and ideas. It was evident that the hands-on approach and real-world
applications resonated with them, as they actively engaged in the research tasks and
discussions. Additionally, the collaborative nature of the lesson fostered a sense of
teamwork among the students. They seemed to enjoy working together, exchanging
ideas, and problem-solving as a group. This collaborative atmosphere not only
encouraged critical thinking but also promoted peer learning and support.
Areas for Growth:

However, there were areas where the students seemed to struggle a bit. Specifically,
they appeared to have difficulty in analyzing and synthesizing the data they collected.
While they were adept at gathering information, they seemed uncertain about how to
interpret it and draw meaningful conclusions. This suggests a need for clearer guidance
on data analysis and synthesis in future lessons. Additionally, although the students
were engaged in the activities provided, there was room for promoting greater
autonomy and ownership of the learning process. While they participated eagerly in the
structured tasks, they could benefit from more opportunities for student-led inquiry and
problem-solving. Encouraging them to take on more active roles in leading discussions
and proposing solutions would help them develop a deeper understanding of the
material and apply it more meaningfully.
Focus for next lesson: (should align with Areas for Growth)
To address these areas for growth, the next lesson could focus on enhancing students'
research skills through structured activities that emphasize data analysis and synthesis.
18
For example, activities could include comparing and contrasting data across different
playgrounds, identifying common themes or patterns, and brainstorming potential
solutions to address community needs. Moreover, fostering greater autonomy and
ownership of the learning process could be achieved by encouraging students to take
on more active roles in leading discussions and proposing solutions. This would
empower them to apply their learning more meaningfully and develop a deeper
understanding of the material.
This is the poll the students took with their parents, other parents, and teachers along with
the results.
19
UDL Lesson Plan 3

Keya Watts
Date Created:
February 18, 2024
Content Area:
Civic Participation
School:
Grade Level:
Lesson Title:
Ink and Impact: crafting your playground petition
Time:
1 Hour
 SS.CIV.5-8.CP.1: Analyze how citizens’ participation shapes the government.
 SS.CIV.5-8.CP.2: Evaluate how individual or group actions affect the rights and
20
responsibilities of citizens.
 SS.CIV.5-8.CP.3: Investigate the roles and responsibilities of citizens in civic and political
life.
 SS.CIV.5-8.CP.4: Examine the influence of various forms of citizen action on public
policy and decision-making processes.
 LA.W.5-8.1: Write arguments to support claims with clear reasons and relevant evidence.
 LA.W.5-8.2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
 LA.W.5-8.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
 LA.W.5-8.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
 LA.SL.5-8.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5-8 topics and texts, building on
others’ ideas and expressing their own clearly.

 Given a prompt on a civic or political issue, students will write arguments to support
claims with clear reasons and relevant evidence with an 85% accuracy.
 Give a topic related to civic engagement, students will write informative texts to
examine the issue and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content with a 90% accuracy.
 Given a writing task with a specified audience and purpose, students will produce clear
and coherent writing in which the development, organization, and style are appropriate
to the task, purpose, and audience with an 85% accuracy.
 Given feedback from peers or teachers, students will develop strengthen their writing
by planning, revising, editing, rewriting, or trying a new approach with an 80%
accuracy.
 Given a collaborative discussion on a grade 5-8 topic or text, students will engage
effectively with diverse partners, building on others ideas and expressing their own
21
clearly with a 90% accuracy.

Teacher:
Examples of petitions (printed or digital)
Paper and markers
Scenario or topic prompts for group activity
Resources on successful petitions from history or current events (books, articles,
websites)
Timer or clock for timing activities
pencils
Students:
o Webcam
22


