uca.eduuca.edu/.../2014/10/Unit-Plan-Template-Revised-1.6.16.docx · Web viewDaily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 1 Frameworks: Copy and paste Common

MAT Unit Plan Template**NOTE: Use this as a template and DELETE all purple notes. The Unit Plan should be

uploaded as ONE document.

This project has two parts. Part 1: Unit Plan. Part 2: Impact on Student Learning. This template

has been based on the unit plan description and rubric. You must read the linked document:

http://uca.edu/mat/files/2012/11/Unit-Plan1.pdf kpl;[for details about how to fill out each of

these blocks of the template.

1. Standards, Goals, and Essential Questions:List the desired learner goals for the unit. Unit goals will be broader than objectives you

write for individual lesson plans. The unit goals must align to Common Core standards and

state frameworks (as appropriate for the content area). Consider this format.

Standard

(CCSS, NGSS, or

State

Framework)

Unit Goal Essential

Questions

Lesson

Objective(s)

Day(s) of

Instruction (e.g.,

Day 1, Day 7,

etc.)

Standard 1

Standard 2

Standard 3

Standard 4

● Ideally a unit should only list 1-3 standards.

● In addition to selecting appropriate and relevant standards, candidates are scored on this

criterion of the rubric for alignment among the standards they selected and the quality of

the goals they write.

Essential questions should do the following:

● Focus on major issues, problems, concerns, interest, or themes relevant to the discipline.

● Create questions that are open-ended, non-judgmental, and meaningful or purposeful.

● Craft questions that have emotional resonance with the learner and are connected to

students’ lives.

● Design questions that invite exploration of ideas and promote research.

● Encourage collaboration among students and teachers.

2. Rationale:● Provide an explanation of the unit’s purpose in terms of future learning, real world

relevancy/applications, and students’ interest.

● Provide both general information and two specific examples of student needs and benefits

to students in terms of growth and development.

● Provide an explanation about why the methods chosen for teaching the unit are

appropriate. Include names of specific pedagogies you have selected. Examples of key

terms might include: direct instruction, observational learning, scaffolding,

constructivism, cooperative, learning, etc. Reference key pedagogical theorists (e.g.,

Piaget, Watson, Skinner, Maslow, etc.).

To score well, candidates will need to give multiple SPECIFIC examples explaining how their

teaching method(s) will be used to convey content.

3. Connections: Write a brief informative paragraph describing the unit focus and its connection to past

and future content in the class:

● Discuss how the content of the unit relates to content previously taught and how

the content relates to material taught in the future. Be sure to reference two

specific examples. It will be helpful to look at standards documents again to

identify what standards have guided student exposure to content up to this point.

Look at standards for the grades before and the grades in the future.

● Discuss how the unit fits within the larger structure of the discipline. You must

explicitly reference the National Standards for your discipline, the subject you are

teaching e.g., science, math, etc. (NCTE, NCTM, NSTA, etc.) You learned about

these standards in MAT 5310 and in MAT 6311.

●

Websites for Your Reference

● English/Reading/Language Arts - http://www.ncte.org/standards/ncte-ira (NCTE)

or http://www.reading.org/general/currentresearch/standards/languageartsstandards.aspx

(ILA)

● Fine Arts - http://artsedge.kennedy-center.org/educators/standards.aspx

● Math - http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Principles,-

Standards,-and-Expectations/

● Social Studies - http://www.socialstudies.org/standards

● Science http://www.nextgenscience.org/next-generation-science-standards

● PE/Health - http://www.shapeamerica.org/standards/index.cfm

● Foreign Language - http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

● Family and Consumer Science - http://www.nasafacs.org/national-standards-and-

competencies.html

4. Time Allotment: How many days will it take you to complete your unit? (This unit will cover five forty-minute

sessions.)

5. Learner Development:● Specifically and accurately reference the learning development theories and theorist you

have previously studied and connect that information to the intended learner for the unit

plan.

● Write specifically about your students as learners in terms of typical stages of

development for the learners ages/stages as well as variations or ranges among their

learners. Provide specific examples (i.e., reference actual students).

● Address how student strengths and areas for growth were considered in the unit plan.

Write in general terms but also provide specific examples (i.e., reference actual students).

● Address how you planned for differentiation of the unit for your students and your

knowledge of them as learners in both general and specific instances (again, reference

actual students).

● Finally, mention how you collected information on your students (e.g., interest

inventories, student interviews).

