DIFFERENTIATED UNIT PLAN LITERACY 1
Differentiated Unit Plan: Literacy Unit Plan Assignment
April R. Mcclary
School of Education, Liberty University
DIFFERENTIATED UNIT PLAN LITERACY 2
DIFFERENTIATED UNIT PLAN: LITERACY UNIT LESSON PLAN TEMPLATE
LITERACY UNIT: DAY 1
PRELIMINARY INFORMATION
Candidate Name: April R.
Mcclary
Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Persuasive Writing
Subject: Writing Learning Segment Theme: Writing a Persuasive
Essay to a real audience.
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards VA English SOL: 6.7 The student will write
narration, description, exposition, and persuasion.
(a) Identify audience and purpose.
National Standards NCTE/IRA Standard 4 Students adjust their use of
spoken, written, and visual language (e. g.
conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for
different purposes.
InTASC Standards Standard #4 Content knowledge the teacher
understands the central concepts tools of inquiry, and
structures of the discipline he or she teaches and
create learning experiences that make these aspects of
the discipline accessible and meaningful for learners
to assure mostly of the content.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
After reading a story from a selected text, the student will create a chart and be able to
fill in the chart with the story’s main idea, conflict, supporting evidence, and resolution,
then complete a multiple-choice quiz with at least 5 out of 6 answers correctly.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
The instructor will start the lesson plan by asking the students what is persuasive
writing? Has anyone of you tried to persuade someone before? These and other questions
will open the door for discussion, debate, but also capture their attention at the same
time.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
DIFFERENTIATED UNIT PLAN LITERACY 3
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling -Start the first class off with talking about persuasive
writing and then give the students a clear definition of
persuasive and then ask them what they think
persuasive means using their definition. Let the
students know that persuasive writing serves its
purpose by trying to convince the audience of
something. Explain to the class ways that you can
convince the reader in your persuasive writing:
-To convince the audience to agree with your point of
view the writer must
-convince others by offering logical reasons for why
you are thinking the way you do.
-appeal to the audience and appeal to their emotions.
-convince the reader by showing good character and
using personal experiences.
To help the students understand persuasive writing
go over the chart at the same time and discuss it with
the rest of the class and ask them questions to see if
they have a full understanding of the topic.
Guided Practice Let the students work together to fill out the chart on
the white board. Choose a topic for example “the
dress code,” and have all the students work together
and come up with at least 5 reasons that supports the
idea of why the dress code is necessary. As a class
have the students decide on which supporting
evidence is proven and accurate to support their
claim of why the dress code is necessary. Then have
each student write them on the board. By looking at
their supporting evidence the teacher can decide
whether the students have a full understanding of
persuasive writing.
Independent Practice Have the students take out their Chromebook and
work separately on their own persuasive writing. Also
let them choose their own topics and then have them
choose 3 supporting reasons or arguments for their
claim, and let the students write out why they think
the argument is true to their claim.
DIFFERENTIATED UNIT PLAN LITERACY 4
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
At the end of the lesson each student will be asked again what does persuasive writing
means to them? But also, be asked to name one way a writer can convince the reader to
think the way that they do about a topic/subject.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Give the students a True/False quiz on persuasive
writing and the techniques. Just to see how much they
have already learned.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The instructor can ask the students about the lesson
plan on persuasive writing. Each student will have the
opportunity to respond. That will also give the
instructor a good evaluation of what the student
knows.
Summative Assessment (matches
the objective)
Give the students a test on persuasive writing. Just to
make sure they have a full meaning of persuasive
writing and the different techniques that are used to
help writers convince their readers into thinking their
way.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students at this stage should be able to define
persuasive, but also know what persuasive writing is
about and the different ways to convince the reader
into thinking your way. They should also know what
persuasive writing consists of and what it takes to
have a good persuasive writing.
Language Support(s) The teacher will make sure that all the struggling
students who need extra help, support, or attention
will get the help that is much needed. A review of the
lesson plan will get the help that is needed. A review
of the lesson plan will be helpful, but also the
handouts on persuasive writing techniques will be
also.
Essential Vocabulary Convince, argument, believe, opinion, main idea,
conflict, resolution, and claim.
DIFFERENTIATED UNIT PLAN LITERACY 5
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education The students should be able to identify what a
persuasive argument is and how it is defined.
Students should also know the elements of persuasive
writing. They should know what an effective
persuasive writing should be consisted of. By having
them do groupwork and discussing it together it
opens the door for the students to gain more
confidence in their writing but also show more
teamwork and initiative.
Materials Chromebook, worksheets, handouts, and whiteboard.
Technology Connection Chromebooks, and white boards.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Matthew
Accommodation:
-Give Matthew more time to complete his
classwork, tests, and quizzes during class so he
won’t be behind in his work.
-Have flexible seating available so he can move his
seat around the class if needed.
-work in small groups if he need extra help
understanding persuasive writing.
Target Student:
Kate
Accommodation:
-Give Kate more time to complete her classwork,
tests, and quizzes during class so she won’t get
behind in her work.
-Have flexible seating.
-work in small groups if needed.
-Use visuals and examples to show persuasive
writing techniques.
Target Student:
Jack
Accommodation:
-Have frequent breaks available if needed.
- Use visuals and examples to show persuasive
writing techniques.
-Give periodic reviews on persuasive writing just to
make sure that he understands the lesson.
-work in small groups if needed.
Target Student:
Jamie
Accommodation:
-Give student more time to complete his classwork
and tests.
-flexible seating.
-work in small groups.
DIFFERENTIATED UNIT PLAN LITERACY 6
- Use visuals and examples to show persuasive
writing techniques.
Target Student:
Eli
Accommodation:
-Check for understanding of concepts and elements
of persuasive writings.
-work in small groups.
-frequent breaks if needed.
-flexible seating.
-Assisted technology.
Target Student:
Rachel
Accommodation:
-Give Rachel more time to complete her classwork,
and assessments.
-work in small groups if needed.
-Give handouts to the student with the class notes
on them.
-Reiterate the lesson plan and instructions daily to
the student.
-If student is still struggling simplify the directions
to meet their understanding of the lesson plan.
Target Student:
Missy
Accommodation:
-Small groups.
-Assisted technology.
-Give handouts to the student with the class notes
on them.
-Give the student more time to complete their
classwork, tests, and quizzes.
-Flexible and preferential seating.
-Give frequent breaks as needed.
Target Student:
Bryan
Accommodation:
-Small groups.
-Assisted technology.
-Give handouts to the student with the class notes
on them.
-Give the student more time to complete their
classwork, tests, and quizzes.
-Flexible and preferential seating.
-Give frequent breaks as needed.
-The student is checked frequently for behavior by
using a self-monitoring checklist.
ELL Target Student: -Give the student more time to complete his
DIFFERENTIATED UNIT PLAN LITERACY 7
Amir
Accommodation:
classwork, tests, and quizzes.
-Use assisted technology.
-Work in small groups.
-Do read aloud.
-Go over assignments in class if there is a question
on persuasive writing.
Learning
Styles/Student
Engagement
Since each student is different and has specific learning styles and
accommodations that are needed to be met for them to be successful in
the classroom. Differentiation instructions or creating flexible seating
is very much needed. It is important for the instructor to include
differentiation instruction into the lesson plan to accommodate each
students learning needs.
Extension At the end of the lesson plan for today if there is extra time have the
students write in their journals about what they have learned about
persuasive writing. Then have them share their thoughts with the rest
of the class.
DIFFERENTIATION/UNIVERSAL DESIGN FOR LEARNING EXPLANATION
Areas of Differentiation
Check any that apply
Universal Design for Learning
Check any that apply
☒ 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?
I incorporated differentiation and UDL in my plan by having the students write their
own persuasive writings, but for the students who have learning disabilities they were
given extra help, flexible seating, assisted technology, and more to accommodate their
needs. I evaluated the students the way that I did because it would be unfair to evaluate a
student with learning disability the same way that you would evaluate a student with no
learning disability or special needs. Each of these students are special in their own way
they can complete the same level of work as a child with no disability they just need
guidance, the extra attention, and help that was the reason for my decision.
Target Students
Struggling The target students are for the students who are struggling by putting
them into groups of 2-3 students it will help the get the attention and
additional support that is needed for them to be successful. Provide the
students with Chromebook, and visuals to help them understand.
Proficient All the target students will be in a group of 2-3 students to help
complete their classwork.
Advanced Since all the students has a learning disability so by giving them
advanced work is not beneficial at this time.
Co-Teaching & Collaboration: While the special education teacher is instructing the
DIFFERENTIATED UNIT PLAN LITERACY 8
class and teaching the lesson plan on persuasive writing. The paraprofessional is helping
the students that are struggling. The teacher and paraprofessional will focus on all the
target students for extra help if needed. Once the groups discuss their opinion on
persuasive writing and go over the examples in the handout and let them work
independently. Both teacher and paraprofessional will observe the students in the
classroom and walk around to make sure they don’t have any questions and that they
understand the lesson plan.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Click or tap here to enter text.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 9
LITERACY UNIT: DAY 2
PRELIMINARY INFORMATION
Candidate Name: Click or tap
here to enter text.
Grade Level: 6
Candidate’s Endorsement: Click
or tap here to enter text.
Central Focus: Click or tap here to enter text.
Subject: Writing Learning Segment Theme: Click or tap here to enter
text.
Where in the learning segment
does this lesson occur?
☐Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Click or tap here to enter text.
National Standards Click or tap here to enter text.
InTASC Standards Click or tap here to enter text.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Click or tap here to enter text.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Click or tap here to enter text.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Click or tap here to enter text.
Guided Practice Click or tap here to enter text.
Independent Practice Click or tap here to enter text.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
DIFFERENTIATED UNIT PLAN LITERACY 10
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Click or tap here to enter text.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Click or tap here to enter text.
Summative Assessment (matches
the objective)
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Click or tap here to enter text.
Language Support(s) Click or tap here to enter text.
Essential Vocabulary Click or tap here to enter text.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Click or tap here to enter text.
Materials Click or tap here to enter text.
