1

Inclusive Teaching Guide

Janis Stern
November 18, 2016
Inclusive Education EDUA 4000 Section A40

Table of Contents
1.
2.
3.
4.
5.
6.
7.

Preface
Introduction
Practicum School, Winnipeg
Current Classroom Configuration
Dream Classroom Configuration
Community Building Strategies
Curricular Instructional Strategies
a. Engagement Strategies Diagram
b. Representation Strategies Diagram
c. Expression Strategies Diagram
8. Lesson Plans
a. Lesson Plan #1
b. Lesson Plan #2
c. Lesson Plan #3
d. Lesson Plan #4
9. References

Page 3
Page 4-6
Page 7
Page 8
Page 9-10
Page 11-12
Page 12-13
Page 14
Page 15
Page 16
Page 17-18
Page 19-20
Page 21-22
Page 23-24
Page 25

Preface
In creating this Inclusive Teaching guide, I turned to the text books used in class, Differentiation
and the Brain as well as UDL Theory and Practice as well as some documents found online such
as the Introduction to Inclusive Teaching Practices from the University of Ottawa and the Goal
Book Toolkit. I had to read deeply on the UDL strategies as well as use the UDL lesson planner
to guide me in my writing of the lesson plans. I used my own lesson plan template from
practicum as it offered space for all categories needed. I also reflected on my past experiences in

practicum as well as during my years as an EA for insight into my identity as an inclusive and
responsive teacher. I have not needed convincing of the importance of UDL or differentiation of
the curriculum, but I have learned useful strategies for its implementation in lesson planning. I
have always held the belief that all students should be included in all lessons, but the issue was
knowing all the strategies available for doing so. I found all of the UDL documents and guides
to be extremely beneficial in planning the lessons as they offered the reasons that you would use
the strategies along with detailed descriptions of the strategies. Much of the information was
repetitious throughout the documents and texts, but it only served to reinforce the information
available.

Introduction
My philosophy for inclusive teaching is straightforward do what is best for every student in
your classroom. In the graphic below, I have laid out four main components of my philosophy, or
my values and beliefs on teaching in general. It just happens that my overall teaching philosophy
is an inclusive one. I believe that all children, regardless of labels should be equally able to
access education that is flexible and responsive to their needs. All students are capable of

achieving their goals, they just may take a different path to get there. I also believe that the
supports offered for students at one end of the spectrum will be of benefit to all students and
will help everyone to achieve their goals. For example, offering a student the ability to type their
notes because of poor fine motor skills benefits that student, but other students will also benefit
by using the word processing for completing a project in a timelier fashion. Given the
opportunity, appropriate supports and resources, and effective teaching, all students will be able
to learn and reach their full potential. Having a dynamic mindset will help in pursuit of these
goals, as we are always remaining positive and looking for the appropriate supports for each
student. By using ongoing, formative assessment throughout the year we are best able to tailor
the curriculum to meet the needs of all learners.
In order to implement my inclusive teaching philosophy, I will first need to achieve my inclusive
teaching goals. As with my philosophy, my goals are also straightforward. By removing
classroom barriers so that all students are given equal opportunities to succeed in their education,
I can ensure that all students have the opportunities to learn according to their given abilities. If I
can successfully and clearly state my common expectations for all students, I will create a nondiscriminatory and effective classroom where no one feels that my decisions are biased or unfair.
I plan to use a variety of assessment methods in order to increase relevance for students, heighten
student engagement, and improve student performance. By involving them in the assessment
process, they will have a stake in their learning goals and truly be included in their entire
learning process. By following UDL guidelines and providing lessons that engage and challenge
every student in the classroom, I will be able to truly offer an inclusive learning environment to
my students and their families.

