Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Ashley Riley-Schedler

School in which the lesson is being taught: Regent Park Scholars Academy.
Grade level of students for whom the lesson was developed: 7th grade
Subject/content area(s) for the lesson: Social Studies/World History
Title of the lesson: Writing Like Ancient Sumerian and Egyptian Scribes
Time needed for lessons: One class period = 1 hour 30 minutes

1. LEARNERS & LEARNING ENVIRONMENT

a) Engaging and Supporting Diverse Learners: Applying Principles of Universal Design for
Learning
This lesson is designed for my 7th grade learners. Based our school census the majority of
my kids identify as African American and a few identify as Hispanic or other, all of my learners
live in an urban setting (the majority within walking distance of the school), and the majority of
my kids come from low socioeconomic households. According to the NWEA data, my learners
range from a 3rd grade to 9th grade reading level. However, within these generalizations my kids
are variable. My kids have diverse family structures, educational experiences, personalities,
interests, motivations, and strengths. My learners variabilities are context-dependent and have
potential to shift from class to class or day to day.
This will be my third year teaching Unit 3: Early Civilizations and Pastoral Peoples based on
the curriculum provided by my school. While it is a great guided tool there are natural barriers
rooted into the curriculum. The design does not include many opportunities for visual and
kinesthetic learners.
Every year my kids’ strengths are describing characteristics of the six social institutions but
need support associating the characteristics with the correct early civilization. When reflecting
on the variability of my kids, I realized I needed to incorporate more opportunities for my
kinesthetic and visual learners.
Therefore, I have designed a lesson where my kids can travel back in time and become
scribes for two Ancient Civilizations. Within this context my kids will have the opportunity to
demonstrate their strengths, in regards, to their leadership skills, artistic interests and abilities,
investigation skills, and self-regulation abilities. In addition, the lesson addresses the need for
recalling or applying academic vocabulary, organizational strategies, and collaboration skills.

 Affective:
o Physical space- I have designed this lesson to ensure the context of my kids
learning experience is positive and focused on their strengths. For instance, the
desk will be arranged in a U-Shape in groups of two. In the center of the desk
will be my desk where I will model the activity. Furthermore, I plan recruiting two
of my 8th graders, set up the materials for the lesson to reduce the stress of my
 kids and myself of passing it out during class. This will ensure all of my kids will
have the materials they need to effectively engage in the activity.
o Level of challenge- Prior to this lesson, my learners have reviewed academic
vocabulary, read primary source excerpts, written an essay, analyzed images,
and watched multiple videos to compare and contrast Ancient Mesopotamia and
Ancient Egypt. Therefore, they have access to academic vocabulary and
background knowledge of the content when participating in the hands on activity
to compare the two early civilizations.
o Sense of purpose and importance- Within the lesson they have different roles
to engage in. For instance, at times they will be participating as a scribe and
others as a decipherer. Furthermore, they will have specific content to write
about but later they will have the opportunity to choose their own topics.
o Rituals- The general structure of the class will be the same. I will model the
activity, they will participate in a think-pair-share, they will perform the activity,
and afterwards they will participate in a think-pair-share. This structure will let
them know they will have a safe harbor whether it is the individual, group, or
whole class aspect of the think-pair-share.
o Sense of self-efficacy- All of my kids are able to successfully engage in the
activity. By focusing on my learners strengths in my design, in the discussions,
and when I engage with them during the lesson can support their belief they can
write using cuneiform and hieroglyphics. In addition, by incorporating a glow and
grow discussion and an objective reflection they will have the opportunity to
reflect on their strengths and areas of growth in regards to the content objective.
 Recognition:
o During the class discussions, I have volunteers write the answers on the board to
support my kids who need support recalling information. For instance, all key
academic vocabulary and content will be written on the board by some of my
learners. This will be done to ensure a lack of vocabulary or content background
is not a barrier for any of my learners when engaging in the lesson. Furthermore,
examples of writing styles will be verbally explained, modelled, posted on the
board, and created by my learners to address the variability in their abilities to
identify patterns and differences in ancient writing styles.
 Strategic:
o While the standards and content objectives are universal, my learners will take
diverse paths to get there. Therefore, I have included a variety of pathways for
my kids when pursuing the objective goals. The lesson design includes choices
on what tools to use, what to write, and how to write, group collaboration,
opportunities for self-reflection, and a choice on how to complete their exit ticket.
These aspects are incorporated to address the various strengths of my kids.