655968_7.pdf

 Understanding of civic participation and its significance.
 Basic knowledge of persuasive writing techniques.
 Familiarity with effective communication strategies.
 Provide sentence starters or templates for students who may struggle with writing.
 Pair students with different abilities together for group activities to encourage peer
support and collaboration.
 Offer additional time or scaffolding for students who need it.
Individual instruction:
offer personalized support during the instructional/exploration phase, ensuring each student
understands the key components of a persuasive petition and providing additional guidance as
needed. Encourage them to express their thoughts and concerns about the topic at hand,
guiding them in organizing their ideas coherently and respectfully. Provide examples and
model effective communication strategies tailored to each student’s needs.
Small group instruction:

facilitate collaborative activities where students can discuss and brainstorm ideas for their
petitions. Assign roles within the group to ensure everyone contributes, and provide guidance
on how to incorporate diverse perspectives into their arguments. Monitor group dynamics and
23
intervene as necessary to ensure all voices are heard and respected. Encourage students to
support each other in refining their petitions, offering constructive feedback and suggestions
for improvement.
Whole group instruction:

lead discussions on the purpose and significance of petitions, drawing connections to real-
world examples and encouraging students to share their insights and experiences. Use guiding
questions to prompt critical thinking and facilitate dialogue among the whole class. Showcase
successful petitions as inspiration and reinforce the importance of clear and respectful
communication in advocating for change. Provide opportunities for students to present their
petitions to the class, fostering a sense of community and collective action.

 Cultural sensitivities when selecting topics for petitions.
 Ensure that materials and instructions are accessible to all students, including those
with disabilities or language barriers.
 Monitor group dynamics to ensure all students are participating and feeling included.
Assessment:
Formative:
Have each group present their petition to the class. Encourage classmates to provide
constructive feedback on the clarity and persuasiveness of the petitions. Use a checklist
or rubric to assess students’ ability to organize their thoughts and arguments
coherently, as well as their understanding of the purpose of a petition.
Summative:
1)
24
connections
discipline
content areas

Teacher:
Good morning, class! Today, we’re going today into the world of civic participation by
exploring petitions. Can anyone tell me what a petition is?
Students will provide responses to the teachers question.
 Begin by engaging students in a discussion about petitions. Show them examples of

petitions and discuss their purpose and significance. Ask students if they have ever
seen or heard of a petition before, and if so, what it was about. This will help activate
prior knowledge and set the stage for the lesson.

What are some key points you want to include in your petition?
25
Teacher:
Petitions are a way for people to express their concerns or request changes by gathering
support from others. Lets take a look at some examples of petitions.
**teacher displays examples on the whiteboard
Teacher:
Petitions can address a wide range of issues, from local concerns like saving a park to larger
societal issues. Now, let’s brainstorm some key points we might want to include in our own
petition. First we should start with a clear statement of the problem we want to address, then
explain why it’s important and what we want to happen.
**Brainstorming key points

1. Clear statement of the issue
2. Reasons for the petition
3. Call to action.
4. Name and signature lines.
5. Introduction and conclusion
Teacher:
Alright, everyone, now that we know what goes into petition, it’s time to put that knowledge
into action. In your groups, you have the opportunity to craft your own petition. Remember to
make your argument persuasive and respectful.
Students will Model how to organize thoughts and arguments using a graphic organizer.
Group Activity: Writing a Petition (10 minutes):

Divide students into small groups and provide them with a scenario or topic to create a
petition about. Provide materials such as paper, markers, and graphic organizers. Circulate to
provide support and guidance as needed.
26
How can you make your argument persuasive and respectful?

Have each group present their petition to the class. Encourage classmates to provide
constructive feedback on the clarity and persuasiveness of the petitions. Use a checklist
or rubric to assess students’ ability to organize their thoughts and arguments
coherently, as well as their understanding of the purpose of a petition.


the strengths of the lesson seem to have resonated well with the students. They
appeared engaged and actively participated in the various activities, such as group
discussions and hands-on group work. The differentiation and accommodations made
in the lesson likely contributed to ensuring that all students could access and participate
effectively, which would have fostered a positive learning environment. Additionally,
the focus on respectful communication and sensitivity to cultural differences likely
created a sense of inclusivity and safety among the students, further enhancing their
engagement.
Areas for Growth:
However, there are areas for growth identified in the lesson. While the lesson covered a
range of skills related to persuasive writing, some students might have benefited from
more explicit instruction or practice on incorporating evidence and reasoning to
support claims. The suggestion to include an evaluation of students’ ability to revise
and strengthen their writing based on feedback received indicates a need for further
27
development in this aspect. Additionally, the connection between civic participation
and broader societal issues could have been emphasized more to encourage students to
think critically about the impact of their actions.
To address these areas for growth in the next lesson, it would be beneficial to deepen
students’ understanding of persuasive writing by explicitly teaching them how to
incorporate evidence and reasoning. Providing opportunities for students to analyze
sample petitions and practice incorporating evidence into their own writing could
enhance their skills in this area. Furthermore, including activities that encourage
students to reflect on the broader implications of their actions and consider how their
advocacy efforts contribute to positive social change would align with the Michigan
social studies standards on civic participation. By addressing these focus areas, the next
lesson can build upon the strengths of the previous one and further enhance student
engagement and learning.
28
UDL Lesson Plan 4

