Will you be able to work on a Unit Plan?

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EDUC 675 Integrated Unit Plan Liberty University Julie Worthy EDUC 675–B01 Dr. Grania Gothard Holman Integrated Unit Plan Template Page 1 of 20 EDUC 675 INTEGRATED UNIT PLAN Candidate: Julie Worthy Date the Assignment is due: 2-26-12 I. UNIT INFORMATION Subject: Mathematics Grade/Topic: The unit is written for 4th grade. The topic is fractions. State and National Standards addressed by the Unit: State Standards: Texas (4.2) Number, operation, and quantitative reasoning—The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) Generate equivalent fractions using concrete and pictorial models; (B) Model fraction quantities greater than one using concrete materials and pictures; (C) Compare and order fractions using concrete and pictorial models; and (D) Relate decimals to fractions that name tenths and hundredths using models. National Standards: (4.NF.1) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (4.NF.3) Understand a fraction a/b with a > 1 as a sum of fractions 1/b. -Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. -Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. (4.NF.6) Use decimal notation for fractions with denominators 10 or 100. Character Education Goals: Incorporating a Christian vantage point on teaching mathematics is a way of helping students see that God is interconnected in everything. Loop helps to describe in her book on a biblical worldview of mathematics, “God gave us the ability to name and work with quantities—as well as to develop different ways to express those quantities on paper. Fractions are one tool we use to express quantities as portion of other quantities,” (Loop, 2010, p. 79). Teachers need to help students make connection between what they learn in school and how it connects to the world God created. The character education goals are: 1. Harmony is something that students must learn in order to work with other students. When given a task, students have to be able to work together as a team to get a positive outcome. In a number of the lessons, this character trait is learned through the use of small groups. 2. Being helpful is a character trait that can work towards a student’s benefit as well as others in the classroom. Students are encouraged to assist each other when they are having difficulty with problems and Integrated Unit Plan Template Page 2 of 20 EDUC 675 the teacher is busy helping other students. This trait can be something that can go beyond the classroom as well. 3. Honesty is a character trait that is very important for students to understand. When completing assignments or taking their pre- or post-assessments, it is important that they are honest with writing down their own answers. 4. Students within this unit will also learn about being cooperative. When working in groups it is important to be able to work well with other members. This will ensure that there is harmony and that work is being completed. 5. The last character quality that is discussed in this unit is consideration. Each student needs to be respectful and mindful of the other students in the room that are trying to learn. Whether in a small group or working together as a class, students have to be considerate of others in the room. Instructional Goals: The goal of this unit is for students to develop an understanding of: 1. Putting together and taking apart fractions, 2. Ordering fractions and identifying equivalencies, 3. Changing fractions into other forms. Instructional Objectives: Students will be able to: 1. Order fractions from smallest to greatest, 2. Match up equivalent fractions, 3. Convert fractions to decimals (tenths/hundredths), 4. Add and subtract similar and dissimilar fractions. Overview of the Learning Activities: Teachers of diverse classrooms have to use variety when it comes to planning lessons. The Nebraska Department of Education (1996) points to a number of ideas to help within this area. Some of these ideas center on relating lessons to a student’s everyday life, putting students into small groups to complete activities, and the use of modeling to help students understand lesson expectations. Below are some of the examples used in the lesson plans. The learning activities include: 1. There will be portions of each lesson that focus on group work. By working together on assignments, students are working towards fully understanding the character qualities that are brought up during each lesson. It also is a way for students to learn from each other. 2. The use of hands on activities helps to create a fun and exciting environment for students to learn. Some examples would be working with cut up fruit, fractions circles/pieces, Cuisenaire rods, and decimal charts. All of these aspects help to create activities that help learning take place for each individual student. 3. One of the independent activities that was set up in Lesson 2 involves having students come up with as many fraction equivalencies as they can within a given time frame. This activity helps students to practice what they have learned within the lesson. Learning Style Allowances: When trying to be an effective teacher in the classroom, it is important to understand not only each student’s learning style, but also one’s own learning style. “It is also important to know what your own predominant learning style is because when you teach, you may unintentionally favor your learning style and short-change other types of learners in the classroom,” (How to teach effectively, NA, p. 13). By identifying one’s own specific learning style, an educator can be keyed in to knowing what activities and classroom structures should be added into lesson plans. These tie into the idea of effective teaching. Polk (2006) points out those effective teachers have to not only know how to communicate, but they must also be able to model the lesson Integrated Unit Plan Template Page 3 of 20 EDUC 675 in the correct way. Modeling meets the needs of the kinesthetic, auditory, and visual learner. This type of positive classroom environment seeks to help the student to reach his or her fullest academic potential. “Positive teacher-student relationships draw students into the process of learning and promote their desire to learn,” (Rimm-Kaufman, n.d). The three examples listed below are common learning styles and a number of activities that could promote learning in each given area. Learning style allowances include: 1. Kinesthetic learners’ needs are met within each and every lesson. There were hands on activities that were present throughout the lessons. Examples of these activities included: flashcards, fraction pieces/ fraction circles, and the use of fruit during the fruity fractions lesson. Movement is used throughout the lesson as well. Students begin assessments in separate areas of the room and then move into a large group at tables during the lesson. During the character trait aspect of the lesson, students move around the classroom to help imitate what that character trait would look like. 2. Students that are more prone to learning through auditory provisions have their needs met throughout the lesson as well. Teachers present lessons not just through visual aspects but through oral presentation as well. Students get a chance during the lesson to ask questions and talk with their fellow peers about what they are learning. At the closure of the lesson, the teacher asks that students volunteer to give their interpretation of the lesson. The closure portion of the lesson involves helping auditory learners gain clarity on what was taught throughout the class period. 3. Visual learners have a number of different activities throughout the lesson to help them comprehend the material more fully. Through the use of flashcards, worksheets, and pictures of animals/people/lunch items, students are able to visualize the main points that the teacher is trying to get across. Comprehensive List of Necessary Resources and Materials Needed for Implementation of the Unit: There were a large variety of material and educational tools used throughout all five of the lesson plans. Van De Walle (2011) promotes the use of models/manipulatives. They can help to clarify concepts that can be confused when explained in other ways. His chapter on fractions implements a wide variety of hands on activities. One activity may help the lesson to click in one students mind while other students may find that other activities are more comprehensive for them. The important aspect is that a teacher must be flexible when coming up with ways to implement lesson plans. 1. The first lesson uses fraction flashcards and a page of printed pizzas. 2. The second lesson uses fraction pieces, cut out circles, and Cuisenaire rods. 3. The third and fourth lesson use decimal charts and worksheets. The third lesson also adds in pictures of animals and people. 4. The fifth lesson materials encompass the use of fruit, fraction paper, and pictures of lunch items. Each of these items helps to add a greater understanding to the lesson that is being taught. 5. In every lesson, students will use mathematical writing journals, markers, and worksheets. Description of how this Unit Provides Integration / Cross-Curricular Connections Math is a difficult subject. “Research shows that students and elementary school teachers alike have some level of math anxiety,” (Scarpello, 2010, p. 59). With that being said, it is crucial that steps be taken to help make the subject more fun and easy to understand. Scarpello (2010) addresses tips to help the process go as smoothly as possible. He suggests that teachers create environments that make students less apprehensive and more comfortable. A great way to help enact this idea would be to provide connection with other students. It may help to make math more relatable. 1. Within every lesson plan that is provided there is more than just an emphasis on mathematics, there is also a connection with writing as well. Since writing is something that is a vital skill within a student’s future, it is important to integrate it throughout the school day. The writing journals are not only beneficial to the Integrated Unit Plan Template Page 4 of 20 EDUC 675 student, but also to the teacher. If a student is having difficulty with writing, then the mathematics teacher could talk to the English teacher about ways to assist him or her. The writing journal also allows the teacher to see how well the student comprehends the information that is taught within the class period. 2. There are also everyday items that are integrated into every lesson. While this does not constitute subjects in school, it does implement aspects students can identify with. Examples of this would be the lesson on fruity fraction and the lesson on fractions in terms of a pizza. These aspects of the lesson allow the students to see aspects in their everyday life in a new way. They do not simply look at a pizza as food. They are able to see that it can have more than one function. This is the important part about learning 3. The last area of cross curricular connection that is made within the lessons is that of Biblical concepts. The character traits that are listed within each lesson are intertwined with a Bible verse. The teacher is teaching not only math but is also helping students to see that character is something that is important as well. Overview of Formative and Summative Assessments: Assessments throughout a lesson or unit need to be diverse. Arnott (2006) wrote an article about the importance or providing flexibility in all aspects of lesson planning. Students should not always be quizzed or tested using paper and pencil. Teaching is a field that requires creativity. Learning can be something that is fun and challenging at the same time. Assessments can be measured in a number of different ways. 1. Pre- and post-assessments are used within each lesson. This will allow for an understanding of how much the student has learned from the beginning of class to the end of the class. 2. Worksheets are assignment within the lessons. This practice will help to inculcate what is being learned in each lesson. Repetition is something that can help students to understand concepts within a faster period of time. 3. Writing journals are used daily. This will help the educator grasp how much each student is understanding and also areas that need more work. It can also be a gauge by which the educator decides whether to alter future lessons. It is a helpful tool for both the student and the teacher. Integrated Unit Plan Template Page 5 of 20 EDUC 675 II. FIVE LESSON PLANS RELATED TO THE UNIT TOPIC Lesson Plan 1 I. Subject and Grade Level: Mathematics 4th II. Topic: Pizza Order III. Standards: State Standard: Texas (4.2) Number, operation, and quantitative reasoning- The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (C) compare and order fractions using concrete and pictorial models National Standards: (4.NF.1) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. IV. Objectives: Given a quiz on fractions, the student will be able to order fractions from smallest to greatest. The student should be able to answer 4 out of 6 questions correctly. V. Materials: -Fraction Flashcards(Pizza) -Markers -Writing Journals -Blank Flashcards -Pizza Page VI. Character Education Principle: Helpful-“Let each of you look not only to his own interests, but also to the interests of others” (Philippians 2:4). VII. Set: Have students sit within their assigned group, which is comprised of four to five students. Each group will be given blank flashcards. On the board will be a list of simple fractions. The students must be able to draw a picture that depicts the fraction. Make sure that the students use a circle to depict the fraction. When all students have completed their fraction flashcards, ask them to put them to the side. VIII. Instruction: Pre-Test : Distribute two problems to each student. Each question asks for students to order the listed fractions from least to greatest. This assessment will help the teacher to be able to understand how well each student understands fractions and how they compare with other fractions. Put the fractions below in order from least to greatest: 1. 1/2, 2/3,1/4, 1/16 2. 2/8, 2/16, 2/12, 2/2 Instruction: The students will move back into their groups after their individual assessments. The teacher will bring out a picture of a pizza that has been drawn on the board. The teacher will then explain that pizzas are not only good for eating but they can also help us with math. The teacher will draw lines and explain that fractions can be shown by shading in portions of the pizza. Have students work on their own pizzas. There are four on the page. Have each student draw lines and create their own fractions. Teacher Modeling: Integrated Unit Plan Template Page 6 of 20 EDUC 675 The teacher will remind the students of the activity that they did at the beginning of class. They made fraction flashcards in the shape of a pizza. The teacher will then bring out her own cards and display them on the board. The lesson for the day is to be able to put fractions in order from least to greatest. The teacher will work through and explain which number is the smallest and work their way up to the biggest number. Of course, this means that the denominator will have to be similar. Show students how to change all the fractions to a similar denominator. After the fractions are ordered, it is time for the students to work using their own fraction flashcards. IX. Guided Practice: Have the students work on the same assignment that the teacher has modeled. They should work individually with their own flashcards. Monitor their progress throughout this time period. Help students when necessary. If students are struggling have them buddy up with a fellow student. This may help them to understand more clearly. If some students get done with the assignment early, have students take out their math writing journal. Have them write an insert explaining what the lesson was about and how they were able to order the fractions from least to greatest. This exercise will help the teacher to understand how well the students comprehended the lesson and if changes need to be made to the next day’s lesson. X. Independent Practice: Once the students have completed ordering their pizzas; have them add in more fractions. They can use markers and empty flashcards to create more fractions. Practice will be something that will help students to be able to order fractions that have dissimilar denominators without much difficulty in the future. This will also help to broaden their understanding of fractions and their value. XI. Closure: Explain to student that they learned today how to order fractions according to their value. They also learned how to be helpful. When you are in a classroom with other students, it is important to be helpful. This could be anything from helping them pick up their desk before leaving the classroom or even helping other students when they are stuck on a problem and the teacher is unable to be there. Bring out the three pizza flashcards and ask for volunteers to help figure out the correct order. Can one student show what 1/3 looks like on the pizza? Can two others draw 2/3 and 3/6? Have another volunteer figure out what the common denominator would be for these three fractions. As a class, work to order the three flashcards from the smallest to the greatest. XII. Evaluation: Distribute six questions to each student. Each question asks for students to order the listed fractions from least to greatest. Posttest: 1. 2. 3. 4. 5. 6. 1/3, 4/6, 5/9 1/4, 4/16, 3/2 1/5, 6/25, 4/5 1/2, 8/2, 5/2, 3/2 1/7, 3/14, 4/28 2/6, 7/6, 12/6, 14/6 Integrated Unit Plan Template Page 7 of 20 EDUC 675 Lesson Plan 2 I. Subject and Grade Level: Mathematics 4th II. Topic: Equivalent Fractions III. Standards: State Standard Texas: (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) generate equivalent fractions using concrete and pictorial models; National Standards: Extend understanding of fraction equivalence and ordering. (4.NF.1) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. IV. Objectives: Given a list of fractions, the student will be able to match them to their equivalent fractions. The student should be able to answer 4 out of 6 correctly. V. Materials: -Fraction Pieces and Fraction Circles -Cuisenaire Rods -Markers -Mathematical Writing Journal VI. Character Education Principle: Honesty-“For we aim at what is honorable not only in the Lord's sight but also in the sight of man ...
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School: Cornell University

Hello,Attached find the completed work. Go through it and in case you need anything corrected I will be here to assist you. All the best.






Candidate: Santanna Coleman
Date the Assignment is due: 01/28/2017


Subject: The main subject of the unit is English

Grade/Topic: The unit is written for 3rd grade. The topic is pronunciation/ reading/listening and

State and National Standards Addressed by the Unit:
State Standards: the lessons comprise a week’s teaching and are derived from a unit of work that recycle
and integrate topics ranging from expressing future plans, clothes, transport, utilization of meta-language to
ask for translations, meanings, and creating spellings for new words. Lesson plans comprise of objectives
that are drawn from the curriculum standards set for Grade 3.
At the end of the lesson, the students are expected to be able to;
(A) Competently express their future plans
(B) Use meta-data to ask for translations.
(C) Use metadata to come up with meaning of words.
(D) Correctly spell new words.
(E) Identify, describe and name various means of transport
(F) Identify, describe and name different types of clothes.

Page 2 of 21



National Standards:
Explain how to write the correct sentences structures.

Explain proper pronunciation of different words. Place different words and sentences and ask students to
read them. Use story books and ask students to read different sections of the storybook in turns.

Character Education Goals: The character education goals are:
Incorporating positive Christian teachings in teaching is vital in enhancing the moral standards of the
students. Teachers have a responsibility to relate what they teach to the world created by God. The character
education goals are:
1.Self-control- this comprises of students recognizing and accepting their abilities and limitations, showing
positive attitude toward one self and an ability to express personal feelings and ideas to others in a polite
2. Respect-students will be taught how to developed display appropriate communication skills and respect
individual differences. The students will be taught how to properly express their ideas, feelings, and
thoughts. Students will be involved in some group activity to teach them tolerance for others’ differences,
accepting others, use of good manners and courteous language. The students will be taught active listening to
make them be considerate for others.
3. Responsibility- involves demonstrating the capacity to follow rules and laws, problem-solving skills,
decision making capacity, stress management skills, organizational skills, communication skills, and
cooperation with others.

Instructional Goals: The goal of this unit is to enable the students develop an understanding of:

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1. Presentation, practice, and production in the vocabulary and speaking lessons.
2. Pre, while, and post, for instance, pre-reading, while reading, and post-reading, in listening, reading,
and writing lessons.
3. Integrated skills such as active listening and effective speaking. The teacher can read a story and ask
questions to the students to ensure their ability to effectively listen and express their opinions.

Instructional Objectives: The instructional objectives are:

1. Recycling
2. Revisionary vocabulary
3. Reworking of language structures and skills strategies
4. Correctly spell new words.
5. Construct sentences effectively in oral speech.

Overview of the Learning Activities: In order to teach effectively, teachers are required to employ varied
skills in presenting information to students. Active engagement of students can be achieved by relating
everyday experiences while presenting new concepts. This enables the student grasp the concepts easily and
remember them. The learning activities include:

1. Use meta-language to get the meanings and spellings of new words. Students are engaged in reading
activities like; studying story books to identify new words and using the meta-language to describe their
2. Leaning and using adjectives in describing forms of transport. This activity builds the student potential to
describe transport effectively.
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3. Practice using the wh-type and yes/no forms of questions.
4. Reading and responding to word cards. The ability of the student to identify a word and pronounce it is
5. Reading and responding with going to. The student is taught how to effectively express their intentions.
6. Collecting key words from material. This method increases the vocabulary content of the student.
7. Reading loud passages before other class members. This sharpens the speaking skills of the student and
increases their confidence speaking before people.
8. Complete simple sentences based on reading. This method builds the ability of students to use the words
they learn to express their ideas.

Learning Style Allowances:
While teaching, a teacher should be aware that the style of teaching can be greatly influenced by the style
they consider to mostly suit them. However, the teacher has to incorporate other teaching skills in order to be
inclusive for all learners to have an equal opportunity to understand concepts. Awareness of a teacher’s
preferred learning style can help in identifying the necessary activities and class structures that can be
included to include all learners and help and understand properly; the importance of modeling lessons in
correct way.

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