UDL Lesson Plan Template
Names : Thomas Cormier, Troy Butler, Zack Williams & Breanna Saulnier
Focus: Propaganda in the First World War
Universal Design for Learning
Representation
1.3 Provide Options for
Perception: Vary the visual
displays of information
- Teachers will display the unit
title as well as the focus question
on the board for the APK
activity.
- Students listen to a form of
propaganda upon entering the
classroom.
- Students watch a short clip
during Troys section.
- Teacher modeling is used
throughout the lesson to fill in
the handout.
- The teachers project the two
exit ticket questions on the
screen.
- The teachers provide multiple
examples of propaganda and its
use.
3.3 Provide options for
Comprehension: Activate
Background Knowledge
- Students are prompted with a
focus question to begin their
reflection of propaganda and its
use.
-Students share their definitions
in a whole group discussion.
- The APK activity has two parts
so the students can broaden their
understanding (reflection &
discussion).
- C4Us happen after each
additional layer of decoding
propaganda to ensure that
students are following the lesson.
Action and Expression
October 5, 2016
Outcomes Grade 11 Modern History
Required Materials,
GCO: Not specifically listed in the curriculum
Tools and Technology
document.
Before:
Unit 2 War & Violence: Nationalism and Video: The
Negotiation Sinking of the
Lusitania
SCO: 3.3.1 Examine the role nationalism plays in
a modern society involved in conflict. During:
Power Point
Presentation
SWBAT: Students will be able to decode Smart Board
propaganda of WWI in relation to the role it plays Power Point
in nationalism, extending into the use of Remote
propaganda in modern society. Images
(Propaganda
Assessment (formative/summative, self/peer) Posters)
What prior data is informing your instruction? 25 Propaganda
Bachelor of Education; Instructional and Analysis
Learning Processes; Social Studies Education; Worksheets
6 Different
What assessment strategies will measure the Coloured Bags
learning from the outcomes? (for grouping)
Formative Assessments: 25 Cue Cards
Observations Teachers will navigate the Pens, Pencils,
classroom and observe students Paper
performatnce.
Anecdotal Notes Teachers will navigate the Closing:
classroom and take notes of students Handout
performance.
Conferencing Teachers will navigate the Special Concerns
classroom and sit in on each group to: check - Will students have
on performance, ask higher ended questions enough background
to provoke critical thought and gauge knowledge to be able
comprehension. to relate historical
content to
Self-Assessment: propaganda posters?
Students will be asked to make connections to - Need to assure that
the technology such
the propaganda they see in their own lives.
as the computer, the
This will force students to come to a
realization of what they understand and dont PowerPoint and the
understand and creates a deeper meaning FM system are
operating properly.
through relevant connection.
1
 4.1 Provide Options for
Physical Action: Vary Methods
of Response
- Students have a whole class
discussion while responding to
the focus question of the APK
activity.
- Students respond in writing
and/or in dialogue to the APK
activity, their groups topic and
for the exit ticket.
- Students are in groups and
allowed to decode their
propaganda images collectively.
- Students reflect on two
questions for the exit ticket. They
respond in writing on cue cards.
5.1. Provide Options for
Expression: Multiple Media
- Students are presented a video
with words, images and sounds.
- Students are encouraged to use
any background knowledge
(historical content) to decode
their propaganda poster.
- Each group will have a
coloured copy of their
propaganda poster.
Engagement
7.1 Provide Options to Explore
Interests: Individual Choices
- Students are asked to contribute
their individual perspectives in
regards to their groups
propaganda poster.
- Students reflect individually on
the lesson while completing the
exit ticket.
8.1 Foster Collaboration and
Community
- Students are given multiple
opportunities to work in groups
as a community of leaners.
October 5, 2016
Peer Assessment: Differentiation
Students will be working in small-group - Students are given
settings; therefore, their group will build on visual aids to assist
their perspectives and even correct in following the
perspectives that do not seem valuable to presentation and
group contribution. This is an important activities.
aspect of developing necessary SEL skills - The font of the
vital to the social sciences classrooms. Power Point is large
enough for everyone
Summative Assessment: to read.
Sampling Students Work The teachers will - The use of an FM
collect the propaganda analysis worksheet system will facilitate
and grade the group for effort and auditory
understanding. amplification.
Timeline / Elaboration In-Class Support
Before (APK) 5m - Multiple educators
Bellwork: The video of The Sinking of The (Thomas, Troy, Zack &
Lusitania will be playing when the students Breanna).
enter the classroom. On the board will be the
following instructions: At your tables, Cross-curricular
brainstorm ideas of the meaning and significance Connections
of propaganda based on the video that is playing. English 110:
Be prepared to share. - 8.1 use writing and
other ways of
Do: Students will be placed in groups upon representing to -
entering the classroom by one of the four explore, interpret,
teachers. and reflect on their
experiences with a
Do: While students are working, teachers will be range of texts and
navigating the class and guiding students to issues - monitor the
answer the focus question by provoking them language and
with higher-ordered questions. learning processes
and strategies they
- Focus Question: What is the meaning use - record and
and significance of propaganda? Why assess their
would it be used? achievements as
language users and
Do: Breanna will do a cold-call on students to ask learners - express
for their tables ideas; Zack will record these their feelings, and
ideas on the white board in a mind map form. reflect on
This will help students get in the mindset of experiences that
learning and expose them to thinking about have shaped their
propaganda. ideas, values, and
attitudes
Say: Can someone at your table please share an - 6.3 Make
idea on the meaning or significance of connections among
propaganda? (choose student at random) Repeat the themes, issues,
2
- Students are encouraged to
share their judgments and
personal point of views in
regards to the propaganda
posters.
- Students are suggesting ways to
decode propaganda posters.
October 5, 2016
this process until a good list has been and ideas expressed
accumulated. in various texts
During 20 m - Recognize how the
Do: Breanna will explain the contents in the artful use of
folders located at each groups table and go over language and the
the agenda. structures of genre
and text can
Say: At your table you will find a propaganda influence or
poster (image) and a handout. During the manipulate the
presentation we are going to walk you through reader/viewer
decoding your poster, and help you gain skills to - Explore the diverse
approach propaganda by thinking critically and ways in which texts
reflecting on them. reveal and produce
ideologies,
Do: Zack will do the understanding of identities, and
propaganda and list the four stages of analysis positions
students will be guided through during the lesson.
Visual Arts 110
Do: Thomas will instruct and then model the - Examine and
steps of decoding images and symbols of discuss the moral,
propaganda within two minutes. ethical, and legal
issues related to the
C4U: Can I have someone tell me what the creation,
subject of this image is? (choose a student at performance and
random) Can I have someone tell me what the exhibition of art
focal point of this image is? (choose a student at works.
random) Can someone tell me what is happening - Analyze and
in the background of this image? (choose a understand the
student at random) Can someone tell me what is influence of the
happening in the foreground? (choose a student visual arts, their
at random) This process will occur while the impact on daily life,
slides are being presented. and their power to
create, alter, and
Do: Students will be given three minutes to reflect culture.
decode images and symbols of the propaganda - 4.2 Understand how
artifact located and pre-distributed to their tables. ideas, perceptions,
and feelings are
Say: At your tables you will be given three to embodied in art
five minutes to discuss and decode the image of works of a culture
your propaganda artifact. You are looking for - 4.3 Trace
three things: what you observe (images, symbols influences of
and emotions) which corresponds to the aspects various cultures and
of observing I just went over; what do you think subcultures on
about them and their significance; and any contemporary
questions you would like clarified or need more artwork.
information.
Political Science 120
3
 CFU: Can someone tell me what we are going - GCO: Students will
to be doing? (choose a student at random) be able to determine
what influences
Do: Troy will instruct and then model the steps of pressure groups have
decoding words and subtitles of propaganda on the political
within two minutes. process.

