The 7C's Lesson Plan has been developed to support well planned lessons using UDL and other research based strategies See links for definitions and support resources How to 7C's Lesson Plan Video Sample Rubric FILL IN TEAL HIGHLIGHTED AREAS 7C's INSTRUCTIONAL PLANNER Teacher Name Eddins Grade 6 Lesson Subject Mathematics Lesson Date 12 20 2024 8 Period (mins) 50 Lesson Title Introduction to Fractions KNOW YOUR STUDENTS Gather and list contextual information about your students Be sure to name your student's assets and learning needs STANDARDS Develop Student friendly Academic Learning Goals (Key Points) by Unlocking the Grade Level ( ELA , Math , NGSS ) State Standards and ELDStandards DOK Target DOK Level(s) with the pull down menu Describe HOW the DOK will be implemented Know Your Students The class consists of 9 students with IEPs, diverse learning styles, and abilities Some students are visual learners, while others benefit from hands on activities The group includes a mix of students who are comfortable with basic arithmetic and others who may need additional support The students are generally enthusiastic and enjoy interactive and engaging activities CCSS Standard(s) CCSS MATH CONTENT 6 NS A 1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions Student Friendly CCSS Goal(s) I can understand how to divide fractions and solve problems that involve dividing one fraction by another I will be able to explain the process and solve real world problems using this skill ELD Standard(s) SL 6 1, 6 L 6 3, 6 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics Student Friendly ELD Goal(s) I can use math vocabulary to talk about fractions and explain how to divide them I will practice listening, speaking, reading, and writing about fractions to help me understand and solve math problems DOK Level(s) DOK2 Skill Concept Introduce Concepts with Visuals Begin by revisiting the basic concepts of fractions and division with visual aids such as fraction bars or circles Use these visuals to help students visualize dividing fractions Develop Vocabulary list of key vocabulary words related to fractions and division (e g , numerator, denominator, quotient) Initiate a class activity where students associate each term with an example they draw or find from real life scenarios Guided Practice Provide examples of fraction division problems and solve the first few together as a class, ensuring the use of the math vocabulary Discuss the process step by step, encouraging students to verbalize each step as they follow along Collaborative Work Arrange students into pairs or small groups and give them a new set of fraction division problems Ask students to discuss the problems, work through the calculations together, and prepare a brief explanation of their solution process using the vocabulary Real World Application Introduce word problems that involve dividing fractions in real life situations (e g , cooking recipes, dividing land for gardening) Have students draft an explanation of their problem solving approach, highlighting how the procedure applies to real life Class Presentations Assign student groups to present one of their solutions to the class using visuals (e g , a poster or digital presentation) Each group should explain their reasoning and use key terms from the vocabulary list, reinforcing understanding through verbal expression Reflections and Assessment Conclude with a reflective session where students write about what they learned, which strategies helped them the most, or any difficulties they encountered Use these reflections to assess understanding and plan further instruction if needed ANTICIPATORY SET Use the pull down menu to identify Hook type Describe HOW the Hook will be implemented in the lesson to foster student interest Lesson HOOK Media (Music, Video) Converting Fractions to Decimals Song Describe Hook Anticipatoryimplementation I Choose a piece of media relevant to the lesson's content For the lesson on dividing fractions, I selected a short video that illustrates real life applications of fractions, such as cooking, construction, or art Alternatively, a catchy song about fractions can also set the stage Engaging Introduction Begin the lesson with a brief introduction to the media Ask a thought provoking question related to the video or song, such as, How do chefs ensure they are using the right amount of ingredients or What do you think happens when fractions are divided in everyday tasks Media Presentation Play the selected video or song Ensure it is short and focusedaim for 3 5 minutesso it captures attention without diverting focus from the lesson Guided Discussion After watching the video or listening to the song, lead a short discussion Ask students to share their observations or what they found interesting Guide them to connect these observations with the day's learning objectives on fractions Transition to Lesson Use insights from the media to segue into the lesson For example, Just like in the video where the chef divided a recipe, today we'll explore how to divide fractions step by step Student Prediction Encourage students to make predictions or guesses about how they think fractions are divided based on what they saw or heard This will engage their curiosity and set a purpose for learning UDL BARRIERS STRATEGIES Predetermine which UDL barriers you will address in each section You will describe HOW you are remediating each barrier in the Chunk It , Connect It , and Check it sections UDL