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SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
- 1. SPD-581 Cross-Curricular Unit Plan Directions: Select the level you are most interested in teaching and develop a five-day cross- curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following: · Reading, writing, and speaking and listening standards appropriate for the selected grade. · Cross-curricular standards (math, science, or social studies) appropriate for the selected grade. · Critical thinking and problem-solving skills. Section 1: Instructional Planning Grade Level: Content Area: Unit Title: Lesson Titles: Provide a title of each lesson in the unit. Lesson Summaries: Write 1- 2 sentences that summarize each lesson and identify the central focus based on the content and skills you are teaching. Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Classroom Factors: In 1-2 sentences, describe the important classroom factors (demographics and environment) and the effect of those factors have on planning, teaching, and assessing students to facilitate learning for all students. Student Factors/Grouping: In 1-2 sentences, describe the student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. Consider these factors to plan the differentiation components of the lesson. Day 1 Day 2 Day 3 Day 4 Day 5
- 2. State Literacy Standards List specific grade-level literacy standards that are the focus of the unit. State Cross-Curricular Standards Select one content area standard (math, science, or social studies) as the focus of the unit. Learning Objectives Develop a unique learning objective for each daily lesson. Objectives should scaffold learning from lesson to lesson and align to the state literacy and cross-curricular standards. Academic Language General academic vocabulary and content-specific vocabulary for the unit. Explain where in the lesson vocabulary will be taught (i.e. Multiple Means of Representation, Multiple Means of Engagement, or Multiple Means of Expression). Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set Describe how students’ prior knowledge will be activated and how you will gain student interest in the upcoming content. Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners and how you will
- 3. consider individual students’ abilities, interests, preferred learning environment, and cultural and linguistic factors. . Multiple Means of Representation Differentiation Explain how content will be differentiated for each of the following groups: · English language learners (ELL): · Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans): · Early finishers (classroom student who may need opportunities to extend their learning): Application of Content Multiple Means of Engagement Describe how students will explore, practice, and apply the content. Include strategies to enhance language development and communication skills of individual students. Multiple Means of Engagement Differentiation Explain how application of content will be differentiated for each of the following groups: · English language learners (ELL): · Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans): · Early finishers (classroom student who may need opportunities to extend their learning): Assessment of Content Multiple Means of Expression
- 4. Describe formative and summative assessments that will be used to monitor student progress and modify instruction. Include how you will ensure that you minimize bias in these assessments. Multiple Means of Expression Differentiation Explain how assessment of content will be differentiated for each of the following groups: · English language learners (ELL): · Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans): · Early finishers (classroom student who may need opportunities to extend their learning): Section 3: Reflection In 250-500 words, address the following. · Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class. · Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities. · Describe three ways the content of the cross-curricular unit strengthens student literacy skills. · Discuss one strategy you could recommend to families to extend the cross-curricular unit at home. © 2022. Grand Canyon University. All Rights Reserved. image1.jpeg Unit V Sample Graphics Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
- 5. image1.png Class Profile - A Stude nt Name Englis h Langu age Learne r Socio- econo mic Status Ethnic ity Gend er IEP/5 04 Othe r Age Reading Perform ance Level Math Perform ance Level Parental Involve ment Intern et Availa ble at Home Arturo Yes Low SES Hispan ic Male No Tier 2 RTI for Readi ng Gra de leve l One year below grade level At grade level Med No Bertie No Low SES Asian Fema le No None Gra de leve l One year above grade level At grade level Low Yes Beryl No Mid SES White Fema le No NOT E: Scho ol does not have gifted progr am Gra de leve l Two years above grade level At grade level Med Yes Brandi e No Low SES White Fema le No Tier 2 RTI for Math Gra de leve l At grade level One year below grade level Low No Dessie No Mid SES White Fema le No Tier 2 RTI for Math Gra de leve l Grade level One year below grade level Med Yes Diana Yes Low SES White Fema le No Tier 2 RTI for Readi ng Gra de leve l One year below grade level At grade level Low No Donni No Mid African Fema No Heari Gra At grade At grade Med Yes
- 6. e SES Americ an le ng Aids de leve l level level Eduard o Yes Low SES Hispan ic Male No Tier 2 RTI for Readi ng Gra de leve l One year below grade level At grade level Low No Emma No Mid SES White Fema le No None Gra de leve l At grade level At grade level Low Yes Enriqu e No Low SES Hispan ic Male No Tier 2 RTI for Readi ng One year abo ve grad e leve l One year below grade level At grade level Low No Fatma Yes Low SES White Fema le No Tier 2 RTI for Readi ng Gra de leve l One year below grade level One year above grade level Low Yes France s No Mid SES White Fema le No Diabe tic Gra de leve l At grade level At grade level Med Yes France sca No Low SES White Fema le No None Gra de leve l At grade level At grade level High No Fredric k No Low SES White Male Learni ng Disabl ed Tier 3 RTI for Readi ng and Math One year abo ve grad e leve l Two years below grade level Two years below grade level Very High No Ines No Low SES Hispan ic Fema le Learni ng Disabl ed Tier 2 RTI for Math Gra de leve l One year below grade level One year below grade level Low No
- 7. Jade No Mid SES African Americ an Fema le No None Gra de leve l At grade level One year above grade level High Yes Kent No High SES White Male Emoti on- ally Disabl ed None Gra de leve l At grade level One year above grade level Med Yes Lolita No Mid SES Native Americ an/ Pacific Islande r Fema le No None Gra de leve l At grade level At grade level Med Yes Maria No Mid SES Hispan ic Fema le No NOT E: Scho ol does not have gifted progr am Gra de leve l At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Gra de leve l At grade level At grade level Med Yes Nick No Low SES White Male No None Gra de leve l One year above grade level At grade level Med No Noah No Low SES White Male No None Gra de leve l At grade level At grade level Med Yes Sharle ne No Mid SES White Fema le No None Gra de leve l One year above grade level At grade level Med Med Sophia No Mid SES White Fema le No None Gra de At grade level At grade level Med Yes
- 8. leve l Stuart No Mid SES White Male No Aller gic to peanu ts Gra de leve l One year above grade level At grade level Med Yes Terren ce No Mid SES White Male No None Gra de leve l At grade level At grade level Med Yes Wade No Mid SES White Male No None Gra de leve l At grade level One year above grade level Med Yes Wayne No High SES White Male Learni ng Disabl ed Tier 3 RTI for Math Gra de leve l One year below grade level Two years below grade level High Yes Wende ll No Mid SES African Americ an Male Learni ng Disabl ed Tier 3 RTI for Math Gra de leve l One year below grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOT E: Scho ol does not have gifted progr am One year belo w grad e leve l Two years above grade level Two years above grade level Low Yes © 2014. Grand Canyon University. All Rights Reserved.