# Benchmark - Algebra Unit Plan

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Charlotte White

SPD 570 Algebra Unit Plan Part 2.docx

Summary

 706 Words

GCU College of Education LESSON UNIT PLAN TEMPLATE

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

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

 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

• 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

• 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