.  We've looked at how artists transform everyday objects into art, but the reverse also happens.  Designers of everyday objects are often inspired and influenced by art.  Take a look at this water jug: Using what you've learned thus far, what artistic influences do you see?  Feel free to compare it to specific works of art from abstract expressionism, modern art, or conceptualism.  You may want to consider how aesthetics (form) influence function.  There may be reasons why a water bottle design would seek to be aesthetically appealing.  Perhaps one of the quotes from question 6 last week might be relevant in observing this object.  (Write at least 350 words.) 2.  Post a picture of an everyday object that you think is inspired and influenced by art.  Taking the same approach as in question 1, explain why.  (Write at least 350 words.) Submission Ide: 80289d51-8232-4c38-ab5b-4a7a1795d18b 72% SIMILARITY SCORE 5   CITATION ITEMS 8   GRAMMAR ISSUES 0   FEEDBACK COMMENT Internet Source   0% Institution   72% Charlotte White SPD 570 Algebra Unit Plan Part 2.docx Summary  706 Words   GCU College of Education LESSON UNIT PLAN TEMPLATE © 2021. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Charlotte Sanders-White Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and 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. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. Day 1 Day 2 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. High order Thinking Depth of Knowledge Connectedness Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Manipulate information and ideas in ways that transform their meanings Identify substantive character of ideas in a lesson and to a level of understanding that students demonstrate as they consider these ideas. Apply lesson activities in an non-class environment Academic Language General academic vocabulary and content- specific vocabulary included in the unit. Addition and Subtracting algebras Multiplication Division in algebra Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. • Computer • Pencil • Pen • Calculator • Oranges ...

1. . We've looked at how artists transform everyday objects into
art, but the reverse also happens. Designers of everyday objects
are often inspired and influenced by art. Take a look at this
water jug:
Using what you've learned thus far, what artistic influences do
you see? Feel free to compare it to specific works of art from
abstract expressionism, modern art, or conceptualism. You may
want to consider how aesthetics (form) influence function.
There may be reasons why a water bottle design would seek to
be aesthetically appealing. Perhaps one of the quotes from
question 6 last week might be relevant in observing this object.
(Write at least 350 words.)
2. Post a picture of an everyday object that you think is
inspired and influenced by art. Taking the same approach as in
question 1, explain why. (Write at least 350 words.)
Submission Ide: 80289d51-8232-4c38-ab5b-4a7a1795d18b
72% SIMILARITY SCORE 5 CITATION ITEMS 8
GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 0%
Institution 72%
Charlotte White
SPD 570 Algebra Unit Plan Part 2.docx
Summary

2. GCU College of Education
LESSON UNIT PLAN TEMPLATE
© 2021. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate Name: Charlotte Sanders-White
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson
and 1-2 sentences summarizing the lesson,
identifying the central focus based on the content and skills you
are teaching.
Classroom and Student Factors/Grouping: Describe the
important classroom factors (demographics
and environment) and 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. This
should be limited to 2-3 sentences and the information should
inform the differentiation components of the lesson.
Day 1 Day 2
National/State
Learning Standards
List specific grade-level
standards that are the focus
of the lesson being
presented.

3. High order Thinking Depth of Knowledge Connectedness
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Manipulate information and ideas in
ways that transform their meanings
Identify substantive character of ideas
in a lesson and to a level of
understanding that students
demonstrate as they consider these
ideas.
Apply lesson activities in an non-class
environment
Academic Language
General academic
vocabulary and content-
specific vocabulary
included in the unit.
Addition and Subtracting algebras Multiplication Division in
algebra
Unit Resources,
Materials, Equipment,
and Technology
List all resources,
materials, equipment, and
technology to be used in the
unit.

4. • Computer
• Pencil
• Pen
• Calculator
• Oranges
• Bananas
• Computer
• Pencil
• Pen
• Calculator
• Oranges
• Bananas
•
•
•
•
•
•
Depth of Knowledge
Lesson Questions
What questions can be
posed throughout the lesson
to assess all levels of
student understanding?
• Level 1: Recall
• Level 2: Skill/Concepts
• Level 1: Recall • Level 2 questions: skills and
concepts
•

5. •
University
• Level 3: Strategic
Thinking
• Level 4: Extended
Thinking
© 2019. Grand Canyon University. All Rights Reserved

6. Section 2: Instructional Planning
Day 1 Day 2
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Having students explain what they
have learnt in previous setting that is
based on Algebras
Having students explain what they
have learnt in previous setting that is
based on Algebras
Having students explain what they have
learnt in previous setting that is based on
Algebras
Presentation of Content
Multiple Means of
Representation
Describe how content will
be presented in various
ways to meet the needs of
different learners.
• English language learners
• Virtual displays
• English language learners
• Virtual displays

7. • English language learners
• Virtual displays
Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
• English Language
Learners (ELL)
• Students with
special needs
• Students with
gifted abilities
• Early finishers
(those who finish
early and may
need additional
sources/support)
Application of Content
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Student will be asked real life
questions regarding algebra.

8. Student will be asked real life
questions regarding algebra.
Student will be asked real life questions
regarding algebra.
Multiple Means of
Engagement
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
• English Language
Learners (ELL)
• Dialogue between the teacher
and the student
Dialogue between the teacher and the
student
Dialogue between the teacher and the
student
• Students with
special needs
• Students with
gifted abilities
• Early finishers
(those who finish
early and may
need additional
sources/support)

9. Assessment of Content
Multiple Means of
Expression
Formative and summative
assessments used to
monitor student progress
and modify instruction.
Give an assessment test by the end of
the class.
Give an assessment test by the end of
the class.
Give an assessment test by the end of the
class.
Multiple Means of
Expression
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
• English Language
Learners (ELL)
• Students with
special needs
• Students with
gifted abilities
• Early finishers
(those who finish

10. early and may
need additional
resources/support)
Offer a paper with questions for the
student to answer after the class setup.
Offer a paper with questions for the
student to answer after the class setup.
Offer a paper with questions for the
student to answer after the class setup.
© 2019. Grand Canyon University. All Rights Reserved
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson
and 1-2 sentences summarizing the lesson, identifying the
central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the
important classroom factors (demographics and environment)
and student factors (IEPs, 504s, ELLs, students with behavior
concerns, gifted learners), and the effect of those factors on

11. planning, teaching, and assessing students to facilitate learning
for all students. This should be limited to 2-3 sentences and the
information should inform the differentiation components of the
lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the
lesson being presented.
Specific Learning Target(s)/Objectives Based on state
standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-
specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be
used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all
levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts

12. · Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as 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.
Multiple Means of Representation Differentiation
Explain how materials will be differentia ted for each of the
following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need
additional sources/support)

13. Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the
following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need
additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student
progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the
following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need
additional resources/support)

14. © 2021. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved