Engaging All Students With
Daily Lessons
This module explores the components of the monthly
lessons. These engaging lessons provide differentiated
content and activities to address academic and transition
Learning Objectives
After you've completed this module, you should be able to:
Explain how ULS aligns to your state standards
Review the monthly pacing guidance
Explain the components of detailed lesson plans
Locate the differentiated learning expectations for each lesson
Identify two ways to address Science and Social Studies standards using ULS materials
Explain how iDocs can support student engagement
Standard VIII: Curriculum and Instruction
Standard IX: Learning Environment
Standard X: Instructional Resources
ISTE (International Society for Technology in
Education) Standards
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
Learning Designs
Follow-Along Guide
1. In _____________________ ____________________ _________________ under _____________________ ____________,
you’ll find the alignment between the monthly lessons and specific standards.
2. The _______________________ ____________________ area takes the extended standards and condenses the
3. The ______________________ ___________________ ____________ outlines all of the available resources and
provides a suggested _________________________ for introducing the lessons.
4. Students will visit lessons ______________ _______________ during the month to complete different
5. Unique Learning System bases _________________ units on a __________________ or _______________
__________________ theme.
6. Five content areas that the monthly lessons address are:
a. ____________________
b. ____________________
c. ____________________
d. ____________________
e. ____________________
7. Lessons are posted ______________ month in advance, allowing time to plan and prepare.
8. The differentiated task based on a student’s level of support for each Instructional Target is listed on
the ______________________________________ _____________________________________.
9. The _________________ ____ ____ _________________ provides a ___________ of the Lesson and breaks down the
10. The ____________________ __________________ is the most important part of the Detailed Lesson Plan.
11. Use the ________________ ____________________ statements to ____________ and _______________ student
12. To allow students to experience turning pages and handling a book, Leveled Books can be
printed in _______________ form.
13. The ______________ provides ____________ and ______________ feedback.
14. Use the _________ button to navigate within the lesson.
15. You can select the green ______________________ ______________ button to generate a new math
problem for the targeted skill.
16. To meet ________________________, _____________________, and _______________ requirements, ULS
provides monthly, differentiated _________________ and _________________ __________________
17. To support _________________________________ each lesson includes ______________ versions of all
lessons and manipulatives.
In your activity guide, write down which monthly lessons address frequently targeted
standards in your classroom.
Activity 1
Activity 2
Take a moment to review the detailed lesson plans for other lessons in your grade band. Open
and review the lesson plan for a vocabulary and math lesson. In your activity guide, describe the
similarities between the instructional routines. Explain how following a consistent instructional
routine could positively impact daily instruction. Next, record your plan to ensure differentiated
leveled expectations for activities with your team.
In your activity guide, describe how the three levels of the Leveled Book can aid in individual
and group literacy instruction. Outline how you will use the interactivity and communication
board to increase engagement.
Activity 3
Activity 5
Activity 4
Explore the remaining lessons. Become familiar with the Instructional Routines and student
materials. Locate lessons that incorporate life and transition skills.
Take a moment to review the Instructional Routine and materials in the science and social studies
Self-Evaluation Checklist
I can explain how ULS materials align to my state standards.
I know how to pace lessons using the Suggested Monthly Plan.
I can explain the components of the Detailed Lesson Plans.
I can find the differentiated learning expectations for each lesson.
I can identify two ways to address Science and Social Studies standards using ULS.
I can describe how the iDocs increase student engagement.
Alignment Tools provide alignment between the monthly lessons and specific standards; demonstrate the
comprehensive alignment between your state’s standards and daily instruction using Unique Learning System;
detail general education access and support IEP development.
Course contains a prescribed number of modules to provide detailed instruction to support mastery of a larger
Differentiated Levels: (applies to both Unique Learning System and News-2-You)
Level 1: Students typically require maximum support within instructional tasks. For these students, increasing
the level of participation is the main objective. (Participatory)
Level 2: Students require picture support and other direct support in learning and the demonstration of skills.
Level 3: Students typically are reading or have potential to learn to read text and independently demonstrate
comprehension of learned information within modified content. (Independent)
Dynamic Math an interactive page that generates a new math problem for the targeted skill each time the
green dynamic math button is selected.
Grade Bands contain age-respectful, engaging materials for students with significant disabilities and provides
access to the general education curriculum; all materials align to general education and extended standards for
core subjects in all 6 grade bands; Preschool (students ages 3-5), Elementary (Grades K-2), Intermediate
(Grades 3-5), Middle School (Grades 6-8), High School (Grades 9-12), Transition (Students ages 18+)
Interactive Document (iDoc) the online format that supports Unique Learning System®, News-2-You® and
SymbolStix PRIME®; accessible on many platforms; customizable and supports a variety of skill levels and
accessibility needs for students with disabilities
Instructional Targets connects
a state’s extended standards with relevant curriculum content for students
with significant disabilities
Lesson Activity revisiting and reinforcing the skills of the lesson by completing different activities.
Lesson at a Glance Page provides a scope of the Lesson and breaks down the activities, provides a quick
reference that lists activity materials, tools and additional materials
Lesson Plans provided within each lesson and include Instructional Targets aligned with your state’s extended
standards; outline a defined instructional routine to support instruction and incorporate three levels of
differentiated task expectations to meet the needs of each student
Vocabulary (cont'd)
Master Page first page of the lesson plan; contains the Instructional Targets, Differentiated Task Expectations,
Topic Connection, Vocabulary and Assessments that align to the specific lesson
Module an organized collection of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards, learning
objectives and opportunities for the learner to engage with the content. An assessment of what is learned is
included with each module.
Monthly Topics thematic units that focus on a science or social studies topic and build in appropriate reading,
writing and math activities. Unique Learning System is designed around monthly thematic units.
Suggested Monthly Plan guides the successful implementation of monthly lessons and activities; notice:
lessons are not designed to be taught in numerical order
Text-to-Speech converts words from a computer document (e.g. word processor document, web page) into
audible speech spoken through the computer speaker; differs from screen reader technology because it doesn't
read any system information or alternative text descriptions