A unit plan is a continuous plan that allows a teacher to map out the learning progression of objectives and standards and how they will be met. When developing an integrated unit
A unit plan is a continuous plan that allows a teacher to map out the learning progression of objectives and standards and how they will be met. When developing an integrated unit plan, early childhood educators must plan meaningful and creative ways for students to demonstrate their learning of the social studies, ELA, and arts standards.
Building on the assignments from Topics 1-4, use the “ECE-650 3 Day Unit Plan Template” to complete a 3-day unit plan that integrates ELA and the arts into social studies instruction.
Title of Unit and Brief Summary: Create a title for your unit and write a brief summary of your lessons based on the selected standards.
Classroom Factors: Describe the student demographics and classroom environment, including students with exceptionalities. Discuss how these factors affect planning, teaching, and assessing students.
Early Learning Standards or Content Standards for social studies, ELA, and the arts.
Learning Targets/Objectives: Aligned to the selected early learning or content standards.
Academic Language: Key terms for this lesson.
Unit Resources, Materials, Equipment, and Technology needed for this lesson.
Depth of Knowledge Questions: One developmentally appropriate question for each level of understanding.
Anticipatory Set: Explain how you will introduce the lesson and activate prior knowledge to trigger students’ curiosity and engagement in the lesson.
Multiple Means of Representation: Explain how you will present the content in developmentally appropriate and evidence-based ways to engage all learners in instruction that supports young children’s learning.
Multiple Means of Engagement: Explain how you will facilitate and guide developmentally appropriate and challenging learning opportunities for each child to explore, practice, and apply the content.
Multiple Means of Expression: Describe formative and summative assessment methods that will be used to monitor student progress during the lesson and modify instruction.
Extension Activity and/or Homework: Create a meaningful extension activity that can be completed in the classroom or at home that will allow students to further explore the theme.
In a 250-500 word rationale, answer the following:
How does your unit plan apply appropriate pedagogical content knowledge, content standards, and/or early learning standards to plan developmentally appropriate and challenging learning opportunities for each child?
How did you use knowledge of the developmental period of early childhood to create developmentally appropriate and evidence-based instruction that supports young children's learning?
GCU College of
Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
SS Theme (Same theme from Topic 1 and 4):
Title of Unit and Brief Summary: Create a title for the unit and 1-2 sentences summarizing each lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors from the Class Profile (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.
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Day 1 |
Day 2 |
Day 3 |
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Early Learning/State Content Standards List specific grade-level standards that are the focus of the lesson being presented. Include: SS, ELA, and the Arts at least 3 combined |
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Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. |
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Academic Language General academic vocabulary and content-specific vocabulary included in the unit. |
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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. |
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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 3: Strategic Thinking · Level 4: Extended Thinking |
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Day 1 |
Day 2 |
Day 3 |
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Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
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Presentation of Content |
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Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Consider the following students and how presentation of content will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with disabilities · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
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Application of Content |
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Multiple Means of Engagement How will students explore, practice, and apply the content? Consider the following students how engagement will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with disabilities · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
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Assessment of Content |
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Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Consider the following students how assessment will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with disabilities · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
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Extension Activity and/or Homework |
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Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. |
Reflection
References
© 2021-2022. Grand Canyon University. All Rights Reserved
© 2021-2022. Grand Canyon University. All Rights Reserved
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ECE-650 Unpacking the Standards
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Grade: |
Theme: |
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3 |
People, Places, and Environments |
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Social Studies |
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Social Studies Standard |
Verbs |
Nouns |
Skills Necessary for Mastery |
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HSS-3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context (California Department of Education, 2016). |
describe, use, organize |
geography, maps, tables, graphs, photographs, charts, information, people, places, environments, context |
· Capability to read and understand maps, charts, graphs tables, and photographs. · Understand physical and human geography. · Organize information spatially and contextually. |
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Objectives: 1. Students will be able to describe the physical and human geography of their local area using maps and photographs. 2. Students will be able to use tables and graphs to organize information about different environments. 3. Students will be able to create a chart that compares and contrasts two different environments. |
