1. Final Project Assistive Technology
Universal Instructional Design
Lesson Plan
By Karen Paris
December 2014

2. Lesson Plan Using a chart, students will choose any 3 activities.
This is the culminating activity at the end of a 10-week French language cycle class.
The variety of activities will address all levels for Universal Instructional Design – standard, fundamental, and enhanced. Students can choose to complete the 3 activities that they are the most comfortable with. There are physical, written, oral, artistic, and technological choices.
This activity will also be appropriate for certain learning disabilities because of the wide variety of activities and levels of activities.
Students will be provided with all necessary materials needed to complete any of the activities.

3. Description of Activities
Café Advertisement: Students will be able to write about a French café using café foods learned in class as well as times in French either drawn or on the computer.
Skit – Students will perform a skit playing roles as customers or servers in a French restaurant using café vocabulary and phrases in French.
Board Game – Students will choose a vocabulary unit from the marking period and use it to create a board game in French.
Videos – Students will watch 3 videos that show people ordering in a French café and answer questions.
Wordle – Students will go to the website and create a “wordle” using food vocabulary in French.
Rap or song – Students will work individually, as partners, or in a group and create a song using French vocabulary.
Picture – Students will draw a picture that looks like the word using a French vocabulary word.
Menu – Students will create a French menu – using computer or paper and markers and/or colored pencils.
Sentences – Students will write 10 sentences using preferences and vocabulary in French. Students can write or type on computer.

4. Choose any 3 activities to complete.
Pretend you are writing an advertisement for a famous café in France. Create a poster that has the following information:
Name of your café
Address
Hours of operation
Pictures and descriptions of foods offered in your café.
Watch the above videos, after watching the third and last video “On Va Au Café” answer the questions (ask teacher for questions).
Create a picture of three of the food vocabulary words, for example:
With a partner create a skit and act it out. Role play as server and customer, ordering in a French café, using French vocabulary and phrases.
Go to the website and create a wordle picture using the café unit vocabulary.
Create a menu using vocabulary from our café unit. You should include the following:
At least 5 foods, 3 desserts, 5 beverages
Prices in euros
You may use Microsoft publisher, PowerPoint, word, or any computer program you are comfortable with. You may also use paper, markers and/or colored pencils.
Choose one or more units we studied this marking period (time, verbs, fruits, vegetables, café foods) and create a board game of your choice.
Create a rap or other type of song (your choice of style) using some vocabulary from each of the following categories: fruits, vegetables, foods and drinks. You can do this by yourself, with a partner, or in a group.
Write 10 sentences using the following phrases to start each sentence with vocabulary from our fruits and vegetables unit and café unit to describe your preferences. Use each phrase at least once.
For example: J’aime des fraises.
J’aime, Je n’aime pas, Je préfère, Je voudrais, Je veux, Je ne veux pas.

5. Rubric for 8th Grade French Activities
Projects
Spelling
and
Grammar
Written or Spoken
Everything in the
project is written or spoken
correctly and grammatically correct.
Most of the
Many parts of the
incorrectly and grammatically incorrect.
Creativity,
Neatness
Excellent use of creativity, very neat.
Somewhat creative, somewhat neat.
Most of the project is not creative, and not neatly done.
The entire project is not creative, not neatly done.
Use of
Vocabulary
Excellent use of vocabulary.
Satisfactory use of vocabulary from the marking period.
Little use of vocabulary from the entire marking period.
Not much vocabulary at all.
Followed project directions
Followed directions exactly.
Followed directions but missing some components.
Followed some of the directions but missing a lot of information.
Did not follow directions at all.

6. Principles of Universal Instructional Design
Equitable use: Instruction is designed to be useful to and accessible by people with diverse abilities. The many different activities provided for students to choose to complete for assessment gives everyone a fair chance for success.
Flexibility in use: Instruction is designed to accommodate a wide range of abilities and provide choice in method of use. Students can choose any 3 activities that they are comfortable with.
Simple and intuitive: Instruction is designed in a straightforward and predictable manner, regardless of student’s experience, knowledge, language skills or current concentration level. Eliminate unnecessary complexity. This activity will be assessed using a rubric. Since students can feel free to choose any 3 activities, they will also know how they will be assessed being given a rubric.

7. Principles of Universal Instructional Design, continued.
Perceptible Information: Instruction is designed so that necessary information is communicated effectively to the student regardless of ambient conditions or student’s sensory abilities. Prior to this activity students will have been given the necessary information using various methods, pictures, videos, listening and repeating, and written media.
Tolerance for error: Instruction anticipates variation in individual learning pace and prerequisite skills. Some of my students have had French before and some have not. I make sure that I review/reteach necessary skills to move on. I also use a variety of activities that address different learning styles with a lot of opportunity for all levels of learning abilities to achieve success. This activity specifically addresses many levels depending on which the student chooses to complete.

8. Principles of Universal Instructional Design, continued.
Low physical effort: Instruction is designed to minimize non-essential physical effort in order to allow maximum attention to learning. I vary my instruction by breaking up the period into different segments of activity – listening, writing, group activity, computer activity, in order to reduce fatigue and keep students interested.
Size and space for approach and use: Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of student’s body size, posture, mobility and communication needs. I travel between classrooms and share them with other teachers, so it’s a challenge. However, I do seat students with respect to the smart board, so everyone is able to see and hear.
A community of learners: The instructional environment promotes interaction and communication among students and between students and faculty. It’s important to get to know your students so you can alter your lessons to reflect their abilities and levels. I feel that this activity addresses that.
Instructional climate: Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students. I like to seat my students in groups usually mixing up levels and abilities so students can help each other and work together,

9. Activities that address the following levels:
Standard level - menu activity, café advertisement and watching the videos and answering questions.
Fundamental level – drawing a picture of the vocabulary word, creating a board game, and the wordle activity.
Technology activity - wordle and videos.
Enhanced level – writing sentences, writing and performing a skit.

10. Activities that address the following disabilities:
Autism – depending on the particular level here, there are speaking and non-speaking activities, activities that involve drawing and writing, and computer activities. There are a variety of choices that can be adapted to various levels of autism.
Behavioral or emotional disturbances – depending on the level of this disability, again, there are a wide variety of activities that can be adapted to that particular student. For the student that needs to be the center of attention, that student can complete and perform a song, or perform a skit. If using the computer works for this student, the wordle activity would work as well as using the computer to create a menu. Also, watching the videos to answer questions may interest this student.
Hearing impaired – there are many activities that do not involve speaking or listening. This student can be successful by doing the writing, drawing, and computer activities. Creating a board game, a menu, wordle, and/or writing. This student can also perform the skit using sign language if they felt comfortable doing this.

11. Citations
"The Nine Principles of UDI." The University of Connecticut. Web. 19 Nov <
"Understanding Universal Design in the Classroom." National Education Association. Web. 19 Nov <
Web. <  >.
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Google Images. Web. <
Wordle. Web. <