Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
The following resources are helpful when creating Stage 1:
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior management).
In Stage 3 you must:
Instructive tools to consider for your lesson:
Use your course text and at least two other sources (either scholarly article or online resource). ./Your paper will be formatted according to APA guidelines including title and reference pages.
Carefully review the Grading Rubric for the criteria that will be
|Assignment: Creating a Unit Plan: Template Guide Introduction A brief description of your current (or fictional classroom) Grade Level & Content Area Total number of students – ability levels, gender, students with special needs, English language learners (ELLs) Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)|
|Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. (For the purpose of this class, consider a unit to be three days) What is the content area? (e.g.: math, science, social studies, English…) Common Core State Standard: The state’s required standard of mastery Measurable Unit Objective: What you want the students to master at the end of the unit1. The students will (measurable verb) by (activity) with (___% of accuracy)2. The students will (measurable verb) by (activity) with (___% of accuracy) Online Resources:o http://www.corestandards.org/the-standardso http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/o http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf|
|Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative assessments, and a summative assessment Pre-assessment: explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals. Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals, DI theory, and takes into account your diverse student population.|
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