Posted: September 7th, 2021

Creating a 3-day Unit Plan for 1st or 2nd graders

Question description

Create
a three-day unit plan outline that addresses students’ diverse learning styles
and multiple intelligence, acknowledges cultural and language differences, and
integrates digital tools and technology.Using the textbook as guidance, create a Unit
Plan outline, using the guideline below: Introduction: Provide a brief
introduction (this can be copied from your Week Two assignment) 
A brief description of your current (or fictional
classroom)
1st, 2nd or 3rd grade
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 CCSSThe students will (measurable verb) by (activity) with
(___% of accuracy)
The students will (measurable verb) by (activity) with
(___% of accuracy)
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 – http://www.corestandards.org/the-standards
Writing measurable learning objectives. – http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/
P21 common core toolkit – http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf
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
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.  
Stage
3: The final stage of the unit plan involves developing the activities and
experiences.
Unit Goal: The final demonstration of mastery driven by the
CCSS.
Day 1: Learning Objective
At the
conclusion of this lesson, students will (measurable action verb) by (activity)
with ____%
accuracy.

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Activity: A brief description the activity students will
complete to master the lesson objective that
incorporates
differentiation and UDL techniques.
Formative Assessment: How will the lesson objective
be assessed? (e.g.: worksheet, journal,
project,
etc…)
Technology: How will this technology tool
be incorporated and how does it address differentiated instruction with supporting
evidence from at least one scholarly citation, how it will be used to aid
instruction, and 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.
Day 2: Learning Objective
At the
conclusion of this lesson, students will (measurable action verb) by (activity)
with ____%
accuracy.

Activity: A brief description the activity students will
complete to master the lesson objective that
incorporates
differentiation and UDL techniques.

Formative Assessment: How will the lesson objective
be assessed? (e.g.: worksheet, journal,
project,
etc…)
Technology : How will this technology tool
be incorporated and how does it address differentiated instruction with supporting
evidence from at least one scholarly citation, how it will be used to aid
instruction, and 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.
Day 3: Learning Objective
At the
conclusion of this lesson, students will (measurable action verb) by (activity)
with ____%
accuracy.

Activity: A brief description the activity students will
complete to master the lesson objective that
incorporates
differentiation and UDL techniques.
Formative Assessment: How will the lesson objective
be assessed? (e.g.: worksheet, journal,
project,
etc…)
Technology: How will this technology tool be incorporated
and how does it address differentiated instruction with supporting evidence
from at least one scholarly citation, how it will be used to aid instruction,
and 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.Remember in stage 3 to consider the following in your unit plan:
- 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:
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.

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