February 22, 2022

Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal informat

Assessment Description

Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal information. An effective plan takes into consideration a student’s developmental level, age, strengths, needs, learning preferences, culture, and interests. Interventions that are well planned for students and are based on these factors are far more effective than interventions that narrowly focus only on the student’s academic skill deficiencies.

In this assignment, practice developing ELA instruction that is appropriate for the students described in the “Class Profile” by designing a comprehensive ELA unit plan using the “5-Day Unit Plan Template.”

Part 1: Unit Plan

Develop a 5-day unit plan that integrates vocabulary, reading, grammar, writing, listening and speaking, and technology, for the “Class Profile” students, choosing either the resource or self-contained learning environment. In a typical resource or self-contained learning environment the teacher would differentiate for every student. For this assignment, choose three students for whom you will differentiate the instruction. Align your unit to a 6-12 grade level ELA standard from Arizona or another state academic content standard.

Design the unit plan to include:

National/State Learning Standards: Select standards that address reading, writing, speaking, and listening integration skills.
Multiple Means of Representation: Select strategies that allow opportunities to develop oral and written language for students with disabilities. Incorporate individual abilities, interests, learning environments, and cultural and linguistic factors in the section.
Multiple Means of Engagement: Select strategies to enhance language development and communication skills.
Multiple Means of Expression: Use technically sound formal and informal assessment.
Extension Activity and/or Homework: Incorporate activities that include critical thinking and problem-solving.
In the Differentiation rows of the unit plan template focus on the three students, you selected.

Part 2: Rationale

In 250-500 words rationale at the bottom of your unit plan, explain the following:

How literacy skills from your lesson plan will be helpful for students in other content areas.
How communication and language arts strategies prepare students and provide them strategies to be successful academically and personally across multiple settings with a variety of collaborators (e.g., individuals, families, and teams).

Support your findings with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Please follow the steps to the assignment.

5 Day Unit Plan Template”

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 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	Day 4	Day 5
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

· Level 3: Strategic Thinking

· Level 4: Extended Thinking

Section 2: Instructional Planning

	Day 1	Day 2	Day 3	Day 4	Day 5
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 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?
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)
	Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Benchmark – ELA Unit Plan – Rubric

Classroom and Student Factors/Grouping

9 points

Standards and Learning Targets/Objectives

15 points

Academic Language

6 points

Unit Resources, Materials, Equipment, and Technology

15 points

Depth of Knowledge Lesson Questions

15 points

Anticipatory Set

15 points

Multiple Means of Representation (B)

45 points

Multiple Means of Engagement (B)

45 points

Multiple Means of Expression (B)

45 points

Extension Activity and/or Homework (B)30 points

Rationale (B)

30 points

Mechanics of Writing

15 points

Documentation of Sources

15 points

Total 300 points

SPD-580 Class Profile

Class Profile for Resource or Self-Contained Special Education

Student Name	Socioeconomic Status	Ethnicity	Gender	IEP Identification	Reading Performance Level	Math Performance Level	Resource: Reading, Math, or Both	Internet Available at Home
Arturo	Mid SES	Hispanic	Male	ASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions.	One year below grade level	At grade level	Reading	No
Bertie	Low SES	Asian	Female	Other health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments.	One year below grade level	One year below grade level	Both	Yes
Denise	Mid SES	White	Female	Emotional disability severe anxiety disorder: Difficulty with initiating tasks, multi-step problems, test-taking, speaking, and social interactions.	One year below grade level	One year below grade level	Both (Math mostly for multi-step problems)	Yes
Sophia	Low SES	White	Female	Visual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille.	One year below grade level	One year below grade level	Both	No
Victoria	Mid SES	Asian	Female	Other health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions.	At grade level	One year below grade level	Both (Reading mostly for task completion and focus)	Yes
William	Low SES	White	Male	Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses.	Two years below grade level	One year below grade level	Both	No

Self-Contained Special Education (Mild to Moderate)

Student Name	Socioeconomic Status	Ethnicity	Gender	IEP Identification	Reading Performance Level	Math Performance Level	Internet Available at Home
Eduardo	Low SES	Hispanic	Male	ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions.	One year below grade level	Two years below grade level	No
Jade	Mid SES	African American	Female	Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention.	Two years below grade level	Two years below grade level	Yes
Kendyl	Mid SES	White	Female	ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions.	Two years below grade level	One year below grade level	Yes
Parker	Low SES	White	Male	Emotional disability oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions. Difficulty with memory of math facts, visual memory, and visual-spatial discrimination and processing.	Two years below grade level	Two years below grade level	No
Randy	Mid SES	Native American	Male	Scoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance.	Two years below grade level	Two years below grade level	Yes
Sheila	Low SES	White	Female	Cerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems.	One year below grade level	One year below grade level	No

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Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal informat

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