Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.

Read the case study to inform the assignment.

Case Study: Fiona

Grade: 9th

Age: 14

It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands 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 has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.

The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:

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 algebraic equation in a real-life word problem.

Part 1: Strategies

As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.

Instructional strategies should include:

· Explicitly teaching related vocabulary

· The use of the concrete-representational-abstract strategies

· Graphic organizers

· Mnemonic devices

· The use of assistive technology

In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.

Part 2: 3 Day Unit Plan

Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”

Your unit plan must include:

· Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.

· Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.

· Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.

Part 3: Home Connection

In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.

While APA format is not required for the body of this assignment, sold 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. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Support your choices in Parts 1 and 3 with 1-2 scholarly resources.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Special Education Mild to Moderate Disabilities ITL/NITL 

3.1:  Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]

3.2:  Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]

3.3:   Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]      

5.6:  Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]

MEd in Special Education Mild to Moderate Disabilities (Nevada)

3.1:  Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]
3.2:  Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]
3.3:   Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]      
5.6:  Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]

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)

© 2021. Grand Canyon University. All Rights Reserved.

© 2019. Grand Canyon University. All Rights Reserved

Submission Ide: 80289d51-8232-4c38-ab5b-4a7a1795d18b

72% SIMILARITY SCORE 5   CITATION ITEMS 8   GRAMMAR ISSUES 0   FEEDBACK COMMENT

Internet Source   0%
Institution   72%

Charlotte White

SPD 570 Algebra Unit Plan Part 2 x

Summary

 706 Words  

GCU College of Education
LESSON UNIT PLAN TEMPLATE

© 2021. Grand Canyon University. All Rights Reserved.

Section 1: Lesson Preparation
Teacher Candidate Name: Charlotte Sanders-White

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
National/State
Learning Standards
List specific grade-level
standards that are the focus
of the lesson being
presented.

High order Thinking Depth of Knowledge Connectedness

Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.

Manipulate information and ideas in
ways that transform their meanings

Identify substantive character of ideas
in a lesson and to a level of
understanding that students
demonstrate as they consider these
ideas.

Apply lesson activities in an non-class
environment

Academic Language
General academic
vocabulary and content-
specific vocabulary
included in the unit.

Addition and Subtracting algebras Multiplication Division in algebra

Unit Resources,
Materials, Equipment,
and Technology
List all resources,
materials, equipment, and
technology to be used in the
unit.

• Computer
• Pencil
• Pen
• Calculator
• Oranges
• Bananas

• Computer
• Pencil
• Pen
• Calculator
• Oranges
• Bananas

•

•
•
•
•
•

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 1: Recall • Level 2 questions: skills and
concepts

•
•

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Spelling mist…: Connectedness  Conceitedness

 Passive voice: is intended to be

 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University

• Level 3: Strategic
Thinking

• Level 4: Extended
Thinking

© 2019. Grand Canyon University. All Rights Reserved

 Spelling mistake: learnt  learn

 Spelling mistake: learnt  learn
 Spelling mistake: learnt  learn
 Student: Submitted to Grand Canyon University

 Spelling mistake: summative  summation

 Three successive sentences begi…: Multiple

Section 2: Instructional Planning
Day 1 Day 2

Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?

Having students explain what they
have learnt in previous setting that is
based on Algebras

Having students explain what they
have learnt in previous setting that is
based on Algebras

Having students explain what they have
learnt in previous setting that is based on
Algebras

Presentation of Content
Multiple Means of
Representation
Describe how content will
be presented in various
ways to meet the needs of
different learners.

• English language learners
• Virtual displays

• English language learners
• Virtual displays
• English language learners
• Virtual displays

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?

Student will be asked real life
questions regarding algebra.

Student will be asked real life
questions regarding algebra.

Student will be asked real life questions
regarding algebra.

Multiple Means of
Engagement
Differentiation
Explain how materials will
be differentiated for each of
the following groups:

• English Language
Learners (ELL)

• Dialogue between the teacher
and the student

Dialogue between the teacher and the
student

Dialogue between the teacher and the
student
• 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.

Give an assessment test by the end of
the class.

Give an assessment test by the end of
the class.

Give an assessment test by the end of the
class.

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)

Offer a paper with questions for the
student to answer after the class setup.

Offer a paper with questions for the
student to answer after the class setup.
Offer a paper with questions for the
student to answer after the class setup.

© 2019. Grand Canyon University. All Rights Reserved