6. Learner Diversity:Approximately how many

students have the following

exceptionalities?

[ ] visual impairment

[ ] hearing impairment

[ ] developmental

disability

[ ] emotional or

behavioral disability

[ ] gifted

[ ] learning disability

[ ] physical disability

[ ] ADD/ADHD

[ ] other (please specify)

With respect to the

following categories, how

would you describe your

students?

[ ] African

American/Black

[ ] American Indian

[ ] Asian

[ ] Hispanic

[ ] White, non-Hispanic

[ ] 2 or more races

With respect to the

following learning

modes/preferences, how

would you describe your

students?

[ ] visual

[ ] auditory

[ ] read/write

[ ] kinesthetic

[ ] multiple modes

[ ] other (explain)

● Write specifically about your students are as learners in terms of general

classroom demographics as well as variation for individual learners in the

classroom. Provide specific examples (i.e., reference actual students), and

focus on multiple categories of diversity.

● Address how curriculum has been designed for students based on

knowledge of their demographics and identities. Write in general terms but

also provide specific examples (i.e., reference actual students).

● Address how curriculum has been differentiated for students based on

your knowledge of their demographics and identities. Differentiate your

unit by:

providing different unit content,

providing different forms/modes of delivery of content,

planning multiple approaches to learning, and/or

including multiple perspectives to include learners' personal and cultural

contexts.

● Finally, detail how you collected information on your students (e.g.,

interest inventories, student interviews, etc.). Write in general terms but

also provide specific examples (i.e., reference actual students).

7. Assessment Plan:

1. PreAssessment/PostAssessment and Mid-Unit Formative Assessments

List how you plan to measure *each* of the Unit Goals. You will need to assess each student on

each Unit Goal through (a) a pre-unit assessment; (b) a post-unit assessment; and (c) a formative

assessment(s) collected at a mid-point of the unit’s implementation.

This one is critical to get right. Again, you need to read the supporting document for this project

and the project rubric for more detail - http://uca.edu/mat/files/2012/11/Unit-Plan1.pdf

● Create the pre assessment and give it prior to day 1. The easiest way to make this project

work is to make your pre-assessment a test of some kind. It doesn’t have to be long. Ten

questions will do.

● Give the same test again on the final day of the unit or the day immediately following the

final day of the unit. It needs to be the same test. If you want to give an “expanded”

version of the test from day 1, that is fine too. For example, if your day 1 test was 10

questions, then maybe your final test is 25 questions but it MUST include the original 10

questions from day 1.

● The formative assessments include anything else you can use during the unit to assess

and/or grade students. Keep in mind the most formative assessments are the ones students

complete individually without notes. It is just what naturally occurs in the context of your

teaching practice. The text/table below provides some examples for how you might craft

your language. This project is about analysis and alignment

● List how you plan to measure *each* of the Unit Goals. You will need to assess each

student on each Unit Goal through (a) a pre-unit assessment; (b) a post-unit assessment;

and (c) formative assessments collected at a midpoint of the unit’s implementation.

Example:

Standards Unit Goal Assessment(s) –

formative,

summative, pre/post

Rationale for

Assessment Format

and How You will

Score It and Track

Data.

Standard 1 Goal 1 Pre-Assessment Test

given Friday before

Unit begins on

Monday

Post-Assessment Test

given Tuesday of

Week 2 of Unit.

First 3 questions of

pre-/post-assessment

test directly assess

standard/goal 1 using

open response short

answer format. I

chose this format

because I wanted to

see the students

thinking and process

without risking that

they could “guess”

the answer correctly

like in a multiple

choice test.

Standard 2 Goal 1 Formative

Assessment Exit Slip

– Tuesday (Day 3) of

instruction

The exit slip assesses

Standard 2/Goal 1 by

asking students to

define 2 key

vocabulary words

and provide a visual

and a sentence of

their own creation. It

will be worth 6 points

(1 points for each

definition, sentence,

and visual)

Standard 3

Standard 4

● In order to score well on the Assessment Plan, you must be very thorough in articulating

their assessment design and rationale, including:

1.Copies of each assessment identified in the assessment plan (Pre/post test, copy of summative

assessment description, copies of formative assessments used or an indication of where to find

formative assessments in relation to submitted daily lesson plans).

2. A rationale provided for each assessment used in the unit (pre-post-; formative, and /or

summative)

3. Criteria for gauging student work (e.g., scoring guide, answer key, etc.)

4. A plan for how to use data from pre- and formative assessments to support students in the unit

5. To earn a score of distinguished, candidates should include differentiation for specific students

as appropriate.