Technology Connection Click or tap here to enter text.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Matthew
Accommodation:
Click or tap here to enter text.
Target Student:
Kate
Accommodation:
Click or tap here to enter text.
Target Student:
Jack
Accommodation:
Click or tap here to enter text.
Target Student:
Jamie
Accommodation:
Click or tap here to enter text.
Target Student:
Eli
Accommodation:
Click or tap here to enter text.
Target Student:
Rachel
Accommodation:
Click or tap here to enter text.
Target Student:
Missy
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 11
Accommodation:
Target Student:
Bryan
Accommodation:
Click or tap here to enter text.
ELL Target Student:
Amir
Accommodation:
Click or tap here to enter text.
Learning
Styles/Student
Engagement
Click or tap here to enter text.
Extension Click or tap here to enter text.
UDL OR DIFFERENTIATION EXPLANATION
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 Click or tap here to enter text.
Proficient Click or tap here to enter text.
Advanced Click or tap here to enter text.
Co-Teaching & Collaboration: Click or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Click or tap here to enter text.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 12
LITERACY UNIT: DAY 3
PRELIMINARY INFORMATION
Candidate Name: Click or tap
here to enter text.
Grade Level: 6
Candidate’s Endorsement: Click
or tap here to enter text.
Central Focus: Click or tap here to enter text.
Subject: Writing Learning Segment Theme: Click or tap here to enter
text.
Where in the learning segment
does this lesson occur?
☐Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Click or tap here to enter text.
National Standards Click or tap here to enter text.
InTASC Standards Click or tap here to enter text.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Click or tap here to enter text.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Click or tap here to enter text.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Click or tap here to enter text.
Guided Practice Click or tap here to enter text.
Independent Practice Click or tap here to enter text.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
DIFFERENTIATED UNIT PLAN LITERACY 13
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Click or tap here to enter text.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Click or tap here to enter text.
Summative Assessment (matches
the objective)
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Click or tap here to enter text.
Language Support(s) Click or tap here to enter text.
Essential Vocabulary Click or tap here to enter text.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Click or tap here to enter text.
Materials Click or tap here to enter text.
Technology Connection Click or tap here to enter text.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Matthew
Accommodation:
Click or tap here to enter text.
Target Student:
Kate
Accommodation:
Click or tap here to enter text.
Target Student:
Jack
Accommodation:
Click or tap here to enter text.
Target Student:
Jamie
Accommodation:
Click or tap here to enter text.
Target Student:
Eli
Accommodation:
Click or tap here to enter text.
Target Student:
Rachel
Accommodation:
Click or tap here to enter text.
Target Student:
Missy
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 14
Accommodation:
Target Student:
Bryan
Accommodation:
Click or tap here to enter text.
ELL Target Student:
Amir
Accommodation:
Click or tap here to enter text.
Learning
Styles/Student
Engagement
Click or tap here to enter text.
Extension Click or tap here to enter text.
UDL OR DIFFERENTIATION EXPLANATION
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 Click or tap here to enter text.
Proficient Click or tap here to enter text.
Advanced Click or tap here to enter text.
Co-Teaching & Collaboration: Click or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Click or tap here to enter text.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 15
LITERACY UNIT: DAY 4
PRELIMINARY INFORMATION
Candidate Name: Click or tap
here to enter text.
Grade Level: 6
Candidate’s Endorsement: Click
or tap here to enter text.
Central Focus: Click or tap here to enter text.
Subject: Writing Learning Segment Theme: Click or tap here to enter
text.
Where in the learning segment
does this lesson occur?
☐Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Click or tap here to enter text.
National Standards Click or tap here to enter text.
InTASC Standards Click or tap here to enter text.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Click or tap here to enter text.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Click or tap here to enter text.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Click or tap here to enter text.
Guided Practice Click or tap here to enter text.
Independent Practice Click or tap here to enter text.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
DIFFERENTIATED UNIT PLAN LITERACY 16
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Click or tap here to enter text.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Click or tap here to enter text.
Summative Assessment (matches
the objective)
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Click or tap here to enter text.
Language Support(s) Click or tap here to enter text.
Essential Vocabulary Click or tap here to enter text.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Click or tap here to enter text.
Materials Click or tap here to enter text.
Technology Connection Click or tap here to enter text.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Matthew
Accommodation:
Click or tap here to enter text.
Target Student:
Kate
Accommodation:
Click or tap here to enter text.
Target Student:
Jack
Accommodation:
Click or tap here to enter text.
Target Student:
Jamie
Accommodation:
Click or tap here to enter text.
Target Student:
Eli
Accommodation:
Click or tap here to enter text.
Target Student:
Rachel
Accommodation:
Click or tap here to enter text.
Target Student:
Missy
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 17
Accommodation:
Target Student:
Bryan
Accommodation:
Click or tap here to enter text.
ELL Target Student:
Amir
Accommodation:
Click or tap here to enter text.
Learning
Styles/Student
Engagement
Click or tap here to enter text.
Extension Click or tap here to enter text.
UDL OR DIFFERENTIATION EXPLANATION
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 Click or tap here to enter text.