Keya Watts
Date Created:
February 19, 2024
Content Area:
Civic Participation
School:
Grade Level:
Young 5 – 5th grade.
Lesson Title:
Unity in action: support for playground change
Time:
 W.CCR.6: Use technology, including the internet, to produce and publish writing and
to interact and collaborate with others.
 SL.CCR.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning.
 SL.CCR.1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
 CI.2.6: Identify strategies for responsible civic participation.
 CC.5.6: Explain how individuals and groups interact within communities to achieve
specific goals or address public issues.
 EE.2.6: Analyze the impact of governmental decisions and civic participation in
Michigan communities.

 given access to technology and internet resources, students will produce and
29
publish writing collaboratively with peers, demonstrating proficiency in formatting,
editing, and sharing with an accuracy of 90%.
 Given a topic or issue, students will deliver a presentation supported by evidence
and logical reasoning, ensuring clarity and coherence to enable listeners to follow
the line of thought with an accuracy of 85%.
 Given a variety of conversational and collaborative scenarios, students will prepare
for and engage effectively, demonstrating active listening, contribution of ideas,
and persuasive communication skills with a diverse range of partners, achieving an
accuracy of 80%.
 Given examples of civic participation scenarios, students will identify and evaluate
strategies for responsible civic engagement, showcasing understanding through
analysis and application with an accuracy of 85%.
 Given case studies or real-world examples, students will explain how individuals
and groups interact within communities to achieve specific goals or address public
issues, demonstrating comprehension and critical thinking with an accuracy of
85%.
 Given governmental decisions and their impact on Michigan communities, students
will analyze the effects of civic participation on these decisions, recognizing the
role of citizens in shaping local governance with an accuracy of 80%.

Teacher:
Whiteboard
Expo markers
Storybooks or visuals about community involvement (younger students)
Examples of petitions or stories (older students)
Large sheets of paper
Markers, crayons, and colored pencils
Clipboards
Students:
30
o Webcam
31


655968_7.pdf

 Students may be familiar with volunteering at local events, participating in
neighborhood clean-ups, or helping out at school fundraisers.
 Students may understand the concept of change and how it can be brought through
collective action.
 Students may use basic communication skills such as speaking clearly, listening
actively, and expressing ideas respectfully.
 Younger students: Provide visual aides like pictures or diagrams to support their
understanding.
 Pairing students with peer mentors can be beneficial for both younger and older
students who may need extra support with communication skills.
 Offer flexible options for collecting signatures, such as allowing students to work in
pairs or small groups if they feel more comfortable.
 For Day 1 of the “Playtime Power: Empowering Communities through Playground
Advocacy” lesson plan, here’s how you can structure individual, small group, and
whole group instruction:
Individual instruction:
focus on providing personalized support to students who may need extra guidance or
32
clarification. Spend time with each student discussing their understanding of the petition’s
purpose and how they plan to communicate it to others. Offer feedback on their
communication strategies and help them develop concise and persuasive explanations.
Provide additional resources or examples tailored to their interests or learning styles to
reinforce key concepts. Encourage them to ask questions and express any concerns they
may have about the process. Throughout the session, emphasize the importance of their
role in contributing to the community and empower them to take ownership of their
petition project.
Small group instruction:

facilitate collaborative discussions where students can share ideas and practice their
communication and negotiation skills together. Assign roles within the group, such as a
spokesperson, note-taker, and timekeeper, to encourage participation and teamwork. Guide
students in brainstorming various places to gather signatures and discuss effective
strategies for approaching different audiences. Foster a supportive environment where
students can offer constructive feedback to their peers and learn from each other’s
experiences. Provide opportunities for group members to role-play scenarios and refine
their presentation techniques. Encourage active listening and respectful communication as
they work towards a common goal of promoting their petition.
Whole group instruction:

