Artifact 3

UDL Lesson Plan

The UDL lesson plan artifact required me to create a lesson plan that utilized the
guidelines of the UDL framework, which addressed multiple means of representation, action and
expression, and engagement to differentiate instruction to ensure that the instruction of content
and knowledge was accessible to all students and grant them an equal opportunity to learn. The
UDL lesson plan also required me to select appropriate technology to address the specific needs
of students with individual needs. This artifacts objectives connect to CEC Standards 1 (Learner
Development and Individual Learning Differences), 3 (Curricular Content and Knowledge) and 5
(Instructional Planning and Strategies).
The universally designed lesson plan was created to provide all learners an equal
opportunity to learn. All students learn differently and the idea of UDL provides learners with
multiple ways to become successful learners. CEC standard 1 on learner development and
individual learning differences is exemplified by centralizing the lesson plan around the learners
development and the differences they have among one other. Each section of the lesson plan is
developed based on UDL guidelines to ensure that optimal learning opportunities are provided to
all learners in the classroom as well as students with IEPs, students who are English language
learners, and students who are gifted and talented. Multiple means for representation, action and
expression, as well as engagement are evident throughout the lesson plan to assist with the
various needs of learners within the classroom.
CEC standard 3 emphasizes on curricular content and knowledge. This universally
designed lesson plan exemplifies the use of content knowledge and how it is applied. Students
begin with reviewing the objectives of the day which includes identifying and providing
evidence from texts supporting theme as well as making connections between multiple texts to
identify reoccurring themes. With this in mind, instruction first focuses on a review of
background knowledge acquired from a previous lesson. Students are re-introduced to the overall
meaning of theme. By applying what they already know about theme, students are able to
understand the various components of theme through instruction that will be the basis of
successfully completing the objectives. Students will use their new knowledge to apply the
components of characters, setting, problem, series of events, and lessons learned to their
literature to find evidence. The evidence of these components will lead students to conclude on
various themes. To identify reoccurring themes, each of the texts all has a theme in common.
Through discussion and group-based activities, students will apply content knowledge to
complete the goals and objectives of the lesson.
The UDL lesson plan demonstrates the mastery of CEC standard 5 of instructional
planning and strategies by providing knowledge and application of the UDL framework,
demonstrating the application of lesson plan strategies, and knowledge of instructional
technologies. By implementing the UDL guidelines of multiple means of representation, action
and expression, and engagement, this lesson plan demonstrates these standards. The utilization of
assistive technologies and supports for students Jamal and Paula also demonstrates the
knowledge and application of the UDL framework that focuses on learner variability and
individual differences.

After completing the UDL lesson plan, I have acquired an abundance of knowledge and
skills that will assist with and have a positive impact on how I develop a UDL friendly
environment. As a future special educator, I will be able to implement UDL guidelines to ensure
that all students have equal opportunities to learn and be successful.
It is evident throughout the UDL lesson plan that I have taken to heart to provide means
for considering all students learning styles and needs. Students with IEPs are more efficiently
and effectively incorporated into the student learning environment by integrating UDL friendly
guidelines as well as both high and low-tech assistive technologies that are essential to these
learners. With the UDL framework in place I can adapt and modify traditional lesson plans to
satisfy all students needs by having multiple means of representation, action and expression, and
engagement.