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All students have
access to education
that is differentiated
for their needs,
regardless of their
perceived disability or
'label'
Meeting the
learning
needs on
either end
of the
spectrum
improves
the quality
of
education
for
everyone in
the
classroom

Inclusive
Teaching
Philosop
hy

Through
ongoing
assessment
, determine
student
needs at
various
times
throughout
the year

All children can learn

and reach their full
potential given
opportunity, effective
teaching and
appropriate resources

Figure 1 Graphical Representation of Inclusive Teaching Philosophy

Clearly stating common expectations for all

students in order to have a non-discriminatory
and effective classroom

Remove classroom barriers so that all students

are given equal opportunities to succeed in their
education

Inclusive Teaching Goals

Use a vaiety of assessment methods in order to
increase relevance for students, heighten
student engagement, and improve student
performance

Following UDL guidelines, provide lessons that

engage and challenge every student in the
classroom

Figure 2 Graphical Representation of Inclusive Teaching Goals

I think I have always had an inclusive philosophy about education. I could never understand why
other students couldnt attend our school because they were deaf or blind. It never made much
sense to me. When I became an EA, I spent a lot of time trying to convince others of the benefits
of having all children together in schools and classrooms, despite labels and medical diagnoses. I
always felt that more could have been done by the classroom teachers to include all students in
the lessons, rather than giving them time filling tasks that did not even mirror the curriculum in

any way. Much of it took away the dignity of the student by looking and sounding like something
a baby would work on. I am more familiar with inclusion of students with special needs than I
am of students who have behavior issues. Since inclusion means all students, we have to find
ways to engage students who have behavior issues in order to quiet their disturbances. I am less
confident in my ability to engage learners with behavior issues than I am in engaging students
with autism or other special needs, since this is where the bulk of my experience lies. Having
these resources to help guide me, though, will go a long way to building confidence in creating
lessons that will engage each and every student in my classroom.

Constantly
concerned about
others' rights

Perserverance
and patience to
solve problems
that arise

Dynamic
mindest that
allows me to
always see
what "could
be" with the
right supports

8+ years as
an EA,
fighting for
my students'
rights to
better
curriculum

Me as an
inclusive
teacher

Building lasting
relationships with
students and
families

Figure 3 Graphical Representation of Inclusive Teacher (myself)

My Current School
My current school is in the northwest corner of Winnipeg, in a lower middle class neighborhood.
The students come from a variety of backgrounds, cultures and socio economic situations. To my
knowledge, the school does not have specific EAL supports in school, but they do have a number
of Learning Support Teachers (LST) available to help out as necessary. I have yet to see a LST
come into the classroom to do anything other than observe. To be fair, I have not been in the
school that often, so I may just not have seen them come in to work with the classroom teacher.
The EA in the class also does not help out the other students he sticks to his student and is the
adult in charge of that students timetable. That is counter-intuitive for all parties, as the
classroom teacher has no opportunity to build a relationship with this student, and the EA does
not model additional relationships for the student because he doesnt interact with the other
students. This school is much more traditional/old school in its operation than other schools I
have worked in, with more work in the classroom being based off of worksheets and busy work.
I have yet to see our classroom do any activities (other than team building games in week one)

that require the students to get up from their seats and collaborate in any fashion. I have not yet
had the opportunity to see how other classrooms operate, so I cannot speak to how other teachers
deal with classroom management.
Parent involvement is about the same as I have previously experienced, with parents rarely being
seen in the school other than for parent teacher or to pick kids up for appointments. The parents
in this school work lots of shift work, so often students in the older grades are responsible for
their younger siblings after school. There is also before and after school daycare onsite for those
parents who do not have family or friends to care for their children while they are still at work.
From my perspective, the parents of this school expect their children to work hard and have
homework of some sort, but they do not seem to be very present in the day to day operation of
the school. The Parent council is very small, and that may have to do with cultural barriers. If the
newcomer parents have difficulty with the language, then they are not going to feel comfortable
to come to parent meetings unless there is translation available for them. I know that the school
offers translators during parent-teacher interviews as well as guides to the Parent Connect
website in Tagalog and Punjabi, so they may also offer this service at parent meetings. Overall, I
have not yet experienced enough of this school to speak to its inclusiveness, but judging by my
classroom, it has a longer way to go than other schools I have been in.
My Current Classroom
This is a diagram of my current classroom. It is a very crowded space, and difficult to feel
comfortable in. The students chairs squish up against each other when they want to get up from
their desks and some are difficult to access at the back of the room near the teachers resource
shelf. There is a small carpet area, but considering these students are in grade five, the area is
nowhere near sufficient for them to sit at for any length of time without getting antsy. There is a
small library/reading area in the back of the room, but it is too small for many students to access
during silent reading time, and it causes issues every day. The only round table seating in the
classroom is cluttered with all the teachers handouts for the day, so there is no area for
conferencing with students unless you drag a chair to their tables. The desk configuration is very
cumbersome, and I think that desks are not a great fit for the room. All the shelving along the
walls are not easily accessible as they are blocked by chairs and desks. The teachers desk area

(adjacent to the reading nook) is very crowded and really offers no real storage of any value. I
will address all of these concerns in my revised diagram of the classroom.