engage students in interactive activities that reinforce key concepts and promote collective
learning. Begin with a brief overview of the petition’s purpose and the importance of
responsible civic participation. Use real-world examples or case studies to illustrate how
petitions can influence change within communities. Encourage active participation by
asking guiding questions and inviting students to share their thoughts and experiences.
Utilize visual aids and hands-on activities to enhance understanding and retention of
information. Facilitate discussions where students can collaboratively problem-solve and
generate creative ideas for gathering signatures. Emphasize the value of teamwork and
collective effort in achieving their goals. Finally, provide clear instructions and
expectations for the next steps of the petition project, ensuring that every student feels
33
motivated and equipped to contribute effectively.

 Keep an eye out for any signs of discomfort or hesitation, especially among students
with social anxiety. Offer reassurance and give them opportunities to participate in
ways that feel safe for them.
 Ensure that all materials and activities are accessible to students with physical
disabilities. For example, provide alternatives to writing if necessary, such as using a
speech-to-text tool or having a peer assist with writing.
Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are
driven by the standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)
Formative:
Divide students into pairs and have them practice explaining their petition to each
other. Observe their communication skills and provide feedback as needed.
Summative:
1)
connections
discipline
34
content areas

Teacher:
“Now that we’ve discussed the concept of community involvement and the purpose of
petitions, lets dive deeper. We are going to explore how we can adapt our communication
strategies based on who we’re talking to.”
Students may ask a why that’s important.
Teacher:
“it’s essential because different people may have varying perspectives or levels of
understanding about our petition. So, by tailoring out communication, we can effectively
convey our message and garner support. Let’s think about some scenarios.”
Students may ask what kind of scenarios.
Teacher:
“well, imagine we’re talking to our classmates about our petition to change the
playground. How might we explain our ideas different to them compared to, let’s say, the
school principal?”
Students may make the connection and understand the difference between talking to a peer
versus talking to someone in a place of authority to advocate for change.
Teacher:
“you’re demonstrating an understanding of how to adapt your communication style based
on your audience. Now, lets practice some role-play scenarios to reinforce these concepts.
35
Who would like to volunteer to be the spokesperson for our petition?
A student may volunteer.

How can we adapt our communication strategies depending on who we’re talking to?
teacher revisits:
the purpose of the Playground Pioneer petition. Remember its not just about expressing
ideas but also about convincing other to support your cause. A petition aims to
transform the playground into a safer and more inclusive space for everyone. This will
benefit not only the students but also future students who will enjoy a better
environment for play and learning.
Teacher:
“aside from practicing our communication skills, lets brainstorm different locations where we
can gather signatures. Think beyond just the school grounds.”
Students will brainstorm location ideas, and the teacher will write them down.
Teacher:
“Great suggestion! Remember, it’s important to approach people respectfully and
persuasively. Now onto data collection analysis. This I how we will keep track of signatures.
Organizing and analyzing this data will help us monitor our progress.
36
“and finally, we’ll get hands-on with creating visuals for our petition. We’ll need our zines,
clipboards, pens, and petition forms for collecting signatures.

How can we adapt our communication strategies to depending on who we’re talking to?

Have students reflect on their practice interactions and discuss any challenges they
encountered. Assign roles for gathering signatures and organizing data, emphasizing the
importance of teamwork. Provide students with a timeline for collecting signatures and set
goals for the number of signatures to reach by the next session.

