Creating A Unit Plan Once You Know Your Students 473740 ✓ Solved

Creating A Unit Planonce Youve Gotten To Know Your Students Through L

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 with details on ability levels, gender, students with special needs, English Language Learners (ELLs), and other relevant information such as socioeconomic status, family background, or recurring behavior issues.

Stage 1: Determine the “Big Picture”: what you want students to learn conceptually at the unit’s end. 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 aligned with the CCSS. Describe key concepts, “big ideas,” and major understandings that students should master, referencing Chapter 4 of the textbook.

Stage 2: Evidence of Learning: pre-assessments, formative assessments, and a summative assessment. Explain how you will measure students’ readiness and prior knowledge, considering their strengths, interests, and learning needs. Describe how formative assessments will inform instruction and address Universal Design for Learning (UDL) principles. Design a summative assessment that measures mastery, incorporating UDL principles and differentiation (DI) theory, while considering student diversity.

Stage 3: Activities and Experiences: Daily lesson breakdowns that meet the unit goals, incorporate differentiated instruction, UDL, and active learning strategies. Include activities such as pre-assessment, instruction, discussion, and collaborative work, detailing how each activity meets differentiated instruction and UDL. Describe two digital tools to be used throughout the unit, explaining how each supports differentiation and universal design, citing at least one scholarly source. Discuss self-regulation strategies embedded within the lessons, illustrating how they are reinforced and adapted to meet diverse student needs.

Supportive tools to consider are: emerging educational technologies, connections between technology and multiple intelligences, online resources like LiveBinders, and resource pages from institutions like NYIT. Use your course textbook and at least two additional scholarly or credible online sources. Your paper should adhere to APA formatting, including title and reference pages.

Sample Paper For Above instruction

In designing a comprehensive three-day unit plan for a diverse middle school classroom, it is essential to carefully consider the demographics, learning objectives, assessment strategies, instructional activities, and the integration of technology and self-regulation practices. This approach not only aligns with standards such as the Common Core State Standards (CCSS) but also embodies the principles of Universal Design for Learning (UDL), ensuring accessibility and engagement for all students.

Introduction and Demographics

The hypothetical classroom comprises 25 students in eighth grade, with a balanced gender distribution (13 males, 12 females). The student population reflects diversity in abilities, with five students receiving special education services and four identified as English Language Learners (ELLs). Socioeconomic backgrounds vary, with several students qualifying for free or reduced lunch. Family structures range from single-parent households to extended family households, and behavior issues such as disengagement and attention difficulties are observed in some students.

Stage 1: The Big Picture

The unit, titled “Analyzing Character Development in Literature,” corresponds with CCSS.ELA-LITERACY.RL.8.3, which involves analyzing how particular lines of dialogue or incidents propel the action, reveal character, or provoke a decision. The central focus is on understanding how authors develop characters and themes through narrative techniques. The two measurable objectives are:

• Students will analyze the development of a main character using textual evidence, aligning with CCSS.ELA-LITERACY.RL.8.3.
• Students will craft a written character analysis essay, demonstrating comprehension and application of literary concepts.

Key concepts include character traits, motives, conflicts, and narrative structure. The “big ideas” emphasize how literary devices shape character development and influence reader perception, fostering critical thinking about texts.

Stage 2: Evidence of Learning

Pre-assessment

To evaluate prior knowledge, students will complete a quick-write about their favorite book character and participate in a vocabulary quiz focused on literary terms. An interest inventory will identify their preferences, and a brief discussion will reveal their familiarity with narrative analysis.

Formative assessments

Throughout instruction, students will participate in think-pair-shares, character concept maps, and short journal reflections. These formative assessments offer insights into understanding, guiding tailored mini-lessons and differentiated activity prompts. The assessments are designed to be accessible via digital platforms, aligning with UDL principles by providing multiple means of engagement and representation.

Summative assessment

The final assessment involves students composing a character analysis essay, supported by a digital graphic organizer. The essay rubric emphasizes literary analysis, textual evidence, coherence, and originality. Multiple means of submission and feedback ensure all student needs are met, applying Universal Design for Learning and differentiation strategies to accommodate language proficiency, ability levels, and learning preferences.

Stage 3: Activities and Experiences

Day 1

Students will complete a pre-assessment activity, such as a quick-write about their favorite character, and then receive an introduction to narrative structure and key character development techniques through interactive lecture and multimedia presentations. Differentiation is supported with visuals, audio descriptions, and scaffolded note-taking options. UDL principles are integrated by providing multiple means of engagement and representation. A digital polling tool (e.g., Mentimeter) will gauge understanding in real-time, adjusting instruction accordingly.

Day 2

The class views selected scenes from “Dead Poets Society” that exemplify character development, followed by guided discussion and small-group analysis. Technology tools like video subtitles and interactive discussion boards (e.g., Padlet) facilitate engagement for ELLs and students with attention difficulties. Group activities are structured to promote collaboration and peer learning, with roles assigned to differentiate participation.

Day 3

Students will draft their character analysis essay using a graphic organizer, with options for digital or paper-based formats. They will peer review each other’s work using an online rubric, with accommodations made for language learners and students requiring additional support. The activity emphasizes self-regulation strategies such as goal-setting, self-monitoring checklists, and reflection prompts, tailored to individual student needs and backgrounds.

Digital Tools and Self-Regulation Strategies

Two key digital tools incorporated throughout the unit include:

1. Padlet: An interactive discussion platform that supports differentiated participation, allows visual and text-based contributions, and caters to multiple learning preferences. It exemplifies UDL by offering alternative modes of expression and engagement (Higgins et al., 2020).
2. Canva: A graphic design tool used to create visual character maps and essays, fostering student creativity and accommodating varied abilities. It aligns with universal design principles by allowing students to produce content in multiple formats, enhancing accessibility.

Self-regulation strategies, such as goal-setting, self-assessment checklists, and reflection journals, are embedded within each lesson. These strategies are differentiated by providing visual supports or audio prompts as needed, supporting students’ executive functioning and promoting independent learning.

Conclusion

By integrating diverse assessment methods, technology tools, UDL principles, and self-regulation strategies, this unit plan aims to engage all learners actively and meaningfully. Catering to varied cultural, linguistic, and ability differences ensures equitable learning opportunities, fostering critical thinking and analytical skills centered around literature and character development.

References

• Higgins, S., Xiao, Z., & Katsipataki, M. (2020). The effects of digital technology on learning: A meta-analysis. Educational Technology Research and Development, 68(4), 231-245.
• CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org
• Common Core State Standards Initiative. (2010). ELA standards. http://corestandards.org
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• National Institute for Literacy. (2011). Developing Literacy in Diverse Classrooms. National Institute for Literacy.
• Hehir, T., et al. (2016). A Summary of the Evidence on Inclusive Education. Journal of Special Education, 50(2), 66-76.
• McLeskey, J., et al. (2017). Inclusion and the achievement gap: A review of the literature. Remedial and Special Education, 38(3), 165-174.
• Wikis, R., & Smith, A. (2019). Digital Tools for Differentiated Instruction. Journal of Digital Learning, 21(2), 112-130.
• National Council of Teachers of English. (2018). “Literature in the Digital Age.” Voice & Vision.
• Rath, T. (2008). Strengths Based Leadership. Gallup Press.