My Changes for the Classroom

The diagram below represents the changes I would make to my practicum classroom. Please note
that none of the diagrams are to scale, so I might not actually be able to fit all of these things into
the room! I decided that the teachers area should be at the front when you enter the classroom,
with the desk area available for student/teacher conferencing. All teacher only supplies and
books would be in shelving that goes up the wall. There is also a locking file cabinet for all
teacher files. In front of the teacher area is student seating with pentagon shaped tables. They
easily fit five students and can be moved around so that students are not jamming their chairs up
against one another. There is also room to add another table should the number of students in the

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class increase. I also included a triangular table in the corner for students who might require
quiet while they work, or for small groups who need a more private location to work in. Behind
their seating is their supply shelves with everything they need to do their work including their
binders and duo tangs. Community supplies are on the top shelf for easy access. This side of the
room is easily maneuverable for a wheelchair or walker should the need arise. Along the wall
when you enter are student lockers -some high, some low which are accessible for all students.
My diagram looks like they might be squished up to the shelving, but that is not how it would
actually be, as I would ensure sufficient turning radius for a wheelchair.
The other half of the room offers a homier atmosphere. The area has a carpet large enough for all
the students to sit, as well as a sofa and chairs for comfortable places to sit during quiet reading.
The carpeted area allows enough room for standers, or lifts to be used for students with mobility
issues. The shelving behind the sofa could be used for games, manipulatives for math and other
sundry classroom supplies. Wall length bookshelves are under the windows along the back of the
room, allowing access for all students. The corner on the carpeted side, that has a triangular
table, would be used for a computer hook up for the smart board. The opposite corner with the
hexagonal table, would be an area for sewing/needle crafts and other crafts that I would be
teaching to students who were interested. I would make these changes because the current
classroom set up is very crowded and barely accessible for someone who can walk around, let
alone one who relies on a wheelchair. I also dislike the lack of a comfortable meeting area in the
room, as students sit all day in the same seat. I find that the misbehavior of the students may
possibly be due to a lack of change in scenery. I also added the craft area as I think students need
other outlets for creativity. If I can provide them with something they likely dont get at home, it
may lead to great accomplishments.

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Community Building
Community building is the most important activity in a new classroom. One of the first
things I would do to build a sense of community would be during the orientation meetings at the
start of a new year. I would invite parents to be part of our classroom community by inviting
them to volunteer in the classroom. I would also let them and their children know right away
what they can expect from me and what I will in turn expect from them - first and foremost,
respect, but also an open mind, a willingness to try new things, a willingness to make mistakes
and a positive attitude. We will also write up a class contract or treaty that everyone would sign

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and be expected to abide by. Items included might be that I require a certain amount of time to
work with students one on one during those times, other students have responsibilities to
uphold; students might want to earn a pizza party each month if they gain enough kudos for
following the treaty. These treaty items are fluid and can be changed at various times
throughout the year. Moving on from expectations, I would incorporate sharing circles a few
times per week, if not daily, including spirit buddies into the format. I think that when students
are responsible to actually listen to someone elses stories and ideas and relate them to the whole
group it allows for a stronger bond to grow amongst the students. I would also incorporate a way
for students to privately share messages with me that they may not be willing to speak about in
person. If someone is picking on them, or they are having trouble at home, I want them to have
comfortable ways of sharing that information should they want to. It could be messages in a jar,
or a private diary to write in during writers workshop. Either method has the same intent. By
running partner or in class buddy reading, it allows students with common interests in books to
share time reading together. I would have students who are interested in a certain genre of books
to have buddy read time together, as these peers may not be someone they normally would pick.
This would help build bonds together as a class. I would also incorporate weekly games and
activities we would do either as a class or in groups, using flexible grouping each time.
Sometimes the activities would just be for fun, and other times they may relate to a lesson; either
way, the point is to learn to work together as a group, despite our differences. Lastly, but not the
last thing I would do, would be to have student interest surveys throughout the year so that I
would have an idea of who shares common likes and dislikes in content areas. That would make
grouping for certain activities or lessons much easier. We could also make a Room XYZ wall of
our shared likes and dislikes. This could serve to remind students that everyone has similarities
and differences, but when we work together great things can happen.