 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are
present and accurately articulated

The lesson appears to be well-designed for student engagement. The warm-up activity
encourages students to share personal examples, which fosters a sense of ownership
and active participation. However, incorporating multimedia elements or real-life case
studies related to successful petitions could further enhance student engagement and
deepen their understanding and motivation.
Areas for Growth:
The lesson discusses the importance of making specific arrangements for young
students and those who have difficulty communicating. However, there should be a
37
more defined plan to include students with diverse learning needs in group activities
and ensure that they have the opportunity to express their opinions. These measures
can be beneficial in creating an inclusive classroom environment.
In the upcoming lesson, it is important to concentrate on enhancing communication
and negotiation abilities. This may include practicing real-life petition interactions
through role-playing scenarios and providing feedback based on observed strengths
and areas for improvement. Moreover, setting specific goals for data collection and
analysis can refine students’ comprehension of the petition’s progress and impact.
38
This is the poster the 5th graders created with the assistance of Ms. Keya
39
UDL Lesson Plan 5

Keya Watts
Date Created:
February 20, 2024
Content Area:
Civic participation
School:
Woodland Meadows
Grade Level:
Lesson Title:
From paper to power: presenting you playground petition
Time:
1 hour
 C3.1.2 Explain the importance of civic participation in a democratic society.
 RL.4.7 Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions
and directions in the text.
 C4.1.2 Explain how groups of people make decisions and solve problems.
 W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
 SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
 P4.1.2 Describe how people use communication and decision-making skills to work
together and resolve conflicts and differences.
 SL.4.3 Identify the reasons and evidence a speaker provides to support particular
40
points.
 C4.1.3 Explain the roles and responsibilities of citizens in diverse societies, including
ways to participate in civic affairs and make informed decisions.
 P4.1.2 Describe how people use communication and decision-making skills to work
together and resolve conflicts and differences.
 W.4.8 Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information and provide a list
of sources.
 C5.0.2 Analyze how people’s perspectives influence the interpretation of events.
 W.4.4 Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
 Given a scenario, students will explain the importance of civic participation in a

democratic society with at least 90% accuracy.
 Students will identify connections between the text of a story or drama and a visual
or oral presentation of the text, correctly pinpointing specific descriptions, and
directions with at least 85% accuracy.
 When presented with various scenarios, students will explain how groups of people
make decisions and solve problems with at least 90% accuracy.
 Students will write opinion pieces on topics or texts, supporting a point of view
with reasons and information, achieving a minimum accuracy of 85%.
 When reporting on a topic or text, telling a story, or recounting an experience,
students will organize their speech in an understandable manner, utilizing
appropriate facts and relevant, descriptive details to support main ideas or themes,
achieving at least 90% accuracy.
 Given a conflict or difference, students will describe how people use
communication and decision-making skills to work together and resolve conflicts
and differences with at least 90% accuracy.
 Students will identify the reasons and evidence a speaker provides to support
41
particular points with at least 85% accuracy.
 When explaining the roles and responsibilities of citizens in diverse societies,
including ways to participate in civic affairs and make informed decisions, students
will achieve a minimum accuracy of 90%.
 Students will describe how people use communication and decision-making skills
to work together and resolve conflicts and differences with at least 90% accuracy.
 When recalling relevant information from experiences or gathering relevant
information from print and digital sources, taking notes, categorizing information,
and providing a list of sources, students will achieve a minimum accuracy of 85%.
 Students will analyze how people’s perspectives influence the interpretation of
events with at least 90% accuracy.
 When producing writing, students will ensure it is clear and coherent, with
development and organization appropriate to task, purpose, and audience,
achieving a minimum accuracy of 85%.

Teacher:
Markers, crayons, and colored pencils.
Large pieces of paper
Pencils
Students:
o Early childhood learning
42
technologies o FM system
o Webcam o Other______________
43


655968_7.pdf
Metcalf, L. H., Dawson, K. V., & Bradley, J. (2020). No voice too small: Fourteen young
Americans making history. Charlesbridge.
Young 5 - Kindergarten:
 Start with simple examples of speaking up for oneself or others in everyday situations,
like asking for a turn or sharing toys.
 Use storytelling or puppetry to illustrate the idea of sharing ideas or asking for help.
Allow for creative expression through drawing or simple role-playing.
 Use visuals and verbal prompts to guide discussions about sharing ideas and listening
to others' perspectives.
 Have students draw pictures of themselves speaking up or helping someone,
encouraging them to express their understanding in a non-verbal way.
 Reflect on group activities, emphasizing cooperation and the value of expressing
thoughts and feelings.
Grades 1-2:
 Introduce the concept of advocacy through familiar scenarios, like standing up to
bullying or asking for changes in classroom routines.
 Break down the components of advocacy into simpler terms, focusing on the idea of
speaking up for what's right or fair. Use cooperative games to reinforce teamwork.
 Encourage students to share their opinions in small group discussions, emphasizing
44
listening skills and respectful communication.
 Have students write or dictate short sentences about times they spoke up for
themselves or others, assessing their ability to articulate their experiences.
 Reflect on group activities, highlighting the importance of working together and
supporting one another's ideas.
Grades 3-5:
 Discuss real-world examples of advocacy, such as environmental movements or civil
rights activism, and their impact on society.
 Introduce more complex concepts of advocacy, like writing petitions or making
persuasive arguments. Encourage students to research local issues they care about.
 Facilitate debates or structured discussions where students take turns expressing their
opinions and responding to others' viewpoints.
 Have students write paragraphs explaining why they believe in a particular cause or
issue, assessing their ability to provide reasoned arguments.
 Encourage students to take action on issues they're passionate about, whether it's
writing letters to local officials or organizing community events.
By scaffolding concepts and activities appropriately, you can ensure that students across
different grade levels develop a solid understanding of advocacy and communication
skills while considering their unique developmental needs and abilities.
 for younger students, provide visual aids or simplified language to help them
understand the concepts of advocacy and presenting ideas.
 Offer additional support or modeling for students who struggle with public speaking by
pairing them with more confident peers or providing sentence starters.
 Allow students to choose alternative forms of communication if they are
uncomfortable with verbal presentations.
 Provide extra time or breaks for students who may need it to manage anxiety or
45
attention difficulties during the presentation practice.
 During the engagement and warm-up phase, individual instruction can involve
providing one-on-one support for students who may need clarification on the examples
of successful advocacy efforts or who may require encouragement to share their
thoughts on the importance of speaking up.
 As students reflect in their journals after the lesson, offer personalized feedback on
their experiences and insights, guiding them to articulate their learning journey
effectively.
 For students who struggle with public speaking, provide individualized coaching on
specific techniques such as voice modulation or maintaining eye contact.

 In the instructional/exploration phase, small group instruction is essential for
facilitating focused discussions and collaborative learning.
 As students review the petition, circulate among the small groups to provide targeted
assistance, ensuring that each group comprehends the purpose of their assigned section.
 During the role-play presentation practice, observe each small group to offer
constructive feedback on their delivery and teamwork dynamics.
 In the formative assessment segment, guide small groups in brainstorming potential
questions and crafting thoughtful responses, promoting peer collaboration and critical
thinking skills.

 During the engagement phase, lead the discussion on advocacy and decision-making,
encouraging active participation from all students.
 During the mock Q&A session, facilitate the dialogue by posing challenging questions
and moderating the discussion, ensuring that all students have the opportunity to
engage.
 During the after-lesson follow-up, guide the whole class in reflective journaling,
46
emphasizing key takeaways and promoting empathy by sharing diverse perspectives
and experiences.
 Additionally, address special concerns and safety considerations with the whole group,
reinforcing the importance of respectful communication and inclusivity.

 Ensure that the classroom environment is. Inclusive and supportive, allowing all
students to feel comfortable sharing their ideas and participating in discussions.
 Address any safety concerns related to presenting petitions to local authorities by
discussing appropriate behavior and emphasizing the importance of respectful
communication.
Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are
driven by the standards.
 Includes a variety of formats.
 Identified in lesson where the assessment is being administered (FA) or (SA)
Formative:
N/A
Summative:
Conducting a Mock Q & A.
Students will reflect on their experiences throughout the unit and discuss what they
learned about, community engagement, and the impact safe and updated playground
equipment can have within the community, specifically their school. They will also
evaluate the effectiveness of their petition efforts and propose potential future actions
for addressing community needs.
1)
47
connections
discipline
content areas

To engage students and set the stage for the day's lesson, begin with a brief discussion about
the importance of advocacy and presenting ideas to decision-makers. Show examples of
successful petitions or advocacy efforts that have resulted in positive change. Ask students to
share their thoughts on why it's important to speak up for what they believe in.
**Teacher reads the poem Amplify by Lindsay H. Metcalf, from the book No Voice to Small.
Teacher:
“Today we are going to dive into the importance of how we can make our voices heard
through advocacy. We’ll be working on presenting our playground petition to the decision
makers in our community.”
Teacher:
Why do you think it’s important to advocate for our playground?
Students may respond to the question.
Teacher:
48
Advocating for a safer playground means we care about our safety and enjoyment.

