Ela unit plan

Get perfect grades by consistently using www.assignmentgeeks.org. Place your order and get a quality paper today. Take advantage of our current 20% discount by using the coupon code GET20


Order a Similar Paper Order a Different Paper

 Assessment Description

Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal information. An effective plan takes into consideration a student’s developmental level, age, strengths, needs, learning preferences, culture, and interests. Interventions that are well planned for students and are based on these factors are far more effective than interventions that narrowly focus only on the student’s academic skill deficiencies.

In this assignment, practice developing ELA instruction that is appropriate for the students described in the “Class Profile” by designing a comprehensive ELA unit plan using the “5-Day Unit Plan Template.”

Part 1: Unit Plan

Develop a 5-day unit plan that integrates vocabulary, reading, grammar, writing, listening and speaking, and technology, for the “Class Profile” students, choosing either the resource or self-contained learning environment. In a typical resource or self-contained learning environment the teacher would differentiate for every student. For this assignment, choose three students for whom you will differentiate the instruction. Align your unit to a 6-12 grade level ELA standard from Arizona or another state academic content standard.

Design the unit plan to include:

  • National/State Learning Standards: Select standards that address reading, writing, speaking, and listening integration skills.
  • Multiple Means of Representation: Select strategies that allow opportunities to develop oral and written language for students with disabilities. Incorporate individual abilities, interests, learning environments, and cultural and linguistic factors in the section.
  • Multiple Means of Engagement: Select strategies to enhance language development and communication skills.
  • Multiple Means of Expression: Use technically sound formal and informal assessment.
  • Extension Activity and/or Homework: Incorporate activities that include critical thinking and problem-solving.
  • In the Differentiation rows of the unit plan template focus on the three students, you selected.

Part 2: Rationale

In 250-500 words rationale at the bottom of your unit plan, explain the following:

  • How literacy skills from your lesson plan will be helpful for students in other content areas.
  • How communication and language arts strategies prepare students and provide them strategies to be successful academically and personally across multiple settings with a variety of collaborators (e.g., individuals, families, and teams).

Support your findings with a minimum of three scholarly resources.

While APA 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.

Please follow the steps to the assignment. 

5 Day Unit Plan Template”

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

Day 4

Day 5

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

© 2021-2022. Grand Canyon University. All Rights Reserved.

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

Day 4

Day 5

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)

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.

© 2021-2022. Grand Canyon University. All Rights Reserved

© 2021-2022. Grand Canyon University. All Rights Reserved

Benchmark – ELA Unit Plan – Rubric

Classroom and Student Factors/Grouping

9 points

Standards and Learning Targets/Objectives

15 points

Academic Language

6 points

Unit Resources, Materials, Equipment, and Technology

15 points

Depth of Knowledge Lesson Questions

15 points

Anticipatory Set

15 points

Multiple Means of Representation (B)

45 points

Multiple Means of Engagement (B)

45 points

Multiple Means of Expression (B)

45 points

Extension Activity and/or Homework (B)30 points

Rationale (B)

30 points

Mechanics of Writing

15 points

Documentation of Sources

15 points

Total 300 points

SPD-580 Class Profile

Class Profile for Resource or Self-Contained Special Education

Student Name

Socioeconomic

Status

Ethnicity

Gender

IEP Identification

Reading

Performance Level

Math Performance

Level

Resource: Reading, Math, or Both

Internet Available

at Home

Arturo

Mid SES

Hispanic

Male

ASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions.

One year below grade level

At grade level

Reading

No

Bertie

Low SES

Asian

Female

Other health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments.

One year below grade level

One year below grade level

Both

Yes

Denise

Mid SES

White

Female

Emotional disability severe anxiety disorder: Difficulty with initiating tasks, multi-step problems, test-taking, speaking, and social interactions.

One year below grade level

One year below grade level

Both (Math mostly for multi-step problems)

Yes

Sophia

Low SES

White

Female

Visual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille.

One year below grade level

One year below grade level

Both

No

Victoria

Mid SES

Asian

Female

Other health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions.

At grade level

One year below grade level

Both (Reading mostly for task completion and focus)

Yes

William

Low SES

White

Male

Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses.

Two years below grade level

One year below grade level

Both

No

Self-Contained Special Education (Mild to Moderate)

Student Name

Socioeconomic

Status

Ethnicity

Gender

IEP Identification

Reading

Performance Level

Math Performance

Level

Internet Available

at Home

Eduardo

Low SES

Hispanic

Male

ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions.

One year below grade level

Two years below grade level

No

Jade

Mid SES

African American

Female

Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention.

Two years below grade level

Two years below grade level

Yes

Kendyl

Mid SES

White

Female

ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions.

Two years below grade level

One year below grade level

Yes

Parker

Low SES

White

Male

Emotional disability oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions. Difficulty with memory of math facts, visual memory, and visual-spatial discrimination and processing.

Two years below grade level

Two years below grade level

No

Randy

Mid SES

Native American

Male

Scoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance.

Two years below grade level

Two years below grade level

Yes

Sheila

Low SES

White

Female

Cerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems.

One year below grade level

One year below grade level

No

© 2021. Grand Canyon University. All Rights Reserved

Writerbay.net

Do you need help with this or a different assignment? We offer CONFIDENTIAL, ORIGINAL (Turnitin/LopesWrite/SafeAssign checks), and PRIVATE services using latest (within 5 years) peer-reviewed articles. Kindly click on ORDER NOW to receive an A++ paper from our masters- and PhD writers.

Get a 15% discount on your order using the following coupon code SAVE15


Order a Similar Paper Order a Different Paper