PATINS UDL Lesson Creator
A Universally Designed lesson is purposefully designed from the start to meaningfully include the widest range of abilities, significantly minimizing the need for further accommodations. This tool is intended to walk the user through many of the aspects of creating a more inclusive lesson.

This is intended to produce a model UDL lesson with resources and additional information. While this may be a more in-depth lesson plan than some teachers might be used to, it offers a thorough walk-through of many UDL considerations. Creating a lesson using this template a few times could help teachers develop the necessary process mentally for future lesson planning.

After you click "submit" at the end of this lesson, you will have the opportunity to go back and edit your responses here. You will also receive your completed lesson plan in a much more readable format as your own Google doc, to which you can make further edits to the content as well as the format.
UDL Lesson Creator's Name
UDL Lesson Creator's eMail *
Your email is required to receive your completed UDL Lesson.
UDL Lesson Title *
The IN Academic Standard(s)
According to state and federal guidance (, it is imperative that all students be working toward making progress on Indiana Academic State Standards for the grade in which they are enrolled K-12 ( or Early Learning Foundations Framework for PreK (
What are the IN Academic State Standards being targeted with this lesson? *
More than one standard can certainly be targeted simultaneously. They should all be for the grade level at which the students are enrolled, however. More information in the next sections should help with "unpacking" those standards for students who may presently be performing below and/or above the standards listed here.
Objectives & Outcomes
These are the goals of what is being taught. The key to thinking about the state standards in a way that includes ALL students is "unpacking" them:

"ALL Students" consists of the fundamental elements of the standard as found in the Content Connectors for K-12 ( or Early Learning Foundations guidance for PreK:

"MOST" students typically consists of the majority of the class.

"SOME" students might consist of a small number who will be able to take the standard and expand upon it/dive far deeper into it conceptually.
What are the Objectives/Outcomes for ALL Students? *
Include the Content Connector(s) as needed in this section:
What are the Objectives/Outcomes for MOST Students? *
What are the Objectives/Outcomes for SOME Students? *
Universally Designed Classroom Environmental Considerations
This includes environmental factors such as lighting options, doorways, seating options, sounds, smells, colors, spacing, etc. These factors can be as important as any other academic flexibility within the UDL Framework of choice.
For more support visit:
What about the classroom environment contributes to a Universally Designed learning space? *
What about the classroom environment needs to be adjusted for this lesson in order to create a more Universally Designed learning space? *
Essential Background Knowledge & Vocabulary Terms
There may be terms essential to this lesson that need to be explicitly taught to some students prior to more conceptual teaching of this academic standard.
What Background Knowledge and/or Vocabulary Terms might be necessary to this lesson and need to be taught separately? *
How will this Background Knowledge and/or Vocabulary be taught? *
Materials, Specialized Formats, Assistive Technology, and Networking
Materials include hardware, software, writing utensils, specialized formats, and other consumables. Networking includes essential connections to other people within your building, district, or statewide resources such as the Indiana Resource Network ( Specialized Formats include digital text, audio, braille, large print, captioning, etc.
What are the needed supplies and/or connections to other professionals (SLP, IT, OT, PT, Behavior Consultant, etc)? *
Are Specialized Formats of Instructional Materials needed? *
Some students may require Specialized Formats of materials as documented in their IEPs. Other students may not qualify for all formats from all sources, but it's critical to remember that it's so important to provide materials to ALL students in the way that they receive the information best. This includes materials that are purchased, adopted and/or teacher-created. Timely Manner: Specialized Formats should be ready received at the same time as other students receive instructional materials. Request Materials from ICAM:
If Specialized Formats of instructional materials are needed, does your district have a process for obtaining them through the Digital Rights Manager (DRM)? *
Resource: ICAM: Seek technical assistance and training:
What Assistive Technology (AT) might need to be incorporated into this lesson to allow ALL students to receive AND respond to the content in a way that most meaningfully demonstrates what they know? *
Resource: PATINS Assistive Tech. Lending Library:
Lesson Content: Designing for Multiple & Flexible Ways of Engagement, Presentation, Interaction & Response
Intentionally designing multiple and flexible ways to engage students, represent content, and allow students to interact and express what they know affords ALL of your students the opportunity to actively participate in their learning in ways that best meet their individual needs and learning preferences. In many ways, UDL is a framework full of options and student choice. Remember to include links to info that will be helpful for students needing Specially Designed Instruction, links that will be helpful to you as the instructor/facilitator.
Lesson Introduction *
How will you allow for multiple/flexible ways of engaging students in the introduction? *
How will you allow for multiple/flexible ways of presenting the introduction to students? *
How will you allow for multiple/flexible ways of allowing students to interact with and respond to the introduction? *
Time Allowed for Intro *
Lesson Body (Include Direct Instruction, Modeling, Guided Practice/Student Interaction) *
How will you allow for multiple/flexible ways of engaging students in the lesson body? *
How will you allow for multiple/flexible ways of presenting the lesson body to students? *
How will you allow for multiple/flexible ways of allowing students to interact with and respond to the lesson body? *
Time Allowed for Body *
Lesson Closing (Include frequent formative feedback and summative assessment plans) *
Remember that assessment must be also be accessible to all students.
How will you allow for multiple/flexible ways of engaging students in the lesson closing/assessment? *
How will you allow for multiple/flexible ways of presenting the closing content/assessment to students? *
How will you allow for multiple/flexible ways of allowing students to interact with and respond to the lesson closing/assessment? *
Time Allowed for Closing *
Extending The Learning Experience
Students can often greatly benefit from having the opportunity to continue receiving info and have the ability to respond to it outside of the school building and outside of the school day hours. Reflection and further application is essential to building long-term content connections and enhancing students' learning experiences.
What are the options for extending this learning experience beyond this classroom and this class period? *
Planning for Improvement
List resources, hardware, software, policies, networking, and other considerations needed to make this lesson potentially even more Universally Designed in the future.
Please Remember
Remember that this finished lesson will be emailed to you as your own Google Doc, which can be edited in the future. This may be a question that you'll want to revisit after the lesson has been taught. It might prove helpful to keep a list of the barriers that you run into while teaching this lesson. It's often important to document these barriers as a step toward removing them.
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