Data should drive instruction and, as a best practice, teachers should gather formal and informal data before, during, and after every lesson. This is especially important

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

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.

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 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

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):