Representation directly supports the Chunk It section UDL Engagement directly supports the Connect It section UDL Action Expression directly supports the Check It section UDL Representation Barriers List barriers affecting Chunk It Cognitive Overload Large amounts of information presented at once can overwhelm students Lack of Contextual Clarity Without clear context, students may struggle to understand how pieces of information relate to each other Limited Background Knowledge Variability in students' prior knowledge can impede understanding UDL Representation Strategies List strategies used during Chunk It Break Down Information Divide complex information into smaller, manageable parts Use Multiple Modalities Present chunks of information using visuals, audio, and text Advance Organizers Provide outlines or concept maps to show how chunks relate UDL Engagement Barriers List barriers affecting Connect It Relevance Students may not see how new information connects to their interests or relevance in real life Lack of Motivation If connections are not made explicit, students might disengage Inflexibility in Moral Connections Rigid connections to learning might not accommodate diverse perspectives or interests UDL Engagement Strategies List strategies used during Connect It Relate to Prior Knowledge Encourage students to connect new content with what they already know Use Real world Examples Tie lessons to real world scenarios to increase relevance Incorporate Student Interests Allow students to suggest ways the content connects to their interests or experiences UDL Action Expression Barriers List barriers affecting Check It Limited Means of Expression Students might struggle if only one method of demonstrating understanding is available Inadequate Feedback Without timely and constructive feedback, students can repeat errors or remain uncertain Rigidity in Demonstration Fixed modes of assessment can prevent students from effectively demonstrating their understanding UDL Action ExpressionStrategies List strategies used during Check It Offer Multiple Means of Expression Provide choices like essays, projects, presentations, or diagrams for students to express their understanding Frequent and Varied Feedback Use self assessments, peer reviews, and teacher evaluations to provide multiple perspectives Use of Technology Tools Encourage the use of apps and software that provide interactive and personalized ways for students to demonstrate comprehension LEARNING OBJECTIVE Using student friendly wording, write Key Point Learning goal based on DOK levels and the unlocked Standard(s) above Most lessons may have one or two Key Points depending on the Standard Only use Key Point 2 column if needed For each Key Point of the lesson, implement Chunk It Connect It Check It strategies in the sections below This cycle may need to be repeated until the Key Point is learned KEY POINT LEARNING OBJECTIVE 1 Students will be able to accurately divide fractions by applying the 'invert and multiply' method and demonstrate their understanding through solving real world word problems involving fraction division This objective is specific (focusing on dividing fractions), measurable (students can demonstrate understanding through problem solving), and applicable to real world contexts, which helps in making the learning relevant and engaging KEY POINT LEARNING OBJECTIVE 2 (if needed) Write Key Point 2 INSTRUCTION I DO Considering UDL Representation Barriers and Strategies , describe how you will Chunk it into small segments (1 min per age) by listing how you will TEACH the lesson, step by step, within a timeframe for each step This cycle may need to be repeated until the Key Point is learned Only use the additional columns labeled with if needed otherwise delete Chunk It (Cycle 1 1) Description The lesson content is divided into smaller segments to help students grasp the concept of dividing fractions Each chunk focuses on a specific aspect of the process, allowing students to build their understanding step by step Time 20 30 minutes 1 Introduction to Concept (5 10 minutes) Objective Introduce the basic concept of fraction division and the 'invert and multiply' method Activities Briefly explain the concept using a simple example Use visual aids, such as fraction bars or diagrams, to illustrate the process 2 Guided Practice (15 20 minutes) Objective Allow students to practice dividing fractions with guidance Activities Work through a few examples as a class, using step by step instructions Encourage students to ask questions and clarify any misunderstandings Provide a set of practice problems for students to solve individually or in pairs, offering support as needed Chunk It (Cycle 2 1) Description Time 1 2 GUIDED INDEPENDENT PRACTICE WE DO YOU DO Considering UDL Engagement Barriers and Strategies , describe how you will connect students to the Key Points and information you just presented Use the drop down menu to select type(s), then write out the implementation steps The cycles may need to be repeated until the Key Point is learned Only use the additional columns labeled with ( ) if needed Connect It (Cycle 1 1) Verbal Response Verbal Response Description In this cycle, students engage with the content by making connections between the topic at hand and their prior knowledge, personal experiences, or real world scenarios This process enhances understanding and retention of the material Time 15 20 minutes 1 Objective Encourage students to verbally