Unit Planning Template

[WLOs: 1, 2, 3] [CLOs: 2, 3, 4]

Prior to beginning work on this assignment, review the

KUD Unit Plan Template

and the

EDU 352 Unit Planning Template Video (Links to an external site.)

. Refer back to your responses to Discussions 1 and 2 of this week. Use that information to complete the KUD Unit Plan Template. In the following weeks, you will be using this KUD Unit Plan Template to help inform your process as you outline three lesson plans, which you will develop in Google Classroom for your Final Project.

Please keep in mind that your KUD Unit Plan Template is not meant for you to plan the details of the lessons you will design.  The KUD Unit Plan template is merely an outline that helps you organize the overall sequence of the lessons with which your unit is comprised. 

Also search the Ashford University Library or other repository for at least three credible sources that inform or support the planning of units of educational material.

In the Unit Planning Template,

• Provide a summary of the unit.
• Explain the KUD lesson objectives.
• Describe the assessment plan.
• List the procedures and activities utilized in the lesson.
• Explain how technology tools will be integrated into the unit.
• Identify the materials and resources required for the unit.
• Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

  For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.

• Must use at least three scholarly sources in addition to the course text.

  The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

• Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Unit Planning Template Assignment Example 1

Unit Planning Template Assignment Example 2

KUD – Know, Understand, Do

When creating your KUD objectives, consider what your students will KNOW, UNDERSTAND, and be able to DO after you have taught your
lesson or unit. Below is an example of lesson objectives for each KUD category.

KNOW – K Example lesson objectives of what learners should KNOW

Facts, names, dates, places,
information, vocabulary

The learner will know:

• The original inhabitants of the Americas migrated from Asia into North America
over the Bering land bridge

• Multiplication tables

• Ecosystem

• Elements of culture (customs, values, shelter, geography)

UNDERSTAND – U Example lesson objectives of what learners should UNDERSTAND

Big ideas, generalizations,
principles, ideas that transfer
across situations (“Students
should understand that…”)

The learner will understand:

• Migration enables organisms to meet basic needs

• Multiplication is repeated addition

• All parts of an ecosystem affect all others parts.

• Culture shapes people and people shape culture.

DO – D Example lesson objectives of what learners should be able to DO

Skills of the discipline, social
skills, production skills,
processes (usually verb
phrases)

The learner will be able to:

• Trace and explain the migratory path of the original Americans

• Use multiplication to solve story problems

• Work collaboratively in a group to complete a assigned task

• Write a unified compare and contrast paragraph

• Examine varied perspectives; draw conclusions