Differentiated Unit Plan: Math Unit Plan Assignment

Day 1

The Objective directs the Evaluation

The evaluation should assess the student’s performance on the objective.

Objective

Evaluation

What students will be able to do at the end of the lesson. The objective must include the condition , the behavior , and the criterion (e.g., Given X, the student will X, with #/# correct). See DUP Instructions.

What students will demonstrate and how their work will be evaluated. Clearly states the methods by which the student’s behavioral objective will be assessed.

Instruction

Whole Group

Individual

Teacher Instruction

Guided Practice

Independent Practice

Accommodation/s

Include the steps you will follow to teach the content or skill. Include sufficient detail to allow a substitute teacher to deliver the instruction the way you planned. Consider multi-sensory ways content will be communicated. How will explicit direct instruction be provided? Provide a clear description of the steps to model the task or skill. DO NOT include a full script of everything you plan to say.

Explain the assignment, activity, or experience the students will engage in under the teacher’s direction and guidance that will help the learner move the newly taught content or skill from short-term to working memory. Include sufficient detail to allow a substitute teacher to deliver the instruction the way you planned. Clearly described how the content or skill will be broken down into learnable parts and how corrective feedback will be provided. DO NOT include script.

Explain the assignment, activity, or experience the student will engage in on their own or in a self-directed group that helps the learner to correctly practice the newly taught content to move the skill from working memory to long-term memory. Include sufficient detail to allow a substitute teacher to deliver the instruction the way you planned. New skills are practiced allowing interaction and cooperation, as well as a generalization to a real-world setting. DO NOT include script.

Using student characteristics and the IEP, evaluate the instruction, activities, and assessments to determine if there are any barriers to content, progress, or achievement. Identify any necessary accommodations to support each of the students identified with special needs for that lesson. These do not need to be lengthy explanations, but they should clearly state what the accommodations are. If accommodations are not needed for a given student, briefly explain why this is the case, based on the student’s description and the lesson content.

NOTE: In Part III of the DUP, you will select from these accommodations to further expand and explain in your DUP Accommodations Template.

Target Student: Matthew

Accommodation:

Target Student:

Accommodation:

Virginia State Standards:

Please see Week 1 announcement to determine what category from which your English SOL should come.

Please do not enter text into the shaded cells. Every white cell should contain an entry.

* Carol Ann Tomlinson and IRIS module differentiated instruction.

! Universal Design for Learning and IRIS UDL IRIS MODULE

ULD or Differentiation Explanation

Types of Differentiation*

Universal Design for Learning!

Content

What is to be learned, or the knowledge and skills students need to master.

Representation

The What of learning! How are new skills and content being presented? Present information and content in different ways to support understanding.

Process

How students acquire the information or the activities in which the students engage to master the content.

Engagement

The Why of Learning! How are you engaging all learners? How are you going to provide multiple pathways for students to learn? What are students doing with the new skills and content? Flexibility in interaction with material and learning. Stimulate motivation and sustained enthusiasm for learning.

Product

How students demonstrate learning or the evidence students show to demonstrate learning.

Environment

Where and with whom students learn, or the organization and atmosphere of the classroom.

Expression

The How of Learning! How will students demonstrate their mastery of the skill or content? Different ways to motivate students and sustain interest. Offer options and support so everyone can create, learning, and share.

Differentiated Instruction: Maximizing the Learning of All Students – IRIS Module – See link provided

UDL Instructional Planning Process – see link provided

Check All Strategies Applied

☐ Content ☐Process ☐Product ☐Environment

☐ Representation ☐Engagement ☐Expression

Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision?

Struggling

Target Students: Identify the student(s) for which the differentiation was intended. This can include students from the descriptions of students with special needs and/or other students in the class for whom you may create fictitious names.

Proficient

Target Students: Identify the student(s) for which the differentiation was intended. Again, this can include students from the descriptions of students with special needs and/or other students in the class for whom you may create fictitious names.

Advanced

Target Students: Identify the student(s) for which the differentiation was intended. As above, this can include students from the descriptions of students with special needs and/or other students in the class for whom you may create fictitious names.

Co-Teaching

In this section, identify the role each teacher will take and what role the co-teacher will take in the lesson? Will they parallel teach, station teach, etc.?

Resources:

Please do not enter text into the shaded cells. Every white cell should contain an entry.

* Carol Ann Tomlinson and IRIS module differentiated instruction.

! Universal Design for Learning and IRIS UDL IRIS MODULE