What key points do you need to emphasize during your presentation?
Teacher:
“let’s review the petition we created together. Each point addresses a specific issue we want to
change. Let’s break into small groups and practice present our assigned sections.”
Students break into their assigned groups.
Teacher:
“Make sure to include reasons and evidence to support your point. After that, we will have a
mock Q&A session where we can practice answering questions about our petition.”
**practice for mock Q&A**
1. Why do you believe having a safer and inclusive playground is important for our
school community?
2. Can you share specific examples of how you envision making our playground safer
and more inclusive for all students?
3. How do you plan to involve your classmates and teachers in creating a safer and more
inclusive playground environment?
4. What steps will you take to ensure that everyone's voice is heard and considered in the
process of designing a new playground or implementing changes?
5. How do you think a safer and more inclusive playground will positively impact the
overall school experience for students?
49
How could you improve your response to potential questions or concerns from decision
makers?
Reflective Journaling: Have students individually reflect on their experiences during the
presentation practice and the skills they developed throughout the unit. Prompt them to
consider what they learned about advocacy, public speaking, and collaboration, as well as any
challenges they faced and how they overcame them. Encourage them to think about the impact
of their actions and suggest future steps for addressing community needs.

 There is ample evidence on reflection of instructional effectiveness.
 At least two pieces of evidence relative to reflection on instructional effectiveness are
present and accurately articulated.

Strengths of this lesson include its structured approach to preparing students for
presenting their petition, which involves revisiting the petition's purpose, practicing
presentation skills in small groups, conducting a mock Q&A session, and role-playing
the presentation as a group. The lesson also incorporates formative assessment by
having students anticipate questions from decision-makers, fostering critical thinking
and preparation. Additionally, the reflective journaling component encourages students
to consider their learning experiences and the impact of their actions, promoting deeper
50
understanding and personal growth.
Areas for Growth:
Areas of growth for the lesson could involve further scaffolding for students who
struggle with public speaking, such as providing more extensive modeling or
individualized support. Additionally, incorporating more opportunities for peer
feedback during presentation practice could enhance students' ability to refine their
communication skills and address potential challenges collaboratively.
The focus of the next lesson could involve peer critique and refinement of presentation
skills. Students could participate in peer feedback sessions where they provide
constructive criticism to their peers based on predefined criteria, such as clarity of
message, engagement with the audience, and responsiveness to questions. This activity
would not only support students in improving their presentation skills but also foster a
collaborative learning environment where students learn from each other's strengths
and areas for improvement.
Mock Q & A Rubric – Lesson 5
Performance 2 - Approaching 1 - Below

3 - Proficient
Criteria Proficiency Proficiency
Explains the Provides a clear Provides a somewhat

Provides an unclear
importance of civic and detailed clear explanation
or inaccurate
participation in a explanation with with minor
explanation
democratic society accuracy inaccuracies
Identifies Correctly pinpoint Partially identifies Struggles to identify

connections specific connections with connections
between text and descriptions and some inaccuracies
visual/oral directions with
51
presentations accuracy
Explains how Provides detailed Provides

Provides incomplete
groups make and accurate explanations with
or inaccurate
decisions and solve explanations some gaps or
explanations
problems consistently inaccuracies
Writes opinion Effectively

Partially supports
pieces supporting a supports opinions Struggles to support
opinions with some
point of view with with strong reasons opinions with reasons
reasons and
reasons and and relevant and information
information
information information
Effectively Partially organizes Struggles to organize

Organizes speech
organizes speech speech with some speech with
with appropriate
with appropriate appropriate facts and appropriate facts and
facts and details
facts and details details details
Describes how
people use
Describes Describes with some
communication Describes unclearly
effectively with clarity but may lack
and decision- or inaccurately
clarity and accuracy accuracy
making skills to
resolve conflicts
Identifies reasons Consistently