C4U: Can someone tell me why specific types - SCO: Students will
of words may communicate a message to the explore the role of
masses? (choose a student at random) What are political parties in
the relevance of words on propaganda posters? Canadas political
(choose a student at random) landscape.
[This document has no
Do: Students will be given three minutes to numbers and has not
decode words and captions of their propaganda been updated since
artifacts located and pre-distributed at their 1994.]
tables.
Media Studies 120
Say: At your tables you will be given a few - GCO: Students
minutes to find words in your propaganda explore the impact
artifact, that convey a message to readers. Record and influence of
what you think the message might be (meaning) media.
and what emotions the message evokes for the - GCO: Students
readers. analyze media texts
and respond
CFU: Can someone tell me what we will be personally and
doing? (choose a student at random) critically using
available
Do: Breanna will instruct and then model the technologies and
steps of combining images and symbols with resources
words and captions of propaganda, by using the
eight techniques of decoding propaganda within Canadian History
two minutes. (Thomas)
- World Issues
C4U: How many techniques are there that help (Thomas)
historians decode the combination of symbols and
words in propaganda? (choose a student at Reflection
random) Can we two of them and describe them One of the biggest
in your own words? (choose a student at challenges in developing
random) this lesson was
determining if
Do: Zack will decode the Men of Britain propaganda analysis was
propaganda poster. inappropriate for the
classs prior knowledge.
Do: Students will be given three minutes to
combine images and symbols with words and Another issue was time
captions of their propaganda artifacts located and management, due to the
pre-distributed at their tables. fact that analyzing

