CEP 452: Lesson Plan

Section 3: Other UDL Ideas

Engagement

Activity
Students will write Fairy Tales as a whole
class. Tables will be arranged in a circle,
and students will have 2 minutes to add on
to each Fairy Tale they come to. What they
add must be relevant to what is already
written. There will be a timer goes off, and
when time is up, students move onto the
next desk. This aligns with Checkpoint 8.3:
Foster collaboration and community.
Have students run a peer-editing workshop
with their Writing Partners for both their
adaptations and their original stories. They
can reflect on their work and look closely
into their partners work for a deeper
understanding of what is required of
writing a Fairy Tale.
9.3 Develop self- assessment and reflection
For a final assessment activity, allow
students to choose from a list of different
final projects. This can be examples such
as, Write a rap that retells one of the fairy
tales, Write a persuasive essay from one
of the characters point of view, or If I had
a Fairy Godmother These would need to
be specified depending on the Fairy Tales
read, but this allows students to choose
how they demonstrate their knowledge.
This aligns with Checkpoint 7.1: Optimize
individual choice and autonomy.

How would this help students meet the goal?

Students will be able to practice writing their own Fairy Tales
as a class, which will help them with ideas for writing their
own individual Fairy Tales later on.

This will help them produce a more polished work and to think
intentionally about their writing. If they are publishing their
work, they want it to have been reviewed by as many people as
possible.

Each of the assessment options offered to the students will

involve retelling the fairy tale to some extent. They will also
involve understanding characters within the story to a great
extent. The goal is for students to be able to retell fairy tales.
Students need a solid foundation of their fairy tale in order to
complete each assessment.

Representation
Activity
The teacher could present Fairy Tales from all
different countries and cultures and focus on
their origins. This would work with Checkpoint
2.4: Promote understanding across languages. If
there are students that are non-native English

How would this help students meet the goal?

This is simply a different focus for each other Fairy Tales.
Focusing on the listed fairy tales and doing some research
on their origins can easily do this. Providing Fairy Tales in
other languages ensures that students will be able to
understand the story line, which is the most important

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/

speakers, the teacher could provide Fairy Tales

in different languages, as well as in English, for
students to check their understanding.
As part of the lesson wrap up, the teacher could
show a popular movie, such as Disneys
Cinderella, in order to demonstrate another
adaptation of Fairy Tales, this time, in video
form. This would be shown as part of the lesson
wrap up in comparison to a written adaptation
of Cinderella. This works with Checkpoint 1.1:
Offer ways of customizing the display of
information.
There are readings of several Fairy Tales online.
One example is of the fractured Fairy Tale, The
True Story of the Three Little Pigs. A reading
can be found on YouTube:
https://www.youtube.com/watch?v=m75aEhmBYw. Students can watch and listen at home, or
if they have the necessary technology, can watch
and listen at school for any repeated readings.
This meets Checkpoint 2.5: Illustrate through
multiple media.

part of the goal.

Students will see that there are alternative ways of
presenting a story, and that the most popular adaptation
is not always the original. This will be used as an example
of compare and contrast, as well as an example of varying
adaptations.

If a student is absent and doesnt see the teacher read the

book, this way, they have an infinite amount of time to
catch up and read the book on their own. It is read in an
engaging manner, just as the teacher would read it. This
benefits students with reading disabilities and offers them
additional opportunities to read the book and listen to it if
the teacher doesnt have enough time.

Action and Expression

Activity
Students can create a Wanted poster for one of
the bad guys in one of the Fairy Tales read
during class. This meets the following UDL
checkpoint: 5.1 Use multiple media for
communication. A template can be found here:
http://www.teacherspayteachers.com/Product/
Fairy-Tale-Wanted-Poster-Big-Bad-WolfCompare-Contrast-1205247.
Students should create a 3-dimensional map or
diorama of the pathway the wolf took to get to
each other Three Little Pigs houses. This is a
cross-curricular activity with social studies by
teaching maps. They can use their map or
diorama to re-tell the story, or they can alter the
map to create their own adaptation to the fairy
tale. This meets checkpoint 5.2: Use multiple
tools for construction and composition. Students

How would this help students meet the goal?

This Wanted poster aids students in comprehension of
the story. By breaking down the elements of a character
and considering their relationships with other characters,
determining the theme of the story is made easier.

The building process forces students to be intentional

about how they remember the story. This can be used as
a tool for retelling, and it is a great visual aid. Students
have the option to choose what they build their map out
of, and it allows for creativity if their map is for their own
adaptation.

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/

have the option to create their map using any

objects they desire. An example of a map is here:
http://funforfirst.blogspot.com/2012/02/maps.
html.
Draw a winding Storytelling path on a long sheet
of paper. Students will walk down the path and
retell the story as they go. At least the first event
will be drawn on to prompt the students. There
can be additional clues if students need more
support with retelling. This meets checkpoint
5.3: Build fluencies with graduated levels of
support for practice and performance. An
example of a storytelling path can be found here:
https://www.pinterest.com/pin/320811173429
127371/.

This allows a scaffolded means of retelling. Before

students are asked to retell a story, they can have the
support of a teacher and their storytelling path. This
allows the teacher to also catch any gaps and use it as an
informal formative assessment.

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/