Unit Plan: Module Assignment

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EDUC 307
Unit Plan: Module Sample

Unit Description:
The Unit Plan: Module Assignment that will be developed during this course is designed for the unit theme of Geography. The focus will be on maps. Fifth grade students will view and identify various maps, from world maps to state maps. Students will be able to recognize similarities and differences between the maps, as well as the uses for each type of map.
Mathematics also ties into this unit. Students will use rulers, measuring inches in whole and fraction form, to find distances on maps and create map legends. Students will create a map, using proper measurements, as the culminating assignment.

Class Description:
Description of the Class: The fifth grade class of twenty students at Grover Washington Jr. Middle School is comprised of nondisabled students, as well as students who receive special education supports and services. The ten students who receive special education supports and services range in disabilities.
Anyae, who is a nine-year-old girl, has been diagnosed as having Autism. She is able to participate in an inclusion setting without any disruptions. She is on a third-grade mathematics level and is very eager to learn. Anyae aims to please and feels proud when she grasps a new concept. Though Anyae has become close with two girls in the class, she has difficulty socializing with her classmates. Shareef, who is a ten-year-old boy, has been diagnosed as having a Learning Disability. He struggles with reading and is functioning on a second-grade reading level. Shareef enjoys making others laugh and always has a smile on his face. English is a Second Language for Eric. He speaks Spanish within his home and with his extended family members and friends. He understands a few English words and uses visual cues for further comprehension. He has become friends with another Spanish-speaking student in the class who helps interpret for him. In addition to receiving ESL support, Eric has been diagnosed with a reading Learning Disability. Due to the language barrier, his reading fluency and comprehension are below grade level. Kervin, a ten-year-old boy, has been diagnosed with an Emotional Disorder. He has difficulty socializing with peers and becomes easily aggressive. When Kervin is frustrated or upset, he has difficulty focusing on a task. He is functioning on grade level academically. Amir, a nine-year-old boy, has been diagnosed with a Learning Disability. He struggles in math, reading, and writing. Though Amir participates in an inclusion setting, he loves to learn in a small group. He has shown improvement, becoming more comfortable participating in whole group lessons. Amir becomes frustrated easily and needs constant encouragement from the teacher. Fatou is a nine-year-old girl who has been identified as having a Learning Disability. She struggles in both reading and mathematics. She also receives ESL services. She speaks French in her home. She understands and can speak English, but her difficulty with the language is writing. William, a ten-year-old boy diagnosed with ADHD, enjoys making others laugh and is very caring. He has difficulty focusing and following classroom norms. William works well in small groups and requires constant praise. Dasia, a nine-year-old girl, is diagnosed with a Learning Disability, with a deficit in mathematics. She is able to grasp new concepts when broken down step by step and struggles with basic skills. Dasia is functioning below her grade level. She enjoys being the teacher’s helper and is very social. Denijsha, a ten-year-old girl, is diagnosed with ADHD. While she is eager to learn, she has difficulty focusing at times. She has difficulty following classroom norms and displays disruptive behavior when she is off task. Denijsha is functioning one year below grade level in math. Quadir is a ten-year-old boy diagnosed with Emotional Disturbance and ADHD. He struggles with focusing and responsibility. He understands concepts in class, however has difficulty completing assignments at home. When he becomes upset, he walks out of class and becomes physical with others. Due to these behaviors, he is functioning two years below grade level.

Subject: Social Studies

Grade Level: 5th

Topic: Geography

State Standard/SOL:
VS 1.i Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events

Day

Objective

Teacher Instructs

Guided Practice

Independent Practice

Assessment/Evaluation

1

Given a model of a globe and a map, students will differentiate between maps and globes and explain their uses with 80% accuracy.

KWL – What is a map” What is a globe? What do we use them for? Why are they important?

Show students real examples of maps and globes. Compare and contrast the two using a Venn Diagram.

Students will color a picture of a map and a picture of a globe. They will glue labels identifying each as well as facts that make them unique.

Explain the uses of maps and globes on a Venn diagram.

2

Given a North America Map, students will locate their country, city, and state on a map with 80% accuracy.

What is the name of the place where we live? Is it the name of our city, state, or country?

Students will outline a map of the US in red. Locate Pennsylvania, outlining it in purple. Philadelphia will be located with a green dot.

Students will glue labels identifying city, state, and country (with correlating names) onto their maps.

Students will be asked the name of our street, city, state, and country.

3

Given a sample neighborhood in a story, students will compare and contrast their neighborhood with the book characters’, including 3 ways they are alike and 3 ways they are different with 90% accuracy.

Read a story about a boy who lived in New Jersey, in the city of Camden….

Complete a T-Chart comparing where the boy lives to where we live based on locations on the map.

Students will complete a chart identifying that Olney Ave. is in the neighborhood called North Philly, in the city of Philadelphia, in the state of Pennsylvania, in the country called the United States of America.

Students will list 3 similarities and 3 differences between their neighborhood and the book character’s neighborhood.

4

Given a blank map, students will create a map using 4 out of 5 map symbols, including references to land, water, cities, and roads, and mountains.

What are symbols? Why would they be important to use on a map?

Students identify symbols through a matching activity.

Students draw symbols for water, mountains, trees, street, and houses on their maps.

Students will create a map using specific map symbols.

5

Given a map with a compass rose, students will use cardinal directions on maps to answer at least 5/6 questions.

How can we use a map to help us with directions?

Cardinal Directions Game! Students will stand and move in the direction the teacher says aloud.

Students will add a cardinal rose to their maps.

Students will answer 6 questions using a compass rose and map.
Assessments/Evaluation Samples for Days 1-5:
Day 1
Directions: Describe the features of a MAP and a GLOBE.
MAP GLOBE

Day 2
Directions: Name your street, city, state, and country.

Street

City

State

Country
Day 3
Directions: Compare and Contrast your neighborhood to the one in today’s story.
My Neighborhood + Book Neighborhood

ALIKE

DIFFERENT

Day 4
Directions: Make a map using at least 4 of the following map features and list in a map key- land, water, cities, roads, mountains.

MAP KEY
Day 5
Directions: Match the following geographical terms.
MAP QUIZ

_____ Map

a. The directions of north, east, south, west

_____ Globe

b. The part of the map that tells what the shapes mean

_____ Symbol

c. A round model of the earth

_____ Cardinal Directions

d. The part of the map that shows the cardinal directions

_____ Map Legend/Map Key

e. A picture or thing that stands for something else

_____ Compass/Compass Rose

f. A drawing that shows what places look like from above and where they are located

Page 7 of 7
EDUC 307
Unit Plan: Module Template

Unit Description:

Class Description:

Subject:

Grade Level:

Topic:

State Standard/SOL:

Day

Objective

Teacher Instructs

Guided Practice

Independent Practice

Assessment/Evaluation

1

2

3

4

5

Assessments/Evaluation Samples for Days 1-5:
Day 1
Directions:
Day 2
Directions:

Day 3
Directions:

Day 4
Directions:

Day 5
Directions:
Page 1 of 5
EDUC 307
Unit Plan: Module Assignment Instructions
Overview
Throughout the past assignments, you have been building components of planning within the Unit Plan Assignments. You began your ideas in your Unit Plan: Foundation Assignment. In the Unit Plan: Alignment Assignment, you created three objectives and assessments off of the SOL chosen in the Unit Plan: Foundation Assignment. You then took one of the objectives and assessments and built a detailed lesson plan and then developed a plan to differentiate that lesson. In this Unit Plan: Module Assignment, you are taking those earlier ideas and now building an entire module, or weeks’ worth, of lessons, for the subject and state standard you have been working with. You will include sample assessments/evaluations to support each day’s lesson.
Instructions
The candidate will complete the Unit Plan: Module Template. Within the template, complete each section. You will create a class description and make sure to include a student with ESL and a student with a disability. This information should correlate with your class description in your Unit Plan: Lesson Plan Assignment. Create a week’s worth of block lesson plans for your chosen SOL as described in earlier assignments. Include a sample assessment/evaluation for each of the 5 days of instruction in your block plans. Utilize theUnit Plan: Module Grading Rubricas well as the Unit Plan: Module Sample provided to guide you.

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