Universal Design Lesson Planning Template for Co-Teachers

Lesson Topic & Name: Ways to Identify Students Diversities on the first day of school.

Planning Phase

Relevant Facts About Learners:

Consider: Strengths, Interests, languages, cultures, Multiple Intelligences, Assistive Tech,
etc.?
Students are all in their Junior or Senior year of College. They are all Secondary Education
majors with focuses in different subjects. There are primarily english and history
concentrations in this class.
No Assistive technology is needed.
Everyone understands Multiple Intelligences and has some understanding of how student’s
diversity affects their abilities in the classroom.

Content and Learning Goal (What will students learn?)

Consider: What multisensory materials will we need to facilitate access?
The goal of this lesson is for preservice teachers to understand and talk about the diversity in
their classroom. They will come out with techniques and ideas that will help them jump into
the first day of school and identify diversity.
Process of Instruction (How will students engage in learning?)
Instructional Formats:
Consider: Activity-based? Experiential? Self-directed? Computer based? Stations? Group
investigation?
The instruction will be given in three stages.
1)We will discuss why it is important for teachers to identify diversity on the first day of
school. (Sticky note app)(5-7 min)
2)An example will be done where the students act as their future students during the activity
(Crossing the line) (7-10 min).
3)Finally, a joyful learning strategy (2 truths and a lie) will be used to help students
brainstorm potential ideas for their future classroom (10 Min)

If there is time we will do an exit ticket where students will brainstorm one way they can help
identify diversity on the first day of classes.

Class arrangement: ​1) Students will be at table 2) in one big group 3) In groups
Demonstration: Crossing the line (machaela), Own brainstorming with joyful learning
(Jordan).
Exit ticket: 3 takeaways to use in your own classroom

Instructional Arrangements:
Consider: Cooperative group structures? Partners? Independent? Whole group? Small
groups?​j
Majority of this portion will be in partners and groups. Students are largely receptive to
group discussions and it’s best for the activity.

Whole groups / Small groups

Instructional Strategies:
An overview of the different types of strategies will be provided, also the best usage during a
typical class will be provided. The ultimate goal is for the students to understand the various
types of strategies and when use the different types in various situations.
 Social & Physical Environment:
Consider: Room arrangement will vary depending on the activities that are taking place
within each sub-lesson
The class will be in the an open arrangement to help with freedom of movement and transitions
during the activities.

Co-Teaching Approaches To Use:

Team Teaching: we will both take a portion of the lesson and help facilitate the other
section.

Products (How will students show success?)

Consider: What are the multiple ways students can demonstrate learning?
Exit tickets: You can write or draw your idea on your exit ticket a practice that you will do in
the classroom or improve on someone else's idea.

Implementation Phase

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

Before the lesson: ​Each of us will prepare for our own sections of the lesson. Machaela will
come up with questions for the Crossing The Line activity and Jordan will prepare a Joyful
learning that will allow student discussion on a topic.

During the lesson: ​We will each facilitate our own sections of the lesson while helping out
with the other person's sections. We will work together to facilitate the sticky note activity.

MEETING MINUTES
Date:​​ October 26th
Team Members Present & Assigned Roles: Team Members Absent:
Facilitator: Jordan, Machaela

Recorder: Machaela

I-Information Time
Today’s Agenda Items D-Discussion Presenter Guidelines
R-requires decision (if
applicable)
D, R Decide in
1.​​ Identify Lesson topic the
meeting
D, R IN the
2. ​Outline how lesson will be taught meeting.
Finalize
outside.

Items Discussed: (Continue on back of page)

We discussed possible lesson topics and decided on identifying diversity in the classroom on the
first day of school.

What different activities can we do to both demonstrate techniques and to get students
thinking about what they could do in their own classroom.

Items Discussed (continued):

Task Delegated, Timelines, Follow-up:

Activity Person Responsible Timeline

 Machaela will come First portion of
Crossing the line. up with the questions. the lesson.
Demonstration of showing diversity in a Both Machaela and Questions will be
classroom Jordan will be made by next
responsible for asking meeting.
the questions.