Partially identifies Struggles to identify
and evidence a identifies reasons
reasons and evidence reasons and evidence
speaker provides to and evidence
with some accuracy accurately
support points accurately
Explains roles and Provides detailed Provides Provides incomplete

responsibilities of and accurate explanations with or inaccurate
citizens in diverse explanations some gaps or
52
societies consistently inaccuracies explanations
Uses
communication Effectively Describes with some
Describes unclearly
and decision- describes with clarity but may lack
or inaccurately
making skills to clarity and accuracy accuracy
resolve conflicts
Recalls relevant
Recalls relevant
information Partially recalls
information from Struggles to recall
accurately and information with
experiences or relevant information
categorizes some inaccuracies
sources
effectively
Analyzes how
Analyzes
perspectives Partially analyzes Struggles to analyze
perspectives
influence perspectives with perspectives
accurately with
interpretation of some insights accurately
insights
events
Produces clear and

Produces clear, Partially produces
coherent writing Struggles to produce
coherent, and clear and coherent
appropriate to task, clear and coherent
purposeful writing writing with some
purpose, and writing
effectively gaps
audience
The students engaged in a project to identify the playground equipment needs in their
community. To accomplish this, they conducted a poll among their peers. The poll question
they created was "Which playground is in need of new, safe, inclusive, and inviting equipment
for all?" After the poll was completed, the students analyzed the information they received.
53
They carefully examined the results to determine which playgrounds required attention and
new equipment. By conducting the poll and analyzing the data, these students gained valuable
insights into the needs of their community and developed critical thinking skills.
54

Watts Polisci Econ Udl 1-5

Uploaded by

Copyright:

Available Formats

Watts Polisci Econ Udl 1-5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Watts Polisci Econ Udl 1-5

Uploaded by

Copyright:

Available Formats

UDL Lesson Plan 1

Teacher Candidate’s Name:

Bibliography/References: (in APA format)

How to make a zine!: Tate Kids. YouTube. (2023, September 1).

Michigan K-12 standards: English language arts. (n.d.-b).

Michigan K-12 standards for Social Studies. (n.d.-c).

Prior Learning Connections: (Background knowledge support)

Visual aids and graphic organizers:

Extra time or assistance:

Alternative modes of expression:

Small Group Instruction:

Whole Group Instruction:

Special Concerns (including medical, behavioral, and/or environmental):

Part 1: Engagement/Warm-up: (10 minutes)

Part 2: Instruction/Exploration: (30 minutes)

Part 3: After Lesson: (5 minutes)

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson:

Teacher Candidate’s Name:

Performance Based Learning Objectives:

Michigan math standards. (n.d.).

Michigan K-12 standards: English language arts. (n.d.-b).

Michigan K-12 standards for Social Studies. (n.d.-c).

Prior Learning Connections: (Background knowledge support)

Small Group Instruction:

Whole Group Instruction:

Part 1: Engagement/Warm-up: (10 minutes)

Teacher: “Share amongst your group, your favorite memories or experiences.”

**students will provide responses to the question asked by the teacher.

**students will provide responses to the question asked by the teacher.

Transition: (This is a bridging statement or question to help students connect what

Part 2: Instruction/Exploration: (40 minutes)

Transition: (This is a bridging statement or question to help students connect what

Part 3: After Lesson: (5 minutes)

Generate questions that relate to the transition question.

Strengths of the Lesson:

Areas for Growth:

Teacher Candidate’s Name:

Performance Based Learning Objectives:

Materials: (Low tech, including number needed)

Michigan K-12 standards: English language arts. (n.d.-b).

Michigan K-12 standards for Social Studies. (n.d.-c).

Prior Learning Connections: (Background knowledge support)

Small group instruction:

Whole group instruction:

Special Concerns (including medical, behavioral, and/or environmental):

Part 1: Engagement/Warm-up: (10 minutes)

Students will provide responses to the teachers question.

 Begin by engaging students in a discussion about petitions. Show them examples of

Transition: (This is a bridging statement or question to help students connect what

Part 2: Instruction/Exploration: (40 minutes)

**teacher displays examples on the whiteboard

**Brainstorming key points

Group Activity: Writing a Petition (10 minutes):

How can you make your argument persuasive and respectful?

Part 3: After Lesson: (10 minutes)

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER

Strengths of the Lesson:

practice for mock Q&A