Creating A Unit Plan Once You Know Your Students 703763

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

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: Provide a brief introduction (this can be copied from your Week Two assignment) A brief description of your current (or fictional classroom) Grade Level 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 Pictureâ€; 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 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 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, 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 strategiesâ€(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. 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) Day 4-5: Graphic organizer- begin building character analysis with teacher-selected partner - 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.

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.

Here are the demographics to use: This 1st grade classroom has a total of 21 students, which includes 11 boys and 10 girls. There are two students that have special needs, one of the students has been diagnosed with mild Autism, and the other student has a learning disability and is reading on a Pre-K level. There are four English Language Learners in the classroom, which speak Spanish as their first language at home. Of the 15 remaining general education students 4 are at beginner level, 8 are at the intermediate level and 4 are at the advanced level in the classroom. The format that you have to use is in the link below.

Paper For Above instruction

Introduction

The classroom in focus is a first-grade setting with a diverse student population that includes students with varying abilities, cultural backgrounds, and learning needs. This unit plan aims to address these differences through differentiated and inclusive instructional strategies, integrating digital tools to enhance student engagement and learning outcomes. The goal is to foster an environment where all students, including English Language Learners (ELLs), students with special needs, and those at different proficiency levels, can actively participate and master the curriculum content in a manner aligned with Universal Design for Learning (UDL) principles.

Stage 1: Big Picture and Unit Planning

Content, Unit Title, and Content Area

The unit is titled "Exploring Our Community," focusing on social studies and community awareness for first-grade students. It is designed to meet relevant Common Core State Standards (CCSS) for social studies and language arts, such as CCSS.ELA-LITERACY.RI.1.2 and CCSS.ELA-LITERACY.SL.1.1, which involve recalling key details and participating in collaborative discussions.

Standards Alignment

One key CCSS standard for this unit is CCSS.ELA-LITERACY.RI.1.2: "Retell stories, including key details, and demonstrate understanding of central message or lesson." This standard guides the development of comprehension and storytelling skills in young learners.

Measurable Unit Objectives

  1. Students will accurately recall and retell key details about their local community from storybooks and classroom discussions, demonstrating comprehension aligned with CCSS.ELALITERACY.RI.1.2.
  2. Students will collaboratively participate in discussions about community roles and structures, using complete sentences supported by evidence from texts and discussions, addressing CCSS.ELA-LITERACY.SL.1.1.

Mastery Description

By the end of the unit, students will demonstrate understanding of their community’s features, roles, and importance through retelling key details and engaging in meaningful discussions. They will grasp foundational concepts of community helpers, local geography, and social responsibilities, fostering awareness and appreciation of their immediate environment. The unit emphasizes active participation, comprehension, and communication skills as major understandings.

Stage 2: Evidence of Learning

Pre-Assessment

Pre-assessment will involve a simple drawing activity and oral questions to evaluate students’ prior knowledge about their community and familiarity with community helpers. This will include observing students’ ability to recall previous experiences and their interests related to community concepts, while considering their individual strengths, language backgrounds, and learning needs. For ELL students, visuals and bilingual prompts will support responses.

Formative Assessment

Throughout the unit, formative assessments will include daily observations of student participation, exit tickets with drawings or brief responses, and turn-and-talk discussions. These will inform ongoing differentiation by identifying areas where students excel or need additional support, ensuring adaptations align with Universal Design for Learning principles. For example, offering choices of response modes such as drawing, verbal sharing, or writing, addresses multiple learning styles and accessibility needs.

Summative Assessment

The culminating assessment will be a “Community Collage” where students select images and words to represent their understanding of the community, presented to the class. This project allows for multimodal expression, caters to diverse abilities, and embodies Universal Design principles by providing options for physical, visual, and oral presentation modes. It will demonstrate mastery of content and concepts covered, ensuring inclusivity and differentiation for all learners.

Stage 3: Learning Activities and Experiences

Daily Breakdown

  • Day 1: Pre-assessment activities with drawing and oral questions about familiar community elements. Introduction to the concept of community through read-aloud stories and visuals. Differentiated discussions based on student interests and visual supports for ELLs.
  • Day 2: Viewing selected parts of a video about community helpers (“Community Workers” video). Followed by a class discussion using sentence frames and visuals to support meaning. Smallgroup activities where students match community helper pictures with roles, with scaffolded supports for students with special needs.
  • Day 3: Interactive brainstorming using digital graphic organizers to compile ideas about community features. Students begin creating individual or paired “Community Collages” using tablets and drawing tools, incorporating assistive technology for students with disabilities.
  • Incorporation of Differentiation and UDL: Each activity is tailored to student strengths and preferences—visual, auditory, kinesthetic. Using digital tools like Seesaw or Google Jamboard allows for multiple means of engagement and expression, accommodating diverse learners. Teachers provide flexible grouping, adjustable tasks, and choice of response modes.
  • Technology Tools: Google Jamboard supports visual collaboration and supports multiple intelligences, aligning with UDL principles (Ferguson et al., 2019). Classroom tablets facilitate creative expression and personalized learning experiences, supporting differentiated instruction and universal access.
  • Self-Regulation Strategies: Incorporating movement breaks, mindfulness moments, and clear behavioral expectations embedded into daily routines promotes self-regulation. Students can select preferred activity modes and participate in goal-setting discussions to foster autonomy and executive function skills.

Use of Technology and Self-Regulation Strategies

The integration of technology such as Google Jamboard and interactive tablets enhances engagement and provides multiple pathways for learning—visual, auditory, kinesthetic—consistent with the Universal Design for Learning framework (Miller et al., 2020). These tools enable customization, scaffolding, and flexible participation, especially for ELLs and students with disabilities. Self-regulation strategies include visual timers, classroom routines, and student choice, which are reinforced daily and differentiated as needed to support individual self-management skills.

Conclusion

This unit plan leverages knowledge of student diversity, incorporating digital tools directly aligned with UDL principles to create an inclusive, engaging environment. The activities foster academic growth while supporting social-emotional development and self-regulation. Thoughtful assessment strategies provide ongoing feedback relative to student needs, ensuring all students can demonstrate mastery of community concepts in ways that respect individual strengths and preferences, setting a foundation for lifelong learning and participation in society.

References

  • Ferguson, L. E., et al. (2019). Technology tools and universal design for learning. Journal of Special Education Technology, 34(2), 80-89.
  • Miller, L., et al. (2020). Differentiation and UDL in the classroom: Strategies for inclusive education. Education and Information Technologies, 25(3), 2131-2148.
  • National Education Association. (2017). Multimodal Learning Strategies. NEA Education Resources.
  • Ryan, J., & Louie, N. (2007). Culturally responsive instruction and curriculum. Multicultural Education, 15(4), 34-41.
  • Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
  • CAST (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: CAST.
  • Gordon, S., & Lewis, R. (2019). Technology Integration and Differentiation: Universal Design for Learning Applications. TechTrends, 63, 645-652.
  • Warren, S. R., & Misa, J. (2021). Creating Inclusive Classrooms: Digital Technologies and Strategies. Journal of Inclusive Education, 25(1), 45-60.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
  • Yell, M., Rozalski, M., & Katsiyannis, A. (2019). Legal and Ethical Issues in Special Education. Pearson.

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