8. Lesson Plans (see below)

Now that you have planned for your curriculum and assessment and aligned all the pieces,

you can write the lesson plans. Again, you need to read the supporting document for this

project and the project rubric for more detail - http://uca.edu/mat/files/2012/11/Unit-

Plan1.pdf

Your lesson plans will be used to score the last five sections of the rubric. (Lesson

Objectives, Instruction, Lesson Plans, Assessment, and Critical Thinking)

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 1

Frameworks:

Copy and paste Common Core State Standards and/or State Frameworks

Objectives:

Objectives are lesson specific and refer to expected student

learning outcomes. They should be measurable and specific in terms of what students should

know and be able to do. They should be observable and/or measurable, and using action verbs is

a way to achieve this. Objectives should be SMART: Specific, Measurable, Achievable,

Relevant, and Time-bound. They should be clear and should guide the activities and assessment

for the lesson. Bloom’s Taxonomy is a good tool for writing learning objectives. They must be

aligned to the unit goals. In order to perform well in this rubric criterion, you need to consider

the following: Objectives are clearly written, measurable, focused on student outcomes.

Objectives that focus on major concepts, skills, and/or dispositions for the lesson. Objectives that

align to the unit goals.

Be sure to state to which unit goal(s) your objective(s) is aligned.

Essential Question(s):

This should be the essential question(s) you listed above in your unit plan that

correlates with this particular lesson.

Assessments:

The assessment should directly measure the objectives. Consider the following: 1. What do

I want the students to know/do when they leave this lesson? 2. What kind of tasks can be used

to measure how well the students have achieved the learning objectives? 3. What kind of

activities will reinforce the learning objective and provide opportunity for assessment? The

following is a short list of assessment options you might consider:

1. Tests and quizzes - May include both objective (e.g. multiple choice, matching, true/false) and

non-objective questions (e.g. essay, short response).

2. Performance assessment known as “authentic assessment” which asks students to perform

tasks in “real-world-like” contexts for a specific purpose and audience. Examples: generating a

scientific hypothesis, conversing in a foreign language, conducting research on a topic.

3. Project-Based Assessments - Ask student to produce a product (e.g. research paper, piece of

art) showing mastery and process.

To score well on the “Assessments” criterion of the unit rubric, consider these tips:

1. Include variety in your approach to assessing students.

2. Align the assessments to the objectives. Make sure that each objective has at least one

assessment measure.

3. Provide copies of each assessment and describe how students’ work will be evaluated with

each assessment.

4. Provide opportunities for students to select options to show what they know.

5. Encourage assessment that provides for more than one “right” or “correct” answer or solution.

6. Give students a chance to self-assess their work.

7. Not everything has to be assessed.

Materials:

You need to use 3-4 resources beyond your textbook to prepare for the lessons and to

present activities in your unit. You should reach beyond the materials the school has provided to

inform yourself and to see how other teachers support learners in acquiring this content. The

internet provides a wealth of information on any topic you might be asked or choose to teach.

Provide a list of these resources. In addition, list all the materials you will need to actually

implement the instruction and an explanation of WHY you chose these materials. You might use

real world objects, manipulatives, video/digital resources, etc. Regardless of what is provided,

give a rationale for how ALL the chosen materials will support student learning. If you use

technology, it should be used for more than entertainment or rote level memorization, but should

provide some opportunity to engage in inquiry and research and/or analysis, evaluation, and

creation.

Teacher will… Students will… Differentiation…

Exploration,

Explicit Instruction,

Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment


Frameworks:

Objectives:


Assessments:

Materials:


Exploration,


Mini-lesson

Modeling & Guided

Practice

Independent

Practice

Extension/

Assignment

Lesson Plan Analysis – To go with Day 1

Respond to each question/prompt:

In what ways does this lesson stimulate higher order thinking? What parts of your lesson

will challenge students to think beyond knowledge and comprehension?

Explain how the lesson’s components (instruction, modeling, practice, materials,

assessment) are aligned with and support the lesson’s objectives.

How will you measure the progress/learning of EACH student during the lesson? Describe

how your assessments will help you account for the progress/learning of EACH student and

help you measure the effectiveness of your lesson plan.

Documents

uca.eduuca.edu/.../2014/10/Unit-Plan-Template-Revised-1.6.16.docx · Web viewDaily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 1 Frameworks: Copy and paste Common