October 5, 2016 4
 propaganda can be
Say: Class you will have three minutes to fill stretched over multiple
out the techniques chart located on page three lessons.
of your propaganda analysis worksheet. Do not
fill out the third column right now we will leave
that for the APK.

Opportunity for individual/small group

instruction
Students will work in small groups from the very
start of the lesson. They will continue to work in
these groups throughout the lesson.

Each group will be given a theme of propaganda

of WWI. Each table will have access to materials
they need to complete the lessons activity.

After 5m
Do: Zack will explain to the students the exit
ticket. Students will fill out the third column in
the handout upon reflecting on a focus question.
- Focus Question: How can we use
propaganda to (re)construct historical
narratives? How does it manipulate our
perspectives?

Say: On your handout, you will answer the last

question on the sheet together. This will be your
exit slip and we will pick these up as a summative
assessment.

Do: These answers, along with the handout, will

be collected by the four teachers.

October 5, 2016 5
 UDL Lesson Plan Assessment
Your Name : /125

Lesson Plan/ Theme Value Comments

Title of Lesson/Task/Strand/Grade/Subject 0-5

Learning Target GCO and SCO (Specific Curriculum 0-5

Outcomes) clear, concise, directly connected to the lesson
Cross Curricular Connections 0-5
Materials, Tools, and the inclusion of Technology 0-5
UDL - Representation, Action & Expression, Engagement (5 or 0-30
more items for each of these)
Differentiation- How have you planned to address the various 0-5
student learning needs?
Critical Thinking evidence throughout the lesson(s) 0-10

Assessment Plans clearly connected to the outcomes, well- 0-15

described Formative(5pts), Summative(5pts),
Self/Peer(5pts)
Make sure you include your lesson outcomes with the
assessment.
BEFORE (APK) Getting Ready getting the class into the 0-5
lesson
This could be your focus question.
Action (DURING) the instructional process how you 0-20
develop the outcomes in clear and precise methods
Opportunity for individual/small group instruction
Identified engagement of the students
Independent Practice on their own for consolidation of the
learning
AFTER -including CLOSURE or Consolidation pulling the 0-5
lesson together
Conventions and Grammar 0-5
Reflection of the Lesson Plan Preparation 0-5

Demonstration of Creativity within the lesson 0-5

Assessor:
General Comments:

October 5, 2016 6