Universal Design Lesson Planning Template for Co-Teachers

Lesson Topic & Name: Algebraic Reasoning and Poetic Analysis (Using math to teach poetry
to ELL students)

Content: Concrete to Abstract Poetry Analysis

Objective: Teach future teachers how to use subject areas [Math] that ELL students have a
background in and are well-versed in to explore and analyze subjects that they have less
confidence/skill in [poetry analysis].

Planning Phase

Relevant Facts About Learners:

Consider: Strengths, Interests, languages, cultures, Multiple Intelligences, Assistive Tech, etc.?

● This lesson is directed at ELL students and uses math content knowledge to
understand abstract nature imagery in poetry
○ This poem has relatively simple language that includes words and functions
that students are familiar with, making it perfect for break down and analysis
for all students.

● It appeals to students of linguistic, logical, math, naturalist, and kinesthetic MIs

● Given that this lesson takes into account the strengths and weaknesses that ELL
students face, it considers multiple cultures through Math acting as a universal
language.

● For this lesson, we will be printing off large-text versions of the poem for students to
use, and we [teachers] will be reading the poem off, which acts as a sort of text-to-
speech.
○ This poem is originally available online, so students can access it in that mode.
○ For creating a “Manipulative,” this can be done in multiple ways
■ Students will be given playdough with which they can portray their
understanding

Content and Learning Goal (What will students learn?)

Consider: What multisensory materials will we need to facilitate access?

● Students will learn how to use subject areas [Math] that ELL students have a
background in and are well-versed in to explore and analyze subjects that they have
less confidence/skill in [poetry analysis].
○

Materials needed:
● Large Print copies of the the poem “Nature Knows Its Math”
○ Large print copy available here
■ We chose the font Verdana because it is easier to read by students with
Dyslexia
● Playdough
○ For creating visual representation of the poem based off of student
understanding
Students will be able to read poetry on paper with teacher assistance

Process of Instruction (How will students engage in learning?)

Instructional Formats:
Consider: Activity-based? Experiential? Self-directed? Computer based? Stations? Group
investigation?

Interactive lesson model

● Begin by reading the poem out loud to the class
○ Students will follow along
● After reading the poem, begin analysis in table groups (3-5 minutes)
○ Students will create a visual using playdough of what they think the poem is
saying
● After discussing in small groups, students will look to the board where the poem is
written and discuss what each of their groups talked about (2-4 minutes)
● As the teacher, Sarah will break down poem into elements with class
○ First, math terms will be isolated (3 minutes)
■ Have class point out terms that do not inherently relate to math
terminology, but in this context, allude to role of math in nature
■ Underline words that describe visual imagery with help of class
■ Ask class where they see the seasons sectioned/portrayed
■ Transition into Venn diagram with Aurora
 ○ Aurora will guide class in assessing tone of poem by putting venn diagram on
(10 minutes) the board and categorizing imagery that is warm, cold, or neutral

○ Aurora will ask class which type of imagery is most prevalent

○ Aurora will then facilitate the class by adding together the prevalent type of
imagery, meaning assessed in poetry evaluation, and theme shown in imagery

Instructional Arrangements:
Consider: Cooperative group structures? Partners? Independent? Whole group? Small
groups?

● A lot of the work will be done in table groups to whole room discussions and mini
lectures
Instructional Strategies:
Social & Physical Environment:
Consider: Room arrangement? Space outside of class? Social norms? Positive behavior
supports?
● Tables groups for small group work

Co-Teaching Approaches To Use:

Using the international language of math to provide scaffolding to discernment of abstract
poetic themes and interpretation

● Duet. Both adults engage in primary teaching roles in the class; instructors
collaboratively lead class discussions, answer student questions or facilitate
lectures and activities.
○ Sarah - Poetry Analysis and discussion
○ Aurora - Data collecting and equation

Products (How will students show success?) Commented [1]: Still need to gather materials:
Poem print outs
Consider: What are the multiple ways students can demonstrate learning? Playdough
● Students will be able to show understanding in multiple ways:
AURORA WILL GET THESE
○ Discussion
○ Analysis (Venn Diagram for data collecting)
○ Equation reading and writing
■ What can/do these things in common =
Imagery + Language + (Personal) Experience when reading + Theme
○ Visual Creation - Students will create something to represent their original
understanding of the poem, which will then be used as a makeshift exit-ticket
that will be used at the end of the class for discussion.

1. Students will read along with the teacher in “Nature Knows Its Math”
2. Students will be grouped in heterogeneous tables of ability to create a visual
representation the poem
 Implementation Phase

What specific tasks will each co-teacher do before and during the lesson?

Sarah
● Before:
○ Find poem for analysis
● During:
○ Lead class through analyzing poem
○ Establish scaffolding from Mathematic knowledge to complex English anatomy

Aurora
● Before:
○ Update notes with co-teaching planning notes
○ Create Large-Print copy of the poem
● During:
○ Venn Diagram imagery data-collecting
○ Combining various components of the poem into an equation, leading to figure
out what all of the