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Pre-Assessment: A worksheet where students identify and describe different elements of a map and explain the information presented in a simple graph or chart. |
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Learning Center/Activity |
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A map exploration center where students use maps, photographs, and charts to investigate different regions and environments, and create a project that displays their findings. |
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Instructional Strategy 1: Inquiry-Based Learning Description: Students explore various resources (maps, charts, photographs) to answer questions about geography and environments, promoting critical thinking and independent research skills. |
Instructional Strategy 2: Interactive Notebooks Description: Students maintain interactive notebooks where they document their findings, create charts and graphs, and reflect on their learning, fostering organizational skills and personal connection to the material (Wilmes & Siry, 2020). |
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English Language Arts |
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English Language Arts Standard |
Verbs |
Nouns |
Skills Necessary for Mastery |
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CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea (California Department of Education, 2013). |
determine, recount, explain |
main idea, text, key details |
· Capability to read and understand the informational texts. · Identify the main idea of a text. · Recount key details and explain their connection to the main idea. |
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Objectives: 1. Students will be able to determine the main idea of a given text with 90% accuracy. 2. Students will be able to recount at least three key details from a text that support the main idea. 3. Students will be able to explain how the key details support the main idea in a written response. |
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Pre-Assessment: A reading activity where students read a short informational text and write the main idea and two key details. |
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Learning Center/Activity |
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A reading comprehension center with various informational texts and graphic organizers for students to identify the main idea and supporting details. |
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Instructional Strategy 1: Guided Reading Description: Small group reading sessions where the teacher guides students through a text, asking questions and prompting discussion to help students identify the main idea and key details (Buehl, 2023). |
Instructional Strategy 2: Graphic Organizers Description: Using graphic organizers to help students visually map out the main idea and supporting details, aiding comprehension and retention (Styati & Irawati, 2020). |
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Arts |
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Arts Standard |
Verbs |
Nouns |
Skills Necessary for Mastery |
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VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process (California Department of Education, 2019). |
apply, investigate |
knowledge, resources, tools, technologies, ideas, art-making process |
· Ability to use various art resources, tools, and technologies. · Explore and grow individual ideas through art. · Apply knowledge creatively in the art-making process. |
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Objectives: 1. Students will be able to apply their knowledge of different art tools to create an original artwork. 2. Students will be able to investigate and develop a personal idea for an art project. 3. Students will be able to use technology to enhance their art-making process and present their artwork. |
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Pre-Assessment: An art project where students use a variety of tools and materials to create a piece of art, accompanied by a brief explanation of their process and ideas. |
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Learning Center/Activity |
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An art studio center with various tools, materials, and digital resources where students can experiment with different media and techniques to create personal artworks. |
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Instructional Strategy 1: Studio Habits of Mind Description: Teaching students the habits of mind used by artists, such as observing, envisioning, and reflecting, to help them think and work like artists. |
Instructional Strategy 2: Technology Integration Description: Incorporating digital tools and resources into the art-making process, allowing students to explore new techniques and present their work in innovative ways (Tang, 2022). |
References
Buehl, D. (2023). Classroom strategies for interactive learning. Routledge.
California Department of Education. (2013). California Common Core State Standards for English Language Arts
California Department of Education. (2016). History-Social Science Framework
California Department of Education. (2019). Visual and Performing Arts Content Standards.
Styati, E. W., & Irawati, L. (2020). The effect of graphic organizers on ELT students’ writing quality. Indonesian Journal of EFL and Linguistics, 5(2), 279.
Tang, Z. (2022). Technology to assist the application and visualization of digital media art teaching. Forest Chemicals Review, 1770-1787.
Wilmes, S. E., & Siry, C. (2020). Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper. Journal of Research in Science Teaching, 57(7), 999-1027.
© 2023. Grand Canyon University. All Rights Reserved.
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GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
|
Teacher Candidate Name: |
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|
Grade Level:
|
3 |
|
Date: |
|
|
Unit/Subject: |
Social Studies |
|
Instructional Plan Title: |
Exploration of Local Geography Through Maps and Photographs |
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Lesson Summary and Focus: |
The focus of this lesson plan is to help students describe the physical and human geography of their local area using maps and photographs. Students will learn to organize informat Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions.  All Rights Reserved Terms and Conditions |