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Instructional Strategies
There are a number of instructional strategies a teacher can use that are multilevel and
differentiated allowing students of very differing abilities to learn together. Using the UDL
strategies found on the Goalbook Toolkit website, I was able to find strategies that are general
and can apply to all curricular areas, as well as strategies that apply to more specific curricular
areas within the UDL networks. For each UDL network, I have listed three general strategies that
can be used in all curricular areas. I have then listed two more specific strategies for each of the
four major curricular areas of math, science, ELA and social studies. Strategies for engagement
fall under the affective network in the UDL guidelines. These strategies offer differentiation
based upon student interest as well as student readiness. Using student interest to create
instructional strategies is a key element in creating a classroom that offers something for all
learners. Some strategies for engagement that I have chosen are math games, preferred topic or
text, and choice boards. These are all examples of how we can use student interest to engage
them in learning in different curricula areas. Playing math games allows students the opportunity
to gain math facts while engaged in a fun and non-threatening activity. Allowing students to
choose a text or topic for a social studies project increases their engagement and raises the
likelihood that they will be successful. Choice boards offers multiple levels of students the ability
to take control over their learning, while still remaining connected to the same content as their
peers.
Strategies for representation lie under the umbrella of the recognition network and offer
differentiation based upon student readiness and learner profile. Basing differentiation on
student readiness necessitates ongoing assessment. Using graphic organizers, cloze sentence

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sheets and vocabulary journals are just a few of the ways in which teachers can assess their
students in an ongoing fashion to tailor learning based upon their readiness.
The strategic network houses the strategies for expression and offer differentiation based
upon learner interest, readiness and learning profile. By focusing on learner profiles, teachers can
offer a variety of ways in which students can express their thinking. A few examples that are in
my diagrams are picture storytelling, oral presentations and white board responses. These three
examples offer students a variety of means to express their learning based upon their current
abilities. If students are offered choice in how they express their learning, they will be much
more willing to share their learning with their audience.
The following pages offer diagrams of the strategies that I would use from each network
and are based upon the information offered in the Goalbook toolkit. I have chosen strategies that
are easily implemented and would not be obtrusive or obvious as differentiated techniques. All
students would benefit from their use, whether advanced or struggling learners. The use of these
strategies would allow the class to learn together despite great variability in the students interest,
readiness and learning profiles.

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Figure 4 Strategies for Engagement

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Figure 5 Strategies for Representation

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Strategies for
Expression - General

Think-Pair-Share
requires students to incorporate two perspectives into a single
response to share with the whole class
removes barriers related to public speaking
builds community by giving students the opportunity to learn from their
peers
Student To Do Lists
help students navigate the school day and manage their responsibilities
can develop higher organizational skills by creating their own lists
Lists or step-by-step sequence plans can be adapted for different grade
levels or disabilities and may include images
Learning Logs
allow students to write about key concepts they are learning
look like a two-column graphic organizer
can be filled out the last few minutes of class or at the end of the week

Strategies for
Expression - Math

White Board Response

alternative to pencil and paper
allows teachers to effectively and efficiently assess the understanding of the
entire class.
Teachers are empowered to provide immediate and targeted feedback
Multiple Representation
allow students to see the same mathematical expression or mathematical
relationship presented in more than one form
can be effectively utilized with most math skills and concepts
forms include words or verbal representations; pictures; graphs; tables of
values; and symbolic representations, including expressions and equations.

Strategies for
Expression - Science

Poster Summary
used to visually represent or summarize information learned from a text
can be pictures, pictures with words and captions, or pictures with a sentence
or short paragraph.
can create a collage of pictures related to a story that the student has read
Oral Presentation
provide an alternative to written language
Teachers can provide resources such as sentence frames and word banks
Oral presentations can also assess students' comprehension and
pronunciation of key vocabulary.

