- What is my goal?
- What are the barriers?
- Did I incorporate the UDL Principles?
Students need to be able to use representation, action and expression and last but, not least Engagement in order to eliminate student barriers.So these principle need to be embedded in the lesson.
- Citation: Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved from http://udlselfcheck.cast.org/
Below is my UDL Lesson over Bullying
We’re all in this together...S.T.A.N.D
(Stand tall against negative domineer)
Lesson Overview
Title: We’re all
in this together...S.T.A.N.D (Stand tall against negative domineer)
Author: Devin
Singleton
Subject: Bullying
Awareness with integration of content areas
Grade Level(s): Grades
6-8
Duration: 1 week
Sub-Subject Area(s): Math,
Reading, Language Arts and Technology
Unit Description: This
lesson is part of a bigger unit that focuses on Bullying. Bullying has played
such an important but, negative role of many students’ lives that it has taken
a life on its own. This topic has been on the news in recent years so much,
that the school systems as well as political arena has made efforts to make a
stand against bullying and to try to provide some protective measures against
bullying by providing awareness and enforcing laws within the state’s education
codes. Students will have the opportunity to participate in several activities
to support their learning as well as share their learning about the effects of
bullying, how to become a S.T.A.N.D student, all the while incorporating real-world
learning through state standards for Math, Reading, Language Arts and
Technology.
Lesson Description
for Day: In this lesson, students will identify the types of bullying and
find where these occurrences take place through reading articles and/or book
excerpts about bullying, viewing video clips and self-reflection on own
personal experiences of bullying of themselves or close friends. Students will
then apply that information by creating a survey that their fellow peers can
take. Students will then disaggregate the data to identify what is going on
within their school in regards to bullying. Students will use this
disaggregated data to determine what the cause of the bullying is and how the
students can effectively make changes to reduce the occurrences of bullying or
stop it altogether. Students will recommend a plan to bring awareness to
bullying which will include a school-wide pledge S.T.A.N.D against Bullying
using the acronym as well as a school-wide public service announcement through
some sort of media platform of their choosing.
State Standards:
Texas State
Standards for 6th Grade-8th Grade (Math)
6.10.D Solve problems
by collecting, organizing, displaying, and interpreting data
7.11.B Make inferences
and convincing arguments based on an analysis of given or collected data
8.13.A Evaluate
methods of sampling to determine validity of an inference made from a set of
data
Texas State
Standards for 6th Grade (Reading)
(12)
Reading/Comprehension of Informational Text/Procedural Texts. Students
understand how to glean and use information in procedural texts and documents.
Students are expected to:
(A) Follow
multi-tasked instructions to complete a task, solve a problem, or perform
procedures; and
(B) Interpret factual,
quantitative, or technical information presented in maps, charts,
illustrations, graphs, timelines, tables, and diagrams.
(13) Reading/Media
Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students
will continue to apply earlier standards with greater depth in increasingly
more complex texts.
Students are expected to:
(A) explain messages
conveyed in various forms of media;
(B) recognize how
various techniques influence viewers' emotions;
(C) critique
persuasive techniques (e.g., testimonials, bandwagon appeal) used in media
messages; and
(D) analyze various
digital media venues for levels of formality and informality.
ISTE Standards for
(Technology)
Creativity
and Innovation
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
Communication
and Collaboration
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
c. Develop cultural understanding and global
awareness by engaging with learners of
other cultures
Research
and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
Technology
Operations and Concepts
Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies
Digital
Citizenship
Advocate and practice safe, legal, and responsible
use of information and technology
b. Exhibit a positive attitude toward using technology
that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship
Goals
Unit Goals:
1. Students will identify the signs of bullying.
2. Students will classify the types of bullying into 4
groups.
3. Students will identify the types of sampling.
4. Students will use appropriate graphical display to
represent data.
5. Students will create a proposal for prohibit bullying in
school using data collected from the survey.
6. Students will effectively use the appropriate
technological tools to create a final product.
Lesson Goals:
1. Students will identify the signs of bullying in
individuals. (Recognition Network)
2. Students will classify the types of bullying into four
groups based upon the characteristics that they see, or read through given
scenarios. (Strategic Network)
3. Students will identify the types of sampling and pick the
type of sampling that most appropriate for their data collection. (Recognition and Strategic Network)
4. Students will pick the most appropriate graphical display
to represent the data that they collected. (Strategic
Network)
5. Students will research proposals to help model the
proposal that they will create based upon the data collected from the surveys. (Affective Network)
Methods
Anticipatory Set:
Give each student a piece of notebook paper and instruct
them to crumple it up, stomp on it and really mess up the paper but, ensuring
not to tear the paper. Then instruct the students to stop and unfold the paper,
smooth it out and look at how scarred and mess up the paper is. Then instruct
the students to tell the paper that it’s sorry. Despite saying sorry and trying
to fix the paper, point out to the students that the paper still has scars left
behind and that those scars will never go away no matter how hard you try to
fix it. Explain to a student that’s what happens when a child bully’s another
child, they may say sorry but the scars are there forever. Next instruct the
kids to write down how they felt in regards to the exercise and what the
overall meaning is in regards to this exercise and what he/she learned from
this exercise.
(Affective Network)
Source Cited
From: This entry was posted on September 10, 2012, in Child Mental Health,
Family, Parenting and tagged anti-bullying, bully, bullying, Child, Children
and Young People, intervention, Parent, therapy, Violence and Abuse, Youth.
Bookmark the permalink.
Introduce and Model
New Knowledge:
Introduce bullying by watching a video clip to introduce the
different forms of bullying (Recognition
Network). We will discuss the
different forms and create a chart with it characteristics (Strategic Network). We will also read several stories from
students who were bullied and identify those signs that show that students are
being bullied. Talk about the new vocabulary words in regards to bullying as
well as sampling. Students will get a short lesson over the types of bullying.
Students will be put into a group where they will be given different scenarios
and the students have to identify what form of bullying it belongs to and place
that scenario on the big board under its appropriate spot. Once all scenarios
are placed on the board then the class will have a class discussion on the results
(Affective Network).
Provide Guided
Practice:
Students will work together as a group to read an article on
bullying and the hot spots. Students will also read other articles about the
causes of bullying and after reading these articles formulate questions (3-4)
so, they can create a survey online using Google doc. Students will view a
how-to video on the steps of formulating questions to create an online survey.
Students will then complete a sampling worksheet as group to identify the types
of sampling and when those types of sampling are biased and unbiased. Students
then will use their knowledge of sampling to determine when it’s the best way
to collect data. Once that dialogue is done students will then get the ipads
and start collecting data by getting the students throughout the school to take
the survey on Google doc. Students will then work as a group to decipher the
data from Google doc (Strategic Network).
Provide Independent Practice:
Once the students have the required data, students will take
a question as well as the data collected for that question and create a
graphical display for that information collected using create a graph software.
Students will create a slide on the group’s Google presentation with the
their graphical representation. Students will also find a
video to embed in their Google presentation slide. The student will also give a
short description on one of the types of sampling with examples. Students are
working by themselves but, are still collectively creating a final group
product which is the Google presentation. The independent practice will consist
of identifying a type of bullying, graphical display of the chosen survey
question, identifying a type of sampling and explaining as well as video clip
about bullying on the group’s Google presentation (Affective Network). Students will then create an eBook about a
story of bullying incorporating what they have learned.
Assessment
Formative/Ongoing
Assessment:
Teacher encourages class and group discussion on each
transition of the lesson to make sure students are on task and understand what
should be accomplished and to answer any questions that a student or a group
may have.
Summative/End Of
Lesson Assessment:
At the end of the lesson, the group of students will have
uploaded a link to their Google presentation on-line to the class blog. Each
individual student will have posted up an end of the lesson reflection on what
they learned and explain the purpose of this lesson. The project will be
evaluated on the following items:
1
Did the student effectively identify the types and
causes of bullying?
2
Did the students pick the correct type of sampling and
was able to explain why he/she chose that type of sample?
3
Did the students effectively use the technological
tools provided as was able to come up with an on-line teaching tool about
bullying while incorporating math?
4
Was the student able to communicate effectively their
learning on the class blog?
5
Did the student create an eBook that creatively showed
all of what they learned through this bullying lesson?
Materials
●
Articles over Bullying which will be found in live
binder
●
Projector
●
Computer
●
Board
●
Scenarios cut up to give to groups
●
Ipads
●
Student Volunteers
●
Google Presentation
Websites:
●
create a graph
●
Book Builder
●
Google
●
Live binder
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