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: Describe the demographics of your current (or fictional classroom) including: · Grade Level and Subject 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. You must: · Identify the content, unit title, unit subject, and 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. · Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance). The following resources are helpful when creating Stage 1: · 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 and DI theory and how the assessment 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, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior.

1. 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: Describe the demographics of your current (or
fictional classroom) including:
· Grade Level and Subject 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. You must:
· Identify the content, unit title, unit subject, and 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.

2. · Describe what you want the students to master including key
concepts, “big ideas”, and major understandings (see the
textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· 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 and DI
theory and how the assessment 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, pp. 5-6). In
addition, this stage should also incorporate self-regulation
strategies (behavior management).
In Stage 3 you must:

3. · List the daily breakdown of lesson topics to meet the final unit
goal and that also addresses differentiated 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)
· Days 4-5: Graphic organizer- begin building character analysis
with teacher-selected partner
· Describe how each daily activity incorporates differentiated
instruction and UDL.
· Discuss two technology tools that will be incorporated
throughout the unit including how each addresses differentiated
instruction, how each will be used to aid instruction and how
each is an example of universal design. Be sure to support with
evidence from at least one scholarly source.
· Describe which self-regulation strategies have been built into
the lesson and how they are reinforced and differentiated
depending on the student’s level of need.
Instructive tools to consider for your lesson:
· 10 Emerging Education and Instructional Technologies that all
Educators Should Know About (This list summarizes Emerging
Education and Instructional Technologies)
· Tech Connections (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)
· Ten Tips for Differentiation (this website lists technology
tools by area of motivational needs to create a more engaging
lesson)
· LiveBinders (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 (the New York

4. Institute of Technology created webpage to help teachers find
resources, services, and tools to support your teaching and
learning)
Use your course text and at least two other sources (either
scholarly article or online resource). Your paper will be
formatted according to APA guidelines including title and
reference pages.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
ADvance statistics and quality improvement
A company of cell phones want to know if the age Is affecting
the number of minute used per day. Using and alpha of 5%
determine is the humidity affects the rate of production?
Minutes
Kids
Adolescent
Adult
Over 60
20
200
90
30
30
399
120
50
40

5. 300
200
30
50
397
130
40