Strategies for
Expression- ELA

Strategies for
Expression - Social
Studies

Essay Outlines
help organize thoughts, ideas and information prior to drafting a piece of writing
aid students in overcoming barriers related to writing(anxiety or organization)
reduce intimidation related to writing and help students transition from generating
ideas to completing a draft.
Sentence Starters
provides a frame for students to express their thoughts in writing or speaking
can be used to assist students to focus and organize their thoughts
help students in describing facts, making predictions, comparing and contrasting

Role Play/Dramatization
serves to improve peer interaction and provide opportunities for students to
problem solve
students role play historical figures in reenactments of important events
from history
may be applied in different contexts
Picture Storytelling
produces a visual story that captures the same elements that a written piece
would require
useful alternatives for students who are more comfortable in expressing
themselves in a visual and/or concrete manner.
Comic strips, story boards and student-created books

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Figure 6 Strategies for Expression

Lesson Plan #1
Grade 5 Science
Janis Stern November 20, 2016

Est. Time
60 m x 2

Connections to Curriculum:
Science outcomes

Use appropriate vocabulary related to their investigations of human health 5-1-01

Interpret nutritional information found on food labels 5-1-02
Describe the types of nutrients in foods and their function in maintaining a healthy body 5-1-03
Evaluate a daily menu plan and suggest changes to make it align more closely with Canadas Food Guide to Healthy Eating 5
1-04

Connections to Previous Lessons: There are no connections as this is the first lesson in the unit
Outcome - Unit
Students will be able to
interpret nutrition labels and
apply the information learned
to the creation of a healthy
restaurant menu
Outcome Lesson
Students will be able to create
and present a poster about the
meaning of their nutrition
labels

Objectives:

Materials

-Learn new vocabulary associated with unit on Healthy bodies

1.

- be able to understand nutrition labels n order to make healthy choice at

the grocery store

2.

-be able to extrapolate information from nutrition labels to use when

making food choices at restaurants
3.

Canada Food
guides for all
students
Food
packaging
with nutrition
labels
Poster paper
and markers

Sequence
Engagement
Watch Magic School Bus video on Digestion
Have a class discussion/brainstorm about healthy foods vs unhealthy foods
Recap of previous lesson and look at nutrition labels of some items I brought in
Make word bank of key vocabulary
Representation
Students will examine their food labels and record information
Students will determine the meaning behind their food labels by using variety of media to find their information
computers, books, video, food guide
Students will also learn to use the vocabulary in their posters through information gained
Expression
Students will create a poster/oral presentation/information book or comic about the information on their nutrition label
Rubrics will be provided for expectations of the project so students have a guideline to follow
Students may work in pairs or small groups, but if you choose to do so, there must be value added in terms of quality and
quantity of information/illustrations
Review/Wrap-up
Students will present their poster (or other format) to the class so we can pool information and learn from one another

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Assessment
Rubrics will be used to keep students on task and engaged
Self assessment for understanding through use of thumbs
up, down
Ongoing formative assessment through observation, student
comments, notes, video and photos of student learning
Formative assessment of the poster activity a this is early
stages of the learning, so no grades will be given yet

Planned Adaptations based on UDL Principles

Use of a variety of media for engagement in learning
Modified text for lower level readers
Graphic organizers to help keep track of information
word banks
Modified assignments if necessary
Flexible grouping available

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Lesson Plan #2

Est. Time

Grade 5 Science

60 m x 2

Janis Stern November 20, 2016

Connections to Curriculum:
Math/ELA
5.N.11. Demonstrate an understanding of addition and subtraction of decimals (to thousandths), concretely, pictorially, and
symbolically, by using personal strategies, using the standard algorithms, using estimation, solving problems
4.4.1 Prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience.
4.1.3 Use listening, reading, and viewing experiences as models for organizing ideas in own oral, written, and visual texts.
Connections to Previous Lessons:

Use appropriate vocabulary related to their investigations of human health 5-1-01

Interpret nutritional information found on food labels 5-1-02
Describe the types of nutrients in foods and their function in maintaining a healthy body 5-1-03
Evaluate a daily menu plan and suggest changes to make it align more closely with Canadas Food Guide to Healthy Eating
5-1-04
5.N.11. Demonstrate an understanding of addition and subtraction of decimals (to thousandths), concretely, pictorially, and
symbolically, by using personal strategies, using the standard algorithms, using estimation, solving problems

21
Outcome - Unit

Objectives:

Students will be able to

interpret nutrition labels and
apply the information learned
to the creation of a healthy
restaurant menu, then add up
customer tabs

-Use new vocabulary associated with unit on Healthy bodies in creating

menus

Outcome Lesson
Students will be able to create
a menu for their restaurant,
write an advertisement for it
and tally customer tabs

- use new understanding of nutrition labels to create a healthy menu for

their created restaurant

Materials

-be able to extrapolate information from nutrition labels to use when

making food choices at restaurants and when creating their own menu

Paper and
markers
Number line
with decimal
Place value
charts

-be able to add/subtract using decimals to the hundredths in order to add

and subtract restaurant tabs
-be able to effectively write an advertisement for their restaurant

Sequence
Engagement
o Bring in restaurant menus and pretend to order lunch for the class
o Watch advertisements of different restaurants on you tube
Representation
o
o
o
o
o

Work together to make a sample of a menu

Work together to add up some of the menu items using decimals
Students use variety of methods to find information for menu making online, video, peers, sample menus
Students work together to determine a method of presentation for their menu (pictures, words, numbers etc.)
Students use number lines to work out the math problems

Expression
o Students have choice of menu style digital, paper, video
o Students can use number lines/place value charts to help them with the decimal additions/subtractions
Review/Wrap-up
Gather together and look at what everyone created and learned about eating healthy at restaurants. Class discussion on challenges of
eating healthy.

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Assessment

Planned Adaptations based on UDL Principles

Rubrics will be used to keep students on task and engaged

Self-assessment for understanding through use of thumbs
up, down
Ongoing formative assessment through observation, student
comments, notes, video and photos of student learning
Formative assessment of the advertisement using a rubric
checklist
Summative assessment of the menu activity as this is a
culminating activity
Formative assessment of math activity to see where we
need to brush up on our decimal skills

Use of a variety of media for engagement in learning

Modified text for lower level readers
Graphic organizers to help keep track of information
word banks
Modified assignments if necessary
Flexible grouping available
Math charts for place value available
Calculators available if needed

Lesson Plan #3

Est. Time

Grade 5 Science/Math

60 m x 2

Janis Stern November 20, 2016

Connections to Curriculum:
Math
5.N.1. Represent and describe whole numbers to 1 000 000.
5.N.5. Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely,
pictorially, and symbolically
Connections to Previous Lessons:

Interpret nutritional information found on food labels 5-1-02

Describe the types of nutrients in foods and their function in maintaining a healthy body 5-1-03
5.N.11. Demonstrate an understanding of addition and subtraction of decimals (to thousandths), concretely, pictorially, and
symbolically, by using personal strategies, using the standard algorithms, using estimation, solving problems

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Outcome - Unit

Objectives:

Students will be able to

interpret nutrition labels and
apply the information learned
about nutrients to the creation
of a healthy restaurant menu,
then add up customer tabs

-students will be able to add large numbers associated with nutrients such
as Vitamin A, B, C etc.

Outcome Lesson
Students will be able to use
knowledge of math facts to
determine the amounts of
nutrients needed to maintain a
healthy body

-students will be able to multiply large numbers associated with common

nutrients in our foods
-students will use food labels to determine the daily totals of the food they
ate during the day and add these totals

Materials

4.
5.
6.
7.