articulate their connections to the lesson content Activities Select a piece of content or a problem related to the lesson and ask students to think about how it connects to something they know (prior knowledge), something else they've learned (other texts or subjects), or to the real world 2 Facilitate a class discussion where students share their connections Encourage them to explain why they chose a specific connection type Provide feedback and prompt further thinking by asking questions like, How does this connection help you understand the material better Connect It (Cycle 2 1) Select a Connection Type Select a Connection Type Description Time 1 2 ASSESSMENT CFU Considering UDL Action Expression Barriers and Strategies , describe how you will check students' understanding of the Key Points Use the drop down menu to select type(s), then write out the implementation steps The cycles may need to be repeated until the Key Point is learned Only use the additional columns labeled with ( ) if needed Remember, that you may need to refocus, reteach , reassess and or provide extension based on the check for understanding data collected A general rule of practice is to aim for 80 or higher of students meeting the assessment standard for most concepts Check It (Cycle 1 1) Other List Below Complete it Description students will demonstrate their understanding of the material through assessments or activities designed to check their comprehension and mastery of the topic, specifically focusing on dividing fractions Time 15 20 minutes 1 Formative Assessment (5 10 minutes) Objective Gauge students' understanding of dividing fractions Activities Distribute a short quiz or set of questions that require students to solve fraction division problems Include a mix of standard problems and word problems to assess both procedural and application skills Incorporate questions that require explaining the steps to ensure comprehension of the methods used 2 Feedback and Review (10 minutes) Objective Provide immediate feedback and clarify any misunderstandings Activities Go over the quiz questions as a class or in small groups, highlighting common errors and correct procedures Encourage students to ask questions or explain their thought process for solving problems Offer additional examples or targeted practice for any areas that need reinforcement, ensuring all students have achieved the learning objectives Check It (Cycle 2 1) Select a Check it type Select a Check it type Description Time 1 2 LESSON CLOSURE For the three sections 1) Describe how you will review the Key Point(s) for the lesson 2) Use the pull down menu to select the Final Check it Assessment Write out the steps to the final Check It 3) Describe how this lesson connects to the next lesson or to a real world experience Carry It Closure Review Key Point(s) Learning Objective(s) The learning objectives should be revisited to ensure that students understand the main concepts presented in this unit Final Check It Assessment Signal it Time 5 8 minutes Objective Provide a final check to gauge understanding Activities 1 Engage students in a short assessment, such as solving a problem on their own or in pairs 2 Quickly review answers as a class, addressing any common mistakes or misconceptions Next Unit Connection Describe the connection to the next lesson in the unit Understanding how to divide fractions will be essential as we move into operations with mixed numbers in the next lesson We'll build on this knowledge to tackle more complex problems involving multiple operations with fractions Integrate a science component by discussing the concept of solutions and mixtures Explain how the fruit punch is a mixture and how understanding ratios is crucial in scientific experiments, such as mixing chemicals in a lab This connection helps students see the relevance of mathematical concepts in scientific contexts, enhancing their comprehension and appreciation of both disciplines description of one activity that can be incorporated into the final lesson plan To help students grasp the concept of ratios, engage them in a practical activity involving a recipe challenge Provide various scenarios where ingredients need to be mixed in specified ratiossuch as creating a fruit punch with a specific ratio of juice to water Students will work in pairs to mix the recipe according to the given ratios, record their findings, and present their results using ratio language This hands on activity not only makes learning engaging but also solidifies their understanding by applying the concept in a relatable setting LESSON PLANNING Describe the lesson plan process What elements (if any) did you create yourself PRESENTATION How did you choose which 5 8 minute segment to present to your peers How do you feel that your presentation went What went well What might have gone better Why What would you change if you had to re present your lesson segment OVERALL What were your overall feelings about this lesson planning process Did anything surprise you If so, what What are things that you need to keep in mind as you look ahead to potentially more lesson planning in your future

Question

