Robert Antoniewicz University of Kansas, Dept.
of Special Education
SPED 775 UDL Instructional Planning Template
Steps of UDL Planning Line on Lesson Planning Planning Questions to
Process Template Answer
Establish Clear Outcomes Objectives; Standards Desired outcomes and essential
understanding & performance
THE GOAL Big ideas & how these align
with the standards
Potential barriers to learning
Communicating goals to
learners
Anticipate Learner Needs Audience Description: IEP Learners’ strengths & weakness
Goals; Incorporation of other Learners’ background
VARIABILITY subject areas knowledge & need for
scaffolding
Learners’ preferences
Cultural relevance &
understanding
Curriculum barriers
Your Response
The students will be able to
write a persuasive essay on a
specific topic. Students will
also be able to use supporting
facts and details for writing a
persuasive essay. One of the
potential barriers in
communicating the goals to the
learners would be their
sometimes reluctance to
complete class assignments/pay
attention to instructions.
3 out of the 4 learners in the
class, read at a low level. After
doing some testing, the
students are generally around a
4th to 5th grade level, when
they are currently in 11th
grade. Along with their reading
level being low, the students
also struggle with their writing
skills.
Robert Antoniewicz University of Kansas, Dept. of Special Education
SPED 775 UDL Instructional Planning Template

Steps of UDL Planning Line on Lesson Planning Planning Questions to Your Response
Process Template Answer
Measurable Outcomes and Assessment Checkpoints to ensure learner Students will have a checklist
Assessment Plan progress of steps that they’ll periodically
Multiple ways to authentically complete while working on the
ASSESSMENT engage in learning process assignment. The teacher will
Support higher order skills & review the student’s work after
deeper connection to content each completed step. After the
students complete each step
they will have the option of
reading their essay to the class
or presenting it to the teacher.
Robert Antoniewicz University of Kansas, Dept. of Special Education
SPED 775 UDL Instructional Planning Template

Steps of UDL Planning Line on Lesson Planning Planning Questions to
Process Template Answer
Instructional Experience Resources; Introduction; Instructional sequence
METHODS – MATERIALS Lesson Activities, Conclusion Address goals & learner needs
-- MEDIA Plan how materials and
strategies will be used
Set high expectations;
anticipate learner needs across
variability
Decide how you will assess
Your Response
• At the beginning of the period,
students will be given a brief
refresher on the components and
purpose of a persuasive essay.
• Next, the students will be given
the opportunity to shoot a ball
into an empty basket for the
chance to choose their own
topic to write on or write on a
pre-determined topic.
• Once assigned a topic, students
will research information on
their topic
• Students will then determine a
thesis statement that will be
approved by the teacher.
• Students will then begin to write
body paragraphs that will be
reviewed by the teacher after
each paragraph is completed.
• Teacher will help the students
come up and develop a
conclusion for their essay.
• After the writing process is
complete the students will have
the choice to either read their
essay to the class or to the
teacher.
Robert Antoniewicz University of Kansas, Dept. of Special Education
SPED 775 UDL Instructional Planning Template

Steps of UDL Planning Line on Lesson Planning Planning Questions to Your Response
Process Template Answer
TEACH Introduction; Lesson Activities; Representation The rationale for the lesson, is
Conclusion (describe the UDL Expression & Action that it provides students
practice and the Rationale) Engagement multiple opportunities to make
their own choices, and self
assess. With the checkpoints, it
also guides goal-setting skills
for the students. Students are
also given multiple methods of
expression with is an effective
UDL practice.
Reflection & New This is completed in the How do you know if the
Understanding Journal Assignment for each learners reached the learning
Lesson Plan goal?
REFLECT What instructional strategies
worked well? What could be
improved?
What tools worked well? What
could be improved?
How did the strategies and
tools you used provide for
multiple means of
representation, action/
expression, and engagement?
Overall, how might you
improve this lesson?