Paper and
markers
Number line
Place value
charts
Food labels

Sequence
Engagement
o Bring in more food labels of foods we eat daily (cereal, bread, peanut butter, but just the label, meat etc.)
o Have students decide what they want to eat today (make a sample menu)
o Watch video about nutrients in our food Bill Nye Nutrition and fill in cloze notes on the video
Representation
o
o
o
o

Work together to make a sample of daily food intake

Work together to add up some of the nutrient intake
Students use variety of methods to find information on nutrients in food
Students use number lines to work out the math problems

Expression
Students have choice of representing the information they can make tables, use graphic organizers, use learning
logs
o Students can use number lines/place value charts to help them with the addition
Review/Wrap-up
o

Come back together as a group

Compare everyones nutrient values for the day

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Assessment

Planned Adaptations based on UDL Principles

Rubrics will be used to keep students on task and engaged

Self-assessment for understanding through use of thumbs
up, down
Ongoing formative assessment through observation, student
comments, notes, video and photos of student learning
Formative assessment of math skills to see where we need
to focus for the future

Use of a variety of media for engagement in learning

Graphic organizers to help keep track of information
word banks
Modified assignments if necessary
Calculators available if needed

Lesson Plan #4

Est. Time

Grade 5 Science/ELA

60 m x 3

Janis Stern November 20, 2016

Connections to Curriculum:
ELA
3.1.1
3.1.4
3.2.5

Use Personal Knowledge

Summarize personal knowledge of a topic in categories to determine information needs.
Create and Follow a Plan
Gather and record information and ideas using a plan
Make Sense of Information

Recognize organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation,

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comparison and contrast, cause and effect, and sequence]; skim scan and listen for key words and phrases.

Connections to Previous Lessons:

Interpret nutritional information found on food labels 5-1-02

Describe the types of nutrients in foods and their function in maintaining a healthy body 5-1-03

Outcome - Unit
Students will be able to
interpret nutrition labels and
apply the information learned
about nutrients to the creation
of a healthy restaurant menu,
then add up customer tabs
Students will also write books
for the younger grades to teach
them about nutrition
Outcome Lesson
Students will be able to use
knowledge of nutrients gained
in previous lessons to create
texts on nutrition for the
younger grades

Objectives:

-students will use knowledge gained to write/create texts

Materials

-students will use a variety of formats to create their texts

- Students will work in groups that are determined by interest in output

mode
- students will work together to solve problems that arise amongst group
members

Paper and
markers
Graphic
organizers
from previou
classes
Book making
supplies
Computer fo
digital book
making
Cameras

Sequence
Engagement
o
o
o
Representation
o
o
o
o

Read students a book about food that I wrote. Ask them if they would like the author to read it to themha-ha I am
the author!
Have students decide how they would like to create their nonfiction book organize groups based on their decisions
Read nonfiction books about nutrients made for children
Work together to gather information from graphic organizers
Work together to choose which class to share the text with
Students use variety of methods to create their texts
Students use sentence starters if they need assistance in getting going with their text/dialogue

Expression
o
o

Students have choice of representing the information they can make paper books, comics/graphic novel format,
digital forms of story telling i.e. photo story or iMovie
Students will present their nonfiction creations to the classroom of their choice at a pre-approved time and location

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Review/Wrap-up
Come back together as a group
Share creations together as a class

Assessment
Rubrics will be used to keep students on task and engaged
Self-assessment for understanding through use of thumbs
up, down
Ongoing formative assessment through observation, student
comments, notes, video and photos of student learning
Use of revision and editing so their work is presentationready
Summative assessment of unit taking into account all of
the work they have done keep work in a portfolio so we
can see their learning from the beginning

Planned Adaptations based on UDL Principles

Use of a variety of media for engagement in learning

Graphic organizers to help keep track of information
word banks
Modified assignments if necessary
Use of cameras for photo stories
Use of computer/iPads
Groups with varying levels each student has a
responsibility to the group

References
CAST UDL Lesson Builder. (2016, November 22). Retrieved from
http://lessonbuilder.cast.org/explore.php
Goalbook. (2016, November 21). Retrieved from Goalbook Toolkit:
https://goalbookapp.com/toolkit/strategies
Introduction to Inclusive Teaching Practices-University of Ottawa. (2016, November).
Retrieved from University of Ottawa:

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http://www.uottawa.ca/respect/sites/www.uottawa.ca.respect/files/accessibilit
y-inclusion-guide-2013-10-30.pdf
Meyer, A. R. (2014). Universal design for learning: Theory and practice. Wakefield,
MA: CAST Professional Publishing.
Sousa, D., & Tomlinson, C. A. (2011). Differentiation and the brain - How
neuroscience supports the learner-friendly classroom. Bloomington: Solution
Tree Press.