Benchmark SPD 570- Algebra Unit Plan

Read the case study to inform the assignment.

Case Study:  Maria

Age:  14

It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra class. She has an understanding of the basic concepts of algebra, but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance level is two years below grade level and her reading performance level is one year below grade level. Maria’s teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home.

They have identified the following goals for Maria:

1. Simplify addition, subtraction, multiplication, and division equations (e.g., (2x + 6) (4x + 7) = 6x + 13).
2. Solve expressions with variables (e.g., 3x = -24).
3. Write and solve the algebra equation in a real-life word problem.

Part One: Strategies

Research instructional strategies applicable to meeting Maria’s needs established through her identified goals.

Instructional strategies should include:

• Explicitly teaching vocabulary
• Concrete-representational-abstract method
• Graphic organizers
• Mnemonic devices
• The use of assistive technology

In 250-500 words, summarize the recommended instructional strategies, rationalizing the appropriateness to Maria’s goals, appropriateness in motivating Maria to meet her goals, and specific tips for implementation.

Part Two: Unit Plan

Design a comprehensive unit plan based on the goals identified for Maria. Complete three lesson plans, using applicable sections of the COE Lesson Plan Template.

Your unit plan must include:

• Sequencing of academic goals and learning progressions.
• Instructional strategies identified in Part One.
• Appropriate augmentative and alternative communication systems and assistive technology.
• Integration of both formative and summative assessment.
• Integration of an appropriate ELA writing standard related to Maria’s third identified goal.

Part Three: Home Connection

In 250-300 words, summarize and explain how you plan to involve Maria’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite.

Submit this assignment to your instructor in LoudCloud.

Section 1: Lesson Preparation

Teacher Candidate Name:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize 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.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

• Who is the audience
• What action verb will be measured during instruction/assessment
• What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

• I will use a visual of the planet Earth and ask students to describe what Earth looks like.
• I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

• I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
• I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL):
• Students with special needs:
• Students with gifted abilities:
• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

• I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
• I will model one example of solving a number sentence on the white board before having students search for the matching card.
• I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

• English language learners (ELL):
• Students with special needs:
• Students with gifted abilities:
• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain if you will differentiate assessments for each of the following groups:

• English language learners (ELL):
• Students with special needs:
• Students with gifted abilities:
• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

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.

Time Needed

Rationale/Reflection

After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.

For example:

.

• Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others.  GCU College of Education

LESSON PLAN TEMPLATE

03/2014

 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. Planning Lesson summary and focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Classroom and student factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text. Specific learning target(s) / objectives: Specify exactly what the students will be able to do after the standards-based lesson. Teaching notes: Clarify where this lesson falls within a unit of study. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Academic Language: Key vocabulary: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? Instructional Materials, Equipment and Technology: List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Grouping: Identify grouping strategies that will support your students’ learning needs.

 II. Instruction A. Opening Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”   Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.   Please use a corresponding numbered list.   Also include extension activities: What will students who finish early do?

 III. ASSESSMENT Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Closure: Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Homework: Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework.

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