1. UDL GUIDELINES: EXAMPLES AND RESOURCES Carolyn Thompson EDU 620 Prof. Amy Gray April 30, 2015

2. Checkpoint 8.2 Exploring Language Using Poetry, Lyrics, Ballads, Sonnets and Song Writing  The principle and checkpoint that I chose is, Exploring Language using the following:  Poetry  Song Writing  The incorporation of these learning stimulants will increase the knowledge of student’s usage of language and the teacher’s usage of Universal Design of Learning (UDL). UDL is a formatted way to ensure that students are provided with an opportunity to meet and surpass their academic goals. UDL’s guidelines can be used to assist the teacher with developing lessons that are diverse and creative, meeting the needs of diverse learners. When technological tools and UDL are incorporated in lessons students with different learning styles, creativity and innovation are given a chance to demonstrate their knowledge and mastery of lesson(s).

3. Exploring Language Using: Poetry, Lyrics, Ballads, Sonnets and Song Writing Grades k-12 Language Arts Class. Technology Used: Internet Connection  What student (child) does not like music? Yes, there are variations of music, but there can certainly be one of two forms of music that a student will like and be able to use creatively. The average song tends to flow like a poem and lyrics to a song can be transformed into a ballad. Songwriting does not always start as a song, it can start as a sonnet and/or poem and progress into a song. This lesson uses poetry and music as a way to get and keep students engaged with the lesson. Using music is a way to reach ELL learners and other learners. Exploring the various ways language can influence learning provides leveled support for learning about language and incorporated with poetry and music, makes it an even more engaging and fun way to learn and master Language Arts lessons (National Center on Universal Design for Learning, 2012).

4. Resources Explored As the students prepare to create their poems and/or song, they will use the internet to find examples of poems and songs that they are familiar with or feel connected to. Students will use the background knowledge they already have, concerning poetry and songwriting to determine in what direction they will go in creating their song or poem. The internet will serve as a base for the information students will use, but will not be absolute. Students will also, use their personal experiences, dreams, emotions, events and personal photographs to create poetry and become innovative songwriters (National Center on Universal Design for Learning, 2012).

5. Students will use steps and levels to develop and master the skill(s) of creating poetry and writing songs using appropriate language. STEPS  Explore  Create  Evaluate  Engage LEVELS  Turbo – Novice Learner  Ultra Turbo – Intermediate Learner  Pro – Proficient Learner  Super Pro – Master Learner

6. The “Key Considerations for the Checkpoint Things to Try  Write out Ideas  Discuss Ideas with Others  Find and Assess Examples of Forms that Could be Used  Experiment with Different forms of Oral, Print and Other Texts  Imagine the Response You Expect from Your Audience (National Center on Universal Design for Learning, 2012). Things to Think About  Is There Anything I will Need to Clarify?  How Can I do This?  What Form Should I Use?  Why do I Think This Form will Work Best?  How Can I Use the Elements of the Form I Have Chosen to Communicate to My Audience? (National Center on Universal Design for Learning, 2012).

7. CONCLUSION In conclusion, Language Arts and UDL combined can make learning engaging and creative for diverse learners. Incorporating technology and student’s background knowledge will only increase the chances of student’s mastery of the lesson being taught. This lesson on poetry and songwriting incorporated The Three Brain Network’s, The What of Learning, The How of Learning and The Why of Learning (UDL at a Glance, 2010). When technological tools and UDL are incorporated in lessons students with different learning styles, creativity and innovation are given a chance to demonstrate their knowledge and mastery of lesson(s).

8. References National Center on Universal Design for Learning (2012) Retrieved from: http://www.udlcenter.org/implementation/examples/examples8_2 UDL At A Glance (2010): Retrieved from: https://www.youtube.com/watch?v=bDvKnY0g6e4&feature=youtu.be