b) Materials & Digital Tools Needed

Overall Cuneiform Hieroglyphics
Activity Activity
lesson PowerPoint playdoh or clay paint
student helpers (if plastic plate paintbrushes
possible)
 videos wooden stylus plastic cups
images alphabet or water
symbol chart
exit ticket template paper plates
trays paper towels
newspapers papyrus paper
Clorox wipes alphabet or symbol
chart
*vocabulary
list/definitions

2. OUTCOMES & ASSESSMENT

a) State Standards and Student Outcomes—Learning Goals

 Standards
 7-W2.1.1 Describe the importance of the development of human
language, oral and written, and its relationship to the
development of culture.
 6 and 7-G2.2.1 Describe the human characteristics of the region
under study (including languages, religion, economic system,
governmental system, cultural traditions.
 Outcomes
 I can discuss the evolution of writing by writing and deciphering
cuneiform and hieroglyphic words.
 I can describe language characteristics by identifying key
aspects of ancient writing systems in my exit ticket.

b) Assessment and Evaluation—Evidence of Student Learning

 Assessment- Throughout the lesson, I will be conducting formative
assessments. This will support adjustments in my strategies, materials, or
assessments based on my leaners’ strengths and motivations and to
remove context-dependent barriers.
Observation
I will make observations during the think-pair-shares. During this time, I will be
flexible so the questions relate to the objectives but are focused around my learners’
interests. The whole class discussions will be in the format of collaborative learning, so
I will only chime in when needed. The majority of the time, I will be listening and
keeping notes. Based on my learners’ responses, I will make adjustments to this
lesson and for future lessons. Questions I will ask my leaners during their think-
pair-shares will include: What are the benefits and challenges of writing in cuneiform
and hieroglyphics? Why does language change? Why are language and art part of the
same social institution? Can language be considered art? Why or why not? Moreover,
I will open the floor for my leaners to ask questions they may have.

Furthermore, I will make observations while my learners’ are engaging in the

hands-on activities. During this time, I will monitor how my kids are completing the
designated task. I will offer strategies and feedback when they are writing or
deciphering cuneiform and hieroglyphics. Additionally, I will ask my learners’
questions focused on language characteristics. Questions I will ask my learners
during the hands-on activities will include: What are the names of the tools you are
using to write in ____________? What do you like when writing in _________? What
do you find challenging when writing in ____________? What do you like when
deciphering _________? What do you find challenging when deciphering _________?
Similar, to the think-pair-share format, I will encourage my kids to ask questions in
hope up creating a genuine conversation that can relate to the objective outcomes.

Exit Ticket
At the end of the lesson my kids will complete an Exit Ticket. My learners’ will
have a choice to fill in the blank with text, images, or they can verbally share their
responses. Some of my learners feel more demonstrating their knowledge with
word/picture banks. Therefore, there will be an option to use one when completing
the Exit Ticket. This will be included in the lesson outline.

______________ was created by Sumerians. Sumerian scribes use ___________

and ______________ to write. Sumerian scribes write
because_________________________________.

______________ was created by Egyptians. Egyptian scribes use ___________,

__________, and ______________ to write. Egyptian scribes write
because__________________________________.

I prefer to write using _______________ because_______________________. I

prefer to decipher _________________ because_______________________.

Self-Reflection
At the end of the activity my learners’ will participate in a glow and grow
discussion and objective reflection. During the glow and grow discussions, my
learners will be encouraged to identify their areas of strength and areas of growth.
When identifying their areas of growth they are asked to think of how their strengths
can support them when engaging in activities that involve their areas of growth. For
the objective reflection, they must identify whether they considered themselves to be a
novice, apprentice, practitioner, or expert.

