ONLY NEEDS TO BE ABOUT 2 PAGES. I HAVE ATTACHED THE EXAMPLR HOW IT HAS TO BE............ Creating a Unit Plan Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology. Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes: 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) Resources: Common Core Standards - The Standards Writing measurable learning objectives . P21 common core toolkit 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,.

1. ONLY NEEDS TO BE ABOUT 2 PAGES. I HAVE ATTACHED
THE EXAMPLR HOW IT HAS TO BE............
Creating a Unit Plan
Once you’ve gotten to know your students through learning
profile inventories that identify individual areas of strength and
learning styles, you can design multimodal lessons that
incorporate instructional technology that engage the 21st
Century learner. This week you will create a three-day unit plan
outline that addresses students’ diverse learning styles and
multiple intelligences, acknowledges cultural and language
differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline,
using the
provided template
that includes:
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)

2. Resources:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
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

3. 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 partner
- 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.