A unit plan integrates multiple standards informing a mathematical concept and is taught in multiple lessons over several days. The large‐scale planning process outlines activities that complement one another to ensure a successful learning experience for all students.
When planning units, educators must begin with the standards, learning targets/objectives, and summative assessment. Keeping the end learning goals in mind allows educators to plan the lessons to ensure students stay focused on what is important. Alignment between standards, learning objectives, instruction, and assessment provides a clear direction for both teachers and students. When students understand the goal of the lesson and all instruction, activities, and assessment are aligned, they are more likely to master the skill or concept.
For this assignment, use the “3‐Day Unit Plan Template” to create a 3‐day instructional unit plan and summative assessments designed for the students outlined in the “Class Profile” in the K‐8 grade level of your choice. Use your state’s mathematics standards to select 1‐3 math standards from one domain (number and operations, algebra, geometry, measurement, or data analysis and probability) to represent and teach in the unit.
Complete the following when designing your unit:
Clearly integrate instruction and assessments so that standards, learning targets/objectives, learning activities, and assessments are all aligned
Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem‐solving skills
Create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom using effective verbal, nonverbal, and media communication techniques
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
| Day 1 | Day 2 | Day 3 | |
| National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented. |
|||
| Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. | |||
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | |||
| Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit. |
|||
| Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking |
Section 2: Instructional Planning
| Day 1 | Day 2 | Day 3 | |
| Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
|||
| Presentation of Content | |||
| Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners. |
|||
| Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
|
||
| Application of Content | |||
| Multiple Means of Engagement
How will students explore, practice, and apply the content? |
|||
| Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
|
||
| Assessment of Content | |||
| Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction. |
|||
| Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) |
|
||
| Extension Activity and/or Homework | |||
| Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. | |||
What Students Are Saying About Us
.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐"Honestly, I was afraid to send my paper to you, but you proved you are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"
.......... Customer ID: 11***| Rating: ⭐⭐⭐⭐⭐
"This company is the best there is. They saved me so many times, I cannot even keep count. Now I recommend it to all my friends, and none of them have complained about it. The writers here are excellent."
"Order a custom Paper on Similar Assignment at essayfount.com! No Plagiarism! Enjoy 20% Discount!"