 Evaluation
During this lesson, I will be evaluating how to construct my future lessons. The
discussion responses provide more insight on my learners’ interests in relation to the
content standards. To evaluate their responses I will have a “got it” versus “reteach it”
checklist. I will document each of my learners’ responses (written, drawn, or verbal).
In future lessons, I will include concepts, strategies, or activities based on their verbal
and nonverbal responses. In addition, I will evaluate how my learners choose to
complete their exit tickets. With this information, I will create instructional groups or
make adjustments to my next lesson based on their choices. I will make adjustments
in my summative assessments, once I know how they prefer to express their
understanding,
Most importantly, my learners have a chance to evaluate their learning progress in
relation to the objective. My learners have an opportunity to identify their strengths
and how their strengths can support their learning experiences by engaging in the glow
and grow discussion and objective reflection. When my learners participate in a self-
evaluation they start to take accountability for their progress and pride in their work.
3. INSTRUCTIONAL PRACTICE

a) Introduction—Engaging Students, Activating Prior Knowledge, Setting Lesson

Goals

Engaging Students
The day before my learners will engage in a hieroglyphics deciphering
activity. In addition, they will compare and contrast cuneiform to hieroglyphics
using a Venn diagram graphic organizer. My learners will analyze text, images,
and videos to complete the Venn diagram. At the end of the day, I will mention
how tomorrow we will be traveling back in time to analyze the ancient
languages. I will tell them it is a secret and they will find out more when they
come to class.
Thankfully my prep is in the morning. So I will set up the activity with the
help of two of my 8th graders. On each table, there will be a tray, (2) play doh,
(2) wooden stylus, (2) plastic plates, a plate with five colors of paint, (2) paint
brushes, a cup of water, (2) papyrus paper, (2) paper with cuneiform and
hieroglyphics script, and paper towels. Since I have carpet in my room, I will lay
newspaper on the floor. On the board I will write “When, Where, and How Do
We Know?” and the lesson objectives. The goal is create a space where my
learners feel like they have traveled back in time to a school for scribes.
Usually my door is always open. On this day it will be closed. After the
class is in line for Social Studies, I will inform my kids that I have found a way to
travel back in time. I will ask them, as they enter the room to try to identify
where and when our class traveled to and to be sure to explain why they think
this.

Activating Prior Knowledge

As my kids begin to settle into their groups, I will refer to the headings on
the board. I will instruct my learners they will 2 minutes to think about the
headings, 3 minutes to share with their partner, and then we will review the
possible answers to the headings as a class. This will allows my learners to
access their prior knowledge. During the whole class discussion, I will guide the
discussion so we cover the where, when, and how we know by reviewing the
writing tools on their tray. Furthermore, this will be a time to review and list the
following academic vocabulary words:
 Mesopotamia/Sumer
 Nile River
 Tigris and Euphrates River
 specialization
 scribe
 elite
 laborer
 social hierarchy
 six social institutions
 family, economy, government, language/art, education, and
religion
 centralized authority
 laws
 Setting Lesson Goals
After activating their prior knowledge, we will review the lesson objectives
as a class. We will begin by reading the objectives as a class. First in pairs
then as a whole class, we will analyze vocabulary words such as deciphering,
what they will be doing and how will they know if they accomplished the
objective, and what strategies they can use to accomplish the objective.

b) Instructional Procedures—Engaging Students in Actively Constructing Deep

Understanding

The PowerPoint will be utilized to guide the pace of the lesson. The directions
will be in written and visual form.
Cuneiform
Directions
Review the writing tools. Then I will instruct my kids to write down the
social institution they believe is the most important. They will be reminded they
should be able to explain why they choose that social institution during the
discussion. They have to keep it a secret because the table partner has to
decipher the written text. For those who are interested in using technology will
have the option to use a Chromebook to sketch out the social institution in
cuneiform. On the other hand, if they are interested in decoding the text they
can choose to be an expert decipher by walking around the room and analyzing
the written text of their peers. For my learners who work more effectively with a
partner will be able to do so. Instead of deciphering each other’s work they can
analyze a neighboring group’s work. The purpose of the activity is for the
learners to immerse themselves in ancient languages. Therefore, sharing
between partners and neighboring groups will be encouraged.
Before they get started, I will model how to use the tools (wooden stylus,
play doh, and the cuneiform alphabet guide. Then I will have my kids try to
decipher the social institution I have written down in cuneiform. After they
correctly identify the social institution I wrote, I will explain why I chose that
social institution over the others.

