1. Providing Access to Learning 1

2. NCSC Resource Uses 1. Identify the standard(s) in the gen ed lesson. Begin with the Common Core State Standards Use Content Modules to clarify content. Use the Graduated Understandings: Instructional Families. 2. Identify the outcomes or learning objectives for all students. Use Content Modules to clarify content. Use the Curriculum Resource Guides for descriptions of outcomes. Use the Element Cards for Essential Understandings 3. Examine the instructional activities for all students.  Use UDL Units for examples of instructional activities that make up a unit.  Use Curriculum Resource Guide for additional instructional activities ideas. 4. Determine supports for SCD. Use the UDL Units for multiple means of representation, expression, and engagement and for additional support considerations. 5. Use NCSC curriculum and instructional resources as needed. Use the Element Cards for instructional strategies. Use the LASSIs to reinforce specific skills and concepts. Use the Instructional Resource Guide to design systematic instructional strategies. 2

3. Student Planning Tool: Providing Access to Learning 3 Sample Lesson Plan Lesson Characteristics Presentation Options Response Options Engagement Options PRACTICE 1.In small groups, have students work on a variety of problems, using different given dimensions, such as: Alex has 140 feet of fencing to place around a rectangular garden he is making. He wants the area of the garden to be as large as possible. What should the length and width of the garden be?  Lecture set- up for providing information about the activity.  Background knowledge is required in area.  Reading the word problem.  Writing to complete a chart.  Provide problem in digital format with text reader; use picture or tactile representations of salient vocabulary.  Provide background knowledge by giving a brief digital example that area encompasses the whole inside of a figure.  Provide template of formulas for area and perimeter. Supplement written problem/situation in digital format with a text reader to allow students to re-visit the problem. Base mathematical problem(s) on student interest.  Use graph paper and manipulatives such as small unit squares or a length of string representing the fence.  Complete the table with the given picture representations of numbers or complete the table electronically.

4. Student Planning Tool: Providing Access to Learning, continued 4 Sample Lesson Plan Lesson Characterist ics Presentation OptionsResponse Options Engagement Options

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6. What are the instructional activities planned for all students? How can students actively participate in the instructional activities? PRACTICE In small groups, have students work on a variety of problems, using different given dimensions such as: Alex has 140 feet of fencing to place around a rectangular garden he is making. He wants the area of the garden to be as large as possible. What should the length and width of the garden be? Students may use models to explore the various possibilities and complete a chart. PRACTICE 2.Bring the whole group back together. Ask one student from each group to discuss the results. After reviewing student results, generalize: For a perimeter of 140 units, the length plus the width is always 70 units, but the length times the width varies. Make a chart with students. Ensure students conclude that as the dimensions change, the area gets larger, reaches a highest value, then gets smaller. Generalize that for a given perimeter, a square would have the greatest area. 1.Participate in small group activity 2.Read the word problem 3.Work with others on modeling the different garden sizes 4.Use formulas to determine area, length and width 5.Write numbers to complete a chart 1.Participate in whole class activity 2.Discuss results 3.Read the chart 4.Record information write down answers 5.Explain results 6

7. What are the instructional activities planned for all students? How can students actively participate in the instructional activities? 7

8. Skills/ BehaviorsRelated Supports 8 8