For this assignment, you will create a mini‐unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.”

Using the Curriculum Based Measurement (CBM) probe and grade level you selected in Topic 6, select a corresponding standard from your state’s standards or Common Core State Standards on geometry to develop a learning target. Align one or more NCTM process standards with your learning target. Using these standards and learning target, create a mini‐unit of three lesson plans using the “COE Lesson Plan Template.”

The mini‐unit must include the use of three research‐based math instructional strategies for teaching geometry and integrate teacher/student use of technology.  You may use, as applicable, prior assignments from this course to complete the benchmark, provided that you incorporate feedback from your instructor.

In your mini‐unit, design the three lesson plans so that they:                                                

• Align to one or more of the items on your CBM probe, and show how the CBM probe is implemented in the class.
• Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.
• Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.
• Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.  
• Integrate formative and summative assessment techniques that measure the learning targets of the lesson plans.
• Incorporate differentiated strategies into the technology, engagement, and assessment in order to meet the needs of all students in the “Class Profile.”

Along with the mini‐unit, submit a 250‐500 word rationale describing your reasoning for your instructional choices, explaining how you connected the content to student learning needs, and citing the research you used for your instructional strategies.

Submit the mini‐unit plan and the rationale as one deliverable.

While APA style 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.

You are required to submit this assignment to LopesWrite.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 2.3: Candidates design and implement instruction on the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability, incorporating problem solving, reasoning and proof, communication, connections, and representation. [ACEI 2.3; InTASC 4(j), 4(k,) 7(b)]

COE 3.1: Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(b), 7(g)]

COE 3.2: Candidates create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 2(a), 2(h), 8(a)]

COE 3.3: Candidates use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [ACEI 3.3; InTASC 3(g), 7(k), 8(f), 8(g), 8(l)]

COE 3.4: Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the 1-8 level to create opportunities for students’ active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. [ACEI 3.4; InTASC 3(b), 3(c), 3(i), 3(j), 8(n)]

COE 3.5: Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [ACEI 3.5; InTASC 3(f), 3(h), 3(m), 8(m)]

COE 4.1: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. [ACEI 4.0; InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 7(d); 7(l)]

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

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

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)

© 2019. Grand Canyon University. All Rights Reserved

.

© 2019. Grand Canyon University. All Rights Reserved

Class Profile

No

No

Low

SES

No

Grade level

At grade level

Yes

No

Female

No

Grade level

At grade level

Med

Yes

No

Low SES

White

Female

No

Grade level

At grade level

One year below grade level

Low

No

No

Mid SES

White

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

No

Mid SES

Female

No

Grade level

At grade level

At grade level

Med

Yes

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Yes

No

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

No

Mid SES

White

Female

No

Grade level

At grade level

At grade level

Med

Yes

No

Low SES

White

Female

No

None

Grade level

At grade level

At grade level

No

No

Low SES

White

Male

One year above grade level

Two years below grade level

No

No

Low SES

Hispanic

Female

Learning Disabled

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

No

Mid SES

African American

Female

No

None

Grade level

At grade level

One year above grade level

High

Yes

No

White

Male

None

Grade level

At grade level

One year above grade level

Med

Yes

No

Mid SES

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

Hispanic

Female

No

NOTE: School does not have gifted program

Grade level

At grade level

Two years above grade level

Low

Yes

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Low SES

White

Male

No

None

Grade level

One year above grade level

At grade level

Med

No

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

White

Female

No

None

Grade level

One year above grade level

At grade level

Med

Med

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

White

Male

No

Grade level

One year above grade level

At grade level

Med

Yes

No

Mid SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

No

Mid SES

White

Male

No

None

Grade level

At grade level

One year above grade level

Med

Yes

No

High SES

White

Male

Learning Disabled

Grade level

One year below grade level

Two years below grade level

High

Yes

No

Mid SES

African American

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

Med

Yes

No

Mid SES

Asian

Male

No

NOTE: School does not have gifted program

One year below grade level

Two years above grade level

Two years above grade level

Low

Yes

© 2015. Grand Canyon University. All Rights Reserved.