Activity
Next, my kids will begin writing down a social institution using the wooden
stylus and play do. During this time, I will be walking around monitoring their
progress and asking students about their work. The questions will include: What
are the names of the tools you are using to write in ____________? What do
you like when writing in _________? What do you find challenging when writing
in ____________? What do you like when deciphering _________? What do
you find challenging when deciphering _________?
To complete the written portion my kids will have 10-15 minutes and 5-8 to
decipher their partners’ text. Depending on the time, they will have a chance to
write a word or two of their choice in cuneiform for their partner to decipher.
Afterwards, they will participate in a think-pair-share. The questions I
asked while observing the activity will be posted on the board. After the whole
class discussion, we will transition to writing in hieroglyphics.

Hieroglyphics
Directions
 Review the writing tools. Then I will instruct my kids to write down the
social institution they believe is the second most important. They will be
reminded they should be able to explain why they choose that social institution
during the discussion. They have to keep it a secret because the table partner
has to decipher the written text. For those who are interested in using
technology will have the option to use a Chromebook to sketch out the social
institution in hieroglyphics. On the other hand, if they are interested in decoding
the text, they can choose to be an expert decipher by walking around the room
and analyzing the written text of their peers. For my learners who work more
effectively with a partner will be able to do so. Instead of deciphering each
other’s work they can analyze a neighboring group’s work. The purpose of the
activity is for the learners to immerse themselves in ancient languages.
Therefore, sharing between partners and neighboring groups will be
encouraged.
Before they get started, I will model how to use the tools (paintbrush, paint,
papyrus paper, and the hieroglyphics alphabet guide). Then I will have my kids
try to decipher the social institution I have written down in hieroglyphics. After
they correctly identify the social institution I wrote, I will explain why I chose that
social institution as the second most important over the others.

Activity
Next, my kids will begin writing down a social institution using papyrus
paper, paint, and a paintbrush. During this time, I will be walking around
monitoring their progress and asking students about their work. The questions
will include: What are the names of the tools you are using to write in
____________? What do you like when writing in _________? What do you find
challenging when writing in ____________? What do you like when deciphering
_________? What do you find challenging when deciphering _________?
To complete the written portion my kids will have 10-15 minutes and 5-8 to
decipher their partners’ text. Depending on the time, they will have a chance to
write a word or two of their choice in hieroglyphics for their partner to decipher.
Afterwards, they will participate in a think-pair-share. The questions I
asked while observing the activity will be posted on the board. After the whole
class discussion, my kids will begin to clean up/organize their stations. Then we
will transition to the lesson overview discussion.

Think-Pair-Share Summary
After my kids have an opportunity to write in cuneiform and hieroglyphics
there will be a discussion focused on the development of language. Questions I
will ask my leaners during their think-pair-shares will include: What are the
benefits and challenges of writing in cuneiform and hieroglyphics? Why does
language change? Why are language and art part of the same social institution?
Can language be considered art? Why or why not? Moreover, I will open the
floor for my leaners to ask questions they may have. The goal is to facilitate a
genuine discussion opposed to a lecture based discussion.

c) Technology as a Tool for Effective Teaching & Learning

During the lesson, I will use a projector and PowerPoint as a structural

foundation. Furthermore, I will use online-stop watch to monitor the time. Class
Dojo app on my school iPad to document student participation. Furthermore, if
 my kids have questions, I can use the iPad to look up images and definitions to
support their understanding. Some of my learners will utilize Chromebooks or
the iPad for the activity.

d) Closure—Students Summarizing and Synthesizing Their Learning

Exit Ticket Overview

My learners will be instructed to complete the Exit Tickets. They will have
the choice to complete the exit ticket with written text, drawings, or a verbal
response. Some of my learners reflect more effectively with a word bank.
Therefore, some of my learners will have a choice of a text or image word bank.
Afterwards, my learners response options, word bank options, and exit ticket
responses will be documented. The next day my learners will review their Exit
Ticket responses as a Do Now.

