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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 CCSS

    • The 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: 

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.

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:

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