Joyful learning example will be part of

Jordans section. (Think Pair Share)

Agenda Items for Next Meeting:

1. Address questions for Crossing the line

2. Come up with what Joyful learning we are doing

3. Finalize lesson plan

Next Meeting Date: ________11/9___________________

MEETING MINUTES
Date:​​ __________11/9___________

Team Members Present & Assigned Roles: Team Members Absent:

Facilitator: Machaela

Recorder:Jordan

Timekeeper:Both
Consensus Builder:

Observer:None

I-Information Time
Today’s Agenda Items D-Discussion Presenter Guidelines
R-requires decision (if
applicable)
I Majority
1. Daily Celebration of this
meeting
was to
finalize
our lesson
plan and
decide on
the
activities
of the
class.
D, R
2. Finalizing the Plan
D, R
3.Tying up loose ends.

4.

5.

6.

Items Discussed: (Continue on back of page)

Joyfull learning activity
Crossing the Line
Introduction activities and discussions for students.
Task Delegated, Timelines, Follow-up:

Activity Person Responsible Timeline

Crossing the Line Machaela

Joyful Learning Jordan

Introduction discussion Both

Next Meeting Date: ________None___________________

 Crossing the Line Activity
This activity is a participate at your own will. No one will be required to participate by stepping
forward but we ask than everyone join the line. You are welcome to participate to the level of
your comfort. You will have an opportunity after the question is asked to explain why or why
not you stepped forward.
This is a silent activity. No talking, snickering, giggling, or nonverbal messages.
It is imperative that we respect the dignity of each person who is here. All that is shared should
remain confidential. “Nothing that is offered should leave this room. However, if after the
workshop you really need to talk to a particular person, be sure to ask his/her permission.”

Questions:

1. Anyone who has visited another country

2. Anyone who is female
3. Anyone who prefers day to night
4. Anyone who has never flown
5. Anyone who owns your own car
6. Anyone who since his/her first year of high school has been in love and been hurt
7. Anyone who is a person of color
8. Anyone who feels that he/she knows very little about his/her cultural heritage
9. Anyone who would describe his or her family as blue collar or working class
10. Anyone who would describe his or her family as middle class
11. Anyone who would describe his or her family as upper class
12. Anyone who is the oldest in the family
13. Anyone who is the youngest in the family
14. Anyone who is an only child
15. Anyone who sometimes has low self confidence
(I think these are good, I would just verbally say that you don’t have to step forward if
you don’t feel comfortable)
16. Anyone who sometimes feels lonely
17. Anyone who is adopted
18. Anyone whose natural parents have divorced
19. Anyone who has had one or more of their parents pass away
20. Anyone who has experienced the effects of alcoholism in their family
21. Anyone who has experienced the effects of drug addiction in their family
22. Anyone who has a friend or relative who has attempted to commit suicide
23. Anyone who has not yet crossed the line
 Joyful Learning Activity

This activity is meant to be an ice-breaker of some sort and to be used within the first couple or
weeks of school. The activity is to choose 3 different and appropriate photographs on the
internet or photos in which you own. Two of the photographs represent an interest of the
student, and the one remaining photo is a lie. The challenge is for the students conceal which
photo is the lie and for the remaining of the group to guess which photo is lie. This is largely
based on the two truths and lie activity in our Joyful Learning book.

Instructions:
1) Choose three photos that are school appropriate and that represent you
2) After selecting the photos, gather into groups of 3-4 students
3) Each student has one minute to discuss all 3 photos and the meaning of the photos
represented
4) Students will try to guess which photo was a “lie”
5) If there is still time, students can share the importance of the real photos and why they
chose to select them

Note: If some students don’t feel comfortable participating in the activity, the students
could work with the teacher, friends, therapist, or family members to complete the
activity. Also, several different inclusive strategies would be used to encourage
participation and inclusion environment. The activity can be tailored to meet students
needs on a case by case basis.