The 7C's Lesson Plan has been developed to support well planned lessons using UDL and other research based strategies  See links for definitions and support resources   How to  7C's Lesson Plan Video Sample Rubric  FILL IN TEAL HIGHLIGHTED AREAS 7C's INSTRUCTIONAL PLANNER Teacher Name  Eddins Grade  6 Lesson Subject  Mathematics Lesson Date  12 20 2024 8 Period (mins)  50 Lesson Title  Introduction to Fractions   KNOW YOUR STUDENTS   Gather and list contextual information about your students  Be sure to name your student's assets and learning needs    STANDARDS   Develop Student friendly Academic Learning Goals (Key Points) by   Unlocking   the Grade Level ( ELA , Math , NGSS ) State Standards and ELDStandards     DOK   Target DOK Level(s) with the pull down menu  Describe HOW the DOK will be implemented  Know Your Students The class consists of 9 students with IEPs, diverse learning styles, and abilities  Some students are visual learners, while others benefit from hands on activities  The group includes a mix of students who are comfortable with basic arithmetic and others who may need additional support  The students are generally enthusiastic and enjoy interactive and engaging activities  CCSS Standard(s) CCSS MATH CONTENT 6 NS A 1   Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions  Student Friendly CCSS Goal(s)   I can understand how to divide fractions and solve problems that involve dividing one fraction by another  I will be able to explain the process and solve real world problems using this skill   ELD Standard(s) SL 6 1, 6  L 6 3, 6 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics Student Friendly ELD Goal(s)  I can use math vocabulary to talk about fractions and explain how to divide them  I will practice listening, speaking, reading, and writing about fractions to help me understand and solve math problems   DOK Level(s) DOK2  Skill Concept Introduce Concepts with Visuals  Begin by revisiting the basic concepts of fractions and division with visual aids such as fraction bars or circles  Use these visuals to help students visualize dividing fractions  Develop Vocabulary  list of key vocabulary words related to fractions and division (e g , numerator, denominator, quotient)  Initiate a class activity where students associate each term with an example they draw or find from real life scenarios  Guided Practice  Provide examples of fraction division problems and solve the first few together as a class, ensuring the use of the math vocabulary  Discuss the process step by step, encouraging students to verbalize each step as they follow along  Collaborative Work  Arrange students into pairs or small groups and give them a new set of fraction division problems  Ask students to discuss the problems, work through the calculations together, and prepare a brief explanation of their solution process using the vocabulary  Real World Application  Introduce word problems that involve dividing fractions in real life situations (e g , cooking recipes, dividing land for gardening)  Have students draft an explanation of their problem solving approach, highlighting how the procedure applies to real life  Class Presentations  Assign student groups to present one of their solutions to the class using visuals (e g , a poster or digital presentation)  Each group should explain their reasoning and use key terms from the vocabulary list, reinforcing understanding through verbal expression  Reflections and Assessment  Conclude with a reflective session where students write about what they learned, which strategies helped them the most, or any difficulties they encountered  Use these reflections to assess understanding and plan further instruction if needed  ANTICIPATORY SET  Use the pull down menu to identify Hook type   Describe HOW the Hook will be implemented in the lesson to foster student interest  Lesson  HOOK  Media (Music, Video) Converting Fractions to Decimals Song Describe Hook Anticipatoryimplementation  I Choose a piece of media relevant to the lesson's content  For the lesson on dividing fractions, I selected a short video that illustrates real life applications of fractions, such as cooking, construction, or art  Alternatively, a catchy song about fractions can also set the stage  Engaging Introduction  Begin the lesson with a brief introduction to the media  Ask a thought provoking question related to the video or song, such as,  How do chefs ensure they are using the right amount of ingredients   or  What do you think happens when fractions are divided in everyday tasks   Media Presentation  Play the selected video or song  Ensure it is short and focusedaim for 3 5 minutesso it captures attention without diverting focus from the lesson  Guided Discussion  After watching the video or listening to the song, lead a short discussion  Ask students to share their observations or what they found interesting  Guide them to connect these observations with the day's learning objectives on fractions  Transition to Lesson  Use insights from the media to segue into the lesson  For example,  Just like in the video where the chef divided a recipe, today we'll explore how to divide fractions step by step   Student Prediction  Encourage students to make predictions or guesses about how they think fractions are divided based on what they saw or heard  This will engage their curiosity and set a purpose for learning UDL BARRIERS STRATEGIES   Predetermine which UDL barriers you will address in each section  You will describe HOW you are remediating each barrier in the  Chunk It ,  Connect It , and  Check it  sections    UDL Representation directly supports the  Chunk It  section    UDL Engagement directly supports the  Connect It  section    UDL Action   Expression directly supports the  Check It  section  UDL Representation Barriers