Creating a 3-day Unit Plan for 1st or 2nd graders
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Create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligence, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the guideline below:
Introduction: Provide a brief introduction (this can be copied from your Week Two assignment)
- A brief description of your current (or fictional classroom)
- 1st, 2nd or 3rd grade and 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: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion.
- Identify the content, Unit Title, and Unit subject
- Identify 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
- The students will (measurable verb) by (activity) with (___% of accuracy)
- The students will (measurable verb) by (activity) with (___% of accuracy)
- Create a description of what you want the students to master including key concepts, ‘big ideas’, and major understandings (see the textbook, chapter four for guidance)
Resources:
- Common Core Standards – The Standards – http://www.corestandards.org/the-standards
- Writing measurable learning objectives. – http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/
- P21 common core toolkit – 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, 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, p 5-6).
In addition, this stage should also incorporate self-regulation strategies (behavior management).
Include in your Stage 3 Unit Plan:
– A daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiates instruction and UDL.
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.
Remember in stage 3 to consider the following in your unit plan:
– How each daily activity incorporates differentiated instruction and UDL.
– TWO technology tools will be incorporated throughout the unit with explanations of how it:
- Addresses differentiated instruction with supporting evidence from at least one scholarly citation,
- Will be used to aid instruction
- 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.
Be sure to appropriately cite the use of the instructional tool used out of respect for copyright and credit for use of intellectual property.
Instructive tools to consider for your lesson:
- This list summarizes Emerging Education and Instructional Technologies.
- 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.
- This website lists technology tools by area of motivational needs to create a more engaging lesson.
- 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 created webpage to help teachers find resources, services, and tools to support your teaching and learning.
