Heroes and Villains: UDL Lesson Plans for K12 English Curriculum

This project outlines a series of lesson plans focused on the theme of 'Heroes and Villains,' designed for a K12 English curriculum using the Universal Design for Learning (UDL) framework. The lessons aim to develop students' understanding of heroic and villainous characteristics through various activities, including brainstorming, character categorization, and exploring origin stories. UDL principles are applied to cater to diverse learners, including those with vision impairments, language difficulties, physical disabilities, and gifted abilities, by providing multiple means of representation, expression, and engagement. The lesson plans incorporate a range of assessment methods, such as formative assessments, peer feedback, and project-based learning, to ensure all students can demonstrate their understanding. The project also emphasizes the use of technology, such as PowerPoint, YouTube clips, and online trading card creators, to enhance student engagement and personalization of learning experiences.

Unit title: Heroes and VillainsLesson number: 1 Lesson outcome/s:
 Develop ideas around what is a hero and a villain
 Look at stereotypical characteristics- that is the question "What do you expect to see in a hero or a villain?"
UDL and a diverse
group of learners:
Multiple means of
representation
Multiple means of
expression
Multiple means of
engagement
ASSESSMENT
Learner/s with
vision impairments
-Large visual images
presented on smart
board and also large
colour print outs of
images.
-Verbalize all information
recorded on board
-Cue cards labelled
hero/villain
Paired voice along with
the visual displays
Allowing the students to
make choice regarding
their own topic and
attention getting
techniques
Formative assessment
and assessment
during and after the
presentation
Learner/s with
Physical disability
-Video captioning the
images of the
superheroes
Vocal directions that
would match with the
images
Minimization of the
learning barriers through
hands-on-learning
material with the
objective of
demonstrating what they
know
Station learning or the
learning centres
Formative assessment
and assessment
during and after the
presentation
Learner/s with
gifted abilities
-Youtube clips that are
attached to the resources
-Identification of the
speaker and the speech
Role playing the heroes
and the villains and peer
feedback
Cooperative learning
structures
Formative assessment
and assessment
during and after the
presentation

as heroic
Learner/s
without additional
needs
Brainstorm template Performance and peer
feedback
Project-based learning Formative assessment
and assessment
during and after the
presentation
Unit title: Heroes and VillainsLesson number: 2 Lesson outcome/s:
 Develop ideas around what is a hero and a villain
 Look at stereotypical characteristics- that is the question "What do you expect to see in a hero or a villain?"
UDL and a diverse
group of learners:
Multiple means of
representation
Multiple means of
expression
Multiple means of
engagement
ASSESSMENT
Learner/s with
vision impairments
colour-shading used
for special emphasis
Identifying what
makes the character
heroic or villainous
Paired peers to share
small group activities
Formative assessment
and assessment
during and after the
presentation
Learner/s with
language difficulty
Video presentations
for content related to
subject matter
Vocabulary in content
related to subject
matter
Writing about their
perspective on I have
a dream speech and
scrapbook
presentation about
the different
superheroes
time for independent
work
Formative assessment
and assessment
during and after the
presentation
Learner/s with Powerpoint and Creating own heroic Reflexive Formative assessment

gifted abilities images of unknown
characters on the
smartboard
speeches through
creative and
persuasive writing
understanding and assessment
during and after the
presentation
Learner/s without
additional needs
Brainstorm template Self-assessment and
constructive feedback
Reflexive
understanding
Formative assessment
and assessment
during and after the
presentation
Unit title: Heroes and VillainsLesson number: 3 Lesson outcome/s:
 Develop ideas around what is a hero and a villain
 Look at stereotypical characteristics- that is the question "What do you expect to see in a hero or a villain?"
UDL and a diverse
group of learners:
Multiple means of
representation
Multiple means of
expression
Multiple means of
engagement
ASSESSMENT
Learner/s with
vision impairments
Open-ended
questions and visual
representations on
the smart board
presentation through
PowerPoint
presentation
USE of CAST UDL Book
Builder
Formative assessment
and assessment
during and after the
presentation
Learner/s with
language difficulty
Youtube clips with
appropriate captions
Word processors for
the completion of
assignments
cooperative learning
structures
Formative assessment
and assessment
during and after the
presentation
Learner/s with Open-ended Hands-on learning -E-learning Formative assessment

gifted abilities questions regarding
villains and
superheroes
materials -Personalization of
assignments for the
experiences of the
students
and assessment
during and after the
presentation
Learner/s without
additional needs
Incorporation of the
KWL (Know, What and
learned) to
understand about
what they already
know in essence to
the prior teaching
Writing and
storytelling
Brainstorming
template
E-learning
-Personalization of
assignments for the
experiences of the
students
Formative assessment
and assessment
during and after the
presentation
Unit title: Heroes and VillainsLesson number: 4 Lesson outcome/s:
 Develop ideas around what is a hero and a villain
 Look at stereotypical characteristics- that is the question "What do you expect to see in a hero or a villain?"

UDL and a diverse
group of learners:
Multiple means of
representation
Multiple means of
expression
Multiple means of
engagement
ASSESSMENT
Learner/s with
vision impairments
Alternative
/Augmentative
communication
devices (AAC) devices
Presentation and
discussion of the
characters with the
class
Paired peers to share
small group activities
Formative assessment
and assessment
during and after the
presentation
Learner/s with
language difficulty
prompts and cues to
help students
Presentation of the
characters with the
help of PowerPoint
Participation in the
class and sharing
feedback
Learner/s with
gifted abilities
Incorporation of the
KWL (Know, What and
learned) to
understand about
what they already
know in essence to
the prior teaching
Analogies and
metaphors
Brainstorm template
on the trading cards
-Project based
learning
-Involvement in the
characters and role
playing
Formative assessment
and assessment
during and after the
presentation
Learner/s without
additional needs
Incorporation of the
KWL (Know, What and
learned) to
understand about
Brainstorm template
on the trading card
-Project based
learning
-Sharing feedback
Formative assessment
and assessment
during and after the
presentation

what they already
know in essence to
the prior teaching
-iPadsTM
Unit title: Heroes and VillainsLesson number: 5&6 (double Lesson) Lesson outcome/s:
 Develop ideas around what is a hero and a villain
 Look at stereotypical characteristics- that is the question "What do you expect to see in a hero or a villain?"
UDL and a diverse
group of learners:
Multiple means of
representation
Multiple means of
expression
Multiple means of
engagement
ASSESSMENT
Learner/s with
vision impairments
Writing and
storytelling
Manipulatives Paired peers to share
small group activities
Formative assessment
and assessment
during and after the
presentation
Learner/s with
language difficulty
Descriptive language
in creative manner
Hands-on learning
materials
Cooperative learning
structures
Formative assessment
and assessment
during and after the
presentation
Learner/s with
gifted abilities
Writing and
storytelling
Video and peer
feedback
Reflexive thinking and
feedback of the
students
Formative assessment
and assessment
during and after the
presentation
Learner/s without Writing and Video performance Reflexive thinking and Formative assessment

additional needs storytelling and peer feedback feedback of the
students
and assessment
during and after the
presentation