List barriers affecting  Chunk It   Cognitive Overload  Large amounts of information presented at once can overwhelm students  Lack of Contextual Clarity  Without clear context, students may struggle to understand how pieces of information relate to each other  Limited Background Knowledge  Variability in students' prior knowledge can impede understanding  UDL Representation Strategies List strategies used during  Chunk It   Break Down Information  Divide complex information into smaller, manageable parts  Use Multiple Modalities  Present chunks of information using visuals, audio, and text  Advance Organizers  Provide outlines or concept maps to show how chunks relate  UDL Engagement Barriers List barriers affecting  Connect It   Relevance  Students may not see how new information connects to their interests or relevance in real life  Lack of Motivation  If connections are not made explicit, students might disengage  Inflexibility in Moral Connections  Rigid connections to learning might not accommodate diverse perspectives or interests  UDL Engagement Strategies List strategies used during  Connect It   Relate to Prior Knowledge  Encourage students to connect new content with what they already know  Use Real world Examples  Tie lessons to real world scenarios to increase relevance  Incorporate Student Interests  Allow students to suggest ways the content connects to their interests or experiences  UDL Action Expression Barriers List barriers affecting  Check It   Limited Means of Expression  Students might struggle if only one method of demonstrating understanding is available  Inadequate Feedback  Without timely and constructive feedback, students can repeat errors or remain uncertain  Rigidity in Demonstration  Fixed modes of assessment can prevent students from effectively demonstrating their understanding  UDL Action ExpressionStrategies List strategies used during  Check It   Offer Multiple Means of Expression  Provide choices like essays, projects, presentations, or diagrams for students to express their understanding  Frequent and Varied Feedback  Use self assessments, peer reviews, and teacher evaluations to provide multiple perspectives  Use of Technology Tools  Encourage the use of apps and software that provide interactive and personalized ways for students to demonstrate comprehension  LEARNING OBJECTIVE  Using student friendly wording, write Key Point  Learning goal based on DOK levels and the unlocked Standard(s) above   Most lessons may have one or two Key Points depending on the Standard  Only use Key Point  2 column if needed  For each Key Point of the lesson, implement  Chunk It Connect It  Check It  strategies in the sections below  This cycle may need to be repeated until the Key Point is learned  KEY POINT LEARNING OBJECTIVE  1 Students will be able to accurately divide fractions by applying the 'invert and multiply' method and demonstrate their understanding through solving real world word problems involving fraction division   This objective is specific (focusing on dividing fractions), measurable (students can demonstrate understanding through problem solving), and applicable to real world contexts, which helps in making the learning relevant and engaging   KEY POINT LEARNING OBJECTIVE  2 (if needed) Write Key Point  2  INSTRUCTION  I DO    Considering UDL Representation Barriers and Strategies , describe how you will  Chunk it  into small segments (1 min per age) by listing how you will TEACH the lesson, step by step, within a timeframe for each step  This cycle may need to be repeated until the Key Point is learned  Only use the additional columns labeled with       if needed otherwise delete  Chunk It  (Cycle  1 1) Description The lesson content is divided into smaller segments to help students grasp the concept of dividing fractions  Each chunk focuses on a specific aspect of the process, allowing students to build their understanding step by step  Time  20 30 minutes 1  Introduction to Concept (5 10 minutes)  Objective  Introduce the basic concept of fraction division and the 'invert and multiply' method  Activities  Briefly explain the concept using a simple example  Use visual aids, such as fraction bars or diagrams, to illustrate the process  2   Guided Practice (15 20 minutes)  Objective  Allow students to practice dividing fractions with guidance  Activities  Work through a few examples as a class, using step by step instructions  Encourage students to ask questions and clarify any misunderstandings  Provide a set of practice problems for students to solve individually or in pairs, offering support as needed   Chunk It  (Cycle  2 1) Description   Time  1  2  GUIDED INDEPENDENT PRACTICE  WE DO   YOU DO     Considering UDL Engagement Barriers and Strategies , describe how you will connect students to the Key Points and information you just presented  Use the drop down menu to select type(s), then write out the implementation steps  The cycles may need to be repeated until the Key Point is learned  Only use the additional columns labeled with ( ) if needed  Connect It (Cycle  1 1) Verbal Response Verbal Response Description  In this cycle, students engage with the content by making connections between the topic at hand and their prior knowledge, personal experiences, or real world scenarios  This process enhances understanding and retention of the material  Time  15 20 minutes 1  Objective  Encourage students to verbally articulate their connections to the lesson content  Activities  Select a piece of content or a problem related to the lesson and ask students to think about how it connects to something they know (prior knowledge), something else they've learned (other texts or subjects), or to the real world  2  Facilitate a class discussion where students share their connections  Encourage them to explain why they chose a specific connection type  Provide feedback and prompt further thinking by asking questions like,  How does this connection help you understand the material better    Connect It (Cycle  2 1) Select a Connection Type Select a Connection Type Description  Time  1  2  ASSESSMENT   CFU   Considering UDL Action   Expression Barriers and Strategies , describe how you will check students' understanding of the Key Points  Use the drop down menu to select type(s), then write out the implementation steps  The cycles may need to be repeated until the Key Point is learned  Only use the additional columns labeled with ( ) if needed  Remember, that you may need to refocus, reteach , reassess and or provide extension based on the check for understanding data collected  A general rule of practice is to aim for 80  or higher of students meeting the assessment standard for most concepts  Check It (Cycle  1 1) Other  List Below Complete it  Description  students will demonstrate their understanding of the material through assessments or activities designed to check their comprehension and mastery of the topic, specifically focusing on dividing fractions  Time  15 20 minutes 1  Formative Assessment (5 10 minutes)  Objective  Gauge students' understanding of dividing fractions  Activities  Distribute a short quiz or set of questions that require students to solve fraction division problems  Include a mix of standard problems and word problems to assess both procedural and application skills  Incorporate questions that require explaining the steps to ensure comprehension of the methods used  2  Feedback and Review (10 minutes)  Objective  Provide immediate feedback and clarify any misunderstandings  Activities  Go over the quiz questions as a class or in small groups, highlighting common errors and correct procedures  Encourage students to ask questions or explain their thought process for solving problems  Offer additional examples or targeted practice for any areas that need reinforcement, ensuring all students have achieved the learning objectives   Check It (Cycle  2 1) Select a Check it type  Select a Check it type  Description  Time  1  2  LESSON CLOSURE  For the three sections  1) Describe how you will review the Key Point(s) for the lesson  2) Use the pull down menu to select the Final Check it Assessment  Write out the steps to the final  Check It   3) Describe how this lesson connects to the next lesson or to a real world experience  Carry It  Closure Review Key Point(s) Learning Objective(s)  The learning objectives should be revisited to ensure that students understand the main concepts presented in this unit  Final Check It Assessment Signal it  Time  5 8 minutes Objective  Provide a final check to gauge understanding  Activities  1  Engage students in a short assessment, such as solving a problem on their own or in pairs  2  Quickly review answers as a class, addressing any common mistakes or misconceptions  Next Unit Connection Describe the connection to the next lesson in the unit  Understanding how to divide fractions will be essential as we move into operations with mixed numbers in the next lesson  We'll build on this knowledge to tackle more complex problems involving multiple operations with fractions   Integrate a science component by discussing the concept of solutions and mixtures  Explain how the fruit punch is a mixture and how understanding ratios is crucial in scientific experiments, such as mixing chemicals in a lab  This connection helps students see the relevance of mathematical concepts in scientific contexts, enhancing their comprehension and appreciation of both disciplines  description of one activity that can be incorporated into the final lesson plan  To help students grasp the concept of ratios, engage them in a practical activity involving a  recipe  challenge  Provide various scenarios where ingredients need to be mixed in specified ratiossuch as creating a fruit punch with a specific ratio of juice to water  Students will work in pairs to mix the  recipe  according to the given ratios, record their findings, and present their results using ratio language  This hands on activity not only makes learning engaging but also solidifies their understanding by applying the concept in a relatable setting  LESSON PLANNING  Describe the lesson plan process  What elements (if any) did you create yourself  PRESENTATION  How did you choose which 5 8 minute segment to present to your peers  How do you feel that your presentation went  What went well  What might have gone better  Why  What would you change if you had to re present your lesson segment  OVERALL  What were your overall feelings about this lesson planning process  Did anything surprise you  If so, what  What are things that you need to keep in mind as you look ahead to  potentially  more lesson planning in your future

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Question: The 7C's Lesson Plan has been developed to support well-planned lessons using UDL and other research-based strategies. See links for definitions and support resources. How

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