“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
Lesson plan for UDL based Class Transaction
School: Aatman Academy
Name of Facilitator: Harshali Kharche
Subject: History and Civics
Topic: The Harappan Civilization, Trade and Decline
Class/Grade: VI
Date: 21/02/2022
Time: 8:45am
Duration of Class/session:
45min
Number of Students: 05
Expected previous knowledge of the learners:
-
What is Harappan civilization
-
Major states and location under Harappan civilization.
-
Knowledge of life, structure of house and town planning of the Harapan civilization.
-
Knowledge of great bath, seals and pots.
Lesson Objectives: By the end of the unit the learners will be able to
1. Understand Trading details in Harrapan civilization
2. Reasons for decline of the Harappan Civilization
Session/ Learning Outcomes:
At the end of this session children will be able
1. Meaning Of Trading
2. Pattern of trading
3. Reasons for decline of the Harappan Civilization
Learning Indicators:
-
Will be able to tell what is import and export
-
List the reasons of decline of civilization (at least two)
-
Name two places/ countries from where the things are imported and two places/ countries to where things are exported
“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
Material Resources:
PPT, Map of ancient civilisation, video, physical map
Post lesson transaction self-assessment and evaluation:
“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
STAGE
Teachers Procedure
Solutions or Preparations
Self-Notes /
for the Expected Barriers
Supervisor’s Notes
Introduction
(Includes games
Students will exchange things (whatever they have toys, pencils,
Expected Barriers
& activities often
pen, plants, food etc), with other students or with teacher in
Student may not able to understand
connected to the
offline setup and with parents or siblings in online setup.
the giving and taking things from
previous
knowledge of
ALL the learners,
country in larger picture.
Teachers question:
1. Some things we have, we grow, we make and other
that serve as ice
breakers and
energizers)
2.
Solutions or Preparations
person doesn’t have so we give it them. What it’s called
We can further discuss and give
Exporting
various examples by showing
Vice a Versa- What it’s called – Importing
sketches, videos and physically
3. Is it possible to have or to make everything by our own?
doing activities with other
Or do we have all the things that we required at our home
classrooms.
or in our country?
Teaching material in terms of all
4. Trading is important?
requirements is ready to clear the
basics that are required for
teaching concept
Development
(includes
Teacher Inputs
After the introduction, game, teacher will begin the lesson
by describing following
1. What is Trading
Expected Barriers

Some children are not
comfortable with PPT
“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
&
Guided
Inputs/Practice)
2. How it use to happen in Harrapan civilization

3. How they use to trade the things…by land and sea routes
4. What is dockyard
Technological barrier of
Showing PPT.

5. What are Natural calamities?
Only worksheet will not
cater everyone.
6. What are the different Reasons for decline of the
Harappan Civilization
Solutions or Preparations

Will use Video, Actions and
children can do it by sitting
and standing.

If technological barrier
happens we are ready with
the flash cards of all the
information.
Recapitulation
(includes games
& activities that
help revise the
learning through
Independent
Learner Practice
that demonstrate
Teacher will ask/ write / draw / physically do
1. If I am giving something – what its called? Vice a versa
draw the diagram, say it or show it.
2. Name/ show in map/ write/ two countries export and
import is happening
3. Give two reasons of decline of Harrapan civilization.
Child may face problem to recall
the concept/ words/vocabulary than
images or flash card help him/his to
reconnect with the topic.
“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
learning
indicators)
Learner Activity
(includes games,
activities or
worksheets that
gauge the
attainment of the
learning
outcome/s)
Providing the worksheet based on Trade and decline of
Children who have an issue to write
civilization
it down on paper, can bring the
important things he/she needed
then show & tell what she/he
understood.
“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
At every stage of your lesson plan, list out the ACTIVITIES/ IDEAS/TECHNIQUES that you have planned,
to demonstrate your understanding of a UDL based approach. This table is the most important part of this lesson plan, that helps you become aware of learner
diversities. It will also help you focus on YOUR plan of action to serve their needs, ensuring that every learner is included.
Stages of the lesson plan
Multiple means of ENGAGEMENT
Multiple means of REPRESENTATION
Multiple means of EXPRESSION
Introduction
Appropriate tools Audio, visual, Drama
Video, pictures, PPT, actual material
Game
to create interest and to check previous
knowledge. Also use of videos which
are showing the concept of Trading
Tactile- Use of actual games
Development
Audio Visual and Kinaesthetic, Tactile
Videos, action song
PPT
Recapitulation
Activities which include visual, auditory
Read out sentences for Auditory
Student can respond in multiple ways.
and kinaesthetic learner.
learners, show them in ppt for visual
learner
“Learning to facilitate learning”
CERTIFICATE course in HOLISTIC INCLUSION of LEARNERS with DIVERSITIES
“CHILD”
Learner Activity
Audio, visual, tactile and kinaesthetic
worksheet
Reading
Writing and Drawing