Exit Ticket

______________ was created by Sumerians. Sumerian scribes use ___________

and ______________ to write. Sumerian scribes write
because_________________________________.

______________ was created by Egyptians. Egyptian scribes use ___________,

__________, and ______________ to write. Egyptian scribes write
because__________________________________.

I prefer to write using _______________ because_______________________. I

prefer to decipher _________________ because_______________________.

Exit Ticket Word Bank

hieroglyphics communicate
wooden stylus record
clay paintbrush
paint papyrus paper
document cuneiform

Exit Ticket Image Bank

 Exit Ticket Check List

Response Option Learners Choice

Written Text
Drawings
Verbal Response
Word Bank Option Learners Choice
Written Text
Images
Response Correct Incorrect
cuneiform
wooden stylus
clay
record/communicate/document
hieroglyphics
paint
paintbrush
papyrus paper
record/communicate/document
Response Clearly Did Not Clearly
Identified Identify
Preference Preference
Writing
Deciphering
Response Clearly Did Not Clearly
Explained Explain
Preference Preference
Writing
Deciphering

Objective Reflection

After submitting the exit ticket, my learners will participate in two think-pair-
shares. First, my learners will review the objective. I will model a “glow” and
“grow” discussion by sharing my “glow” and “grow” for the lesson. Then they
discuss a “glow” and “grow” in relation to the objective. Next, they will identify if
they are a novice, apprentice, practioner, or expert and why. With their
partners, they will discuss strategies they can use to reach the learning
outcomes.

4. REFERENCES & RESOURCES

5. PROFESSIONAL RESPONSIBILITY: Teacher Reflection

I truly appreciate the UDL lesson framework. The focus on learner and context
variability, removed many barriers for my learners. Due to the focus and preplanning of the
UDL lesson, I felt confident my learners would be motivated to engage in the material. In the
past, I would dread doing lessons similar to this model because it felt unorganized and
unstructured. The UDL framework was a wonderful instructional method to organize the material
so my learners could take ownership of the lesson. It was beautiful to see my learners,
especially those who usually shut down, become empowered during the lesson. The strengths
of each of my learners were highlighted during the lesson. My leaders began to shape the
discussions and redirect the class it was time to transition to the next step. My helpers assisted
their peers when writing and deciphering the ancient languages. My artists created detailed
examples that have been posted on our “living” bulletin timeline for this topic. My comedians
kept the lesson lighthearted. My debaters offered meaningful examples to the discussions. My
risk takers demonstrated various ways to engage in the material without fear of failure.
Some of my learners were absent for the lesson. I was happy to hear my kids telling
their peers about the lesson. Not only did they talk about how fun it was but they were talking
about the Social Studies content using the academic vocabulary they reviewed. One of my kids
went to the store to buy playdoh to show her mom how to write ancient cuneiform. Hours later
my kids were still excited and empowered. This I attribute to the UDL framework.
My area of growth is to great an UDL lesson so if a learner is absent they can access
the instruction at home. For this lesson, I could upload a YouTube video or post a video on
Google Classroom so they can follow the lesson online, though some of my leaners do not have
internet access. This is something I am still reflecting on. Additionally, I wish to work on my
pacing. Some sections were rushed and other sections we spent too much time on. I plan on
using quick formative assessments and a timer to track my pacing. Lastly, I want to work on the
implementation of the exit ticket. I am confident in the format but I felt some of my leaners
chose how they wanted to answer based on their peers or what they thought I wanted. I believe
I incorporated appropriate choices for my leaner. My goal is to model and guide my kids on how
to choose by focusing on their strengths and interests.
I tend to be a very organized and at times controlling because I want my learners to be
successful. I believe the UDL framework provides that safe harbor for my structural side, at the
same time, it empowers my learners by them a sense of ownership of their educational
experience.