- 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 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
- 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)
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 a 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 principles.
- Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principles, 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. 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 partners
- 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: