EDU 673 Week 4 Assignment Creating A Unit Plan

  

Week 4 – Assignment

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:

• Grade Level and Subject 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: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:

• Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit. 
• Create at least two measurable unit objectives that align with the CCSS. 
• Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance). 

The following resources are helpful when creating Stage 1:

• Common Core Standards – The Standards
• Writing measurable learning objectives. 
• P21 common core toolkit

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 and DI theory and how the assessment takes into account your diverse student population. 

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:

• List the daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiated instruction and UDL. For example: 
  • 9th Grade English, Unit: Character Analysis 
  • Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence 
  • Day 1: Pre-assessment, introduction to book 
  • Day 2: Watch parts of “Dead Poet Society” with discussion 
  • Day 3: Writing Prompt (based on initial book chapters) 
  • Days 4-5: Graphic organizer- begin building character analysis with teacher-selected partner 
• Describe how each daily activity incorporates differentiated instruction and UDL. 
• Discuss two technology tools that will be incorporated throughout the unit including how each addresses differentiated instruction, how each will be used to aid instruction and how each is an example of universal design. Be sure to support with evidence from at least one scholarly source. 
• Describe which self-regulation strategies have been built into the lesson and how they are reinforced and differentiated depending on the student’s level of need. 

Instructive tools to consider for your lesson:

• 10 Emerging Education and Instructional Technologies that all Educators Should Know About (This list summarizes Emerging Education and Instructional Technologies) 
• Tech Connections (this website provides a chart that explains how to connect technology with each multiple intelligence level and how it can be used to differentiate instruction) 
• Ten Tips for Differentiation (this website lists technology tools by area of motivational needs to create a more engaging lesson) 
• LiveBinders (this is a Live Binder that was created to provide teachers with resources for using digital tools in the classroom) 
• The New York Institute of Technology (the New York Institute of Technology created webpage to help teachers find resources, services, and tools to support your teaching and learning) 

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 unit 1. 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–standards  o 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.  Stage 3: The final stage of the unit plan involves developing the activities and experiences.  Unit Goal: The final   demonstration of mastery driven by the CCSS.   Day   1: Learning Objective At the conclusion of this lesson, students will (measurable action verb)   by (activity) with ____% accuracy.  Activity: A brief description the   activity students will complete to master the lesson objective that   incorporates differentiation and UDL techniques.
Formative Assessment: How   will the lesson objective be assessed? (e.g.: worksheet, journal, project, etc…)  Technology How will this technology tool be incorporated and how does it address differentiated instruction with   supporting evidence from at least one scholarly citation, how it will be used   to aid instruction, and how it is an example of universal design.  What   self-regulation strategies have been built into the lesson, how they are   reinforced, and differentiated depending on the student’s level of need.  Day   2: Learning Objective At the conclusion of this lesson, students will (measurable action verb)   by (activity) with ____% accuracy.  Activity: A brief   description the activity students will complete to master the lesson   objective that incorporates differentiation and UDL techniques.
Formative Assessment: How   will the lesson objective be assessed? (e.g.: worksheet, journal, project, etc…)  Technology How will this technology tool be incorporated and how does it address differentiated instruction with   supporting evidence from at least one scholarly citation, how it will be used   to aid instruction, and how it is an example of universal design.  What   self-regulation strategies have been built into the lesson, how they are   reinforced, and differentiated depending on the student’s level of need.  Day   3: Learning Objective At the conclusion of this lesson, students will (measurable action verb)   by (activity) with ____% accuracy.  Activity: A brief   description the activity students will complete to master the lesson   objective that incorporates differentiation and UDL techniques.
Formative Assessment: How   will the lesson objective be assessed? (e.g.: worksheet, journal, project, etc…)  Technology How will this technology tool be incorporated and how does it address differentiated instruction with   supporting evidence from at least one scholarly citation, how it will be used   to aid instruction, and how it is an example of universal design.
What self-regulation strategies have been built into the lesson, how they are reinforced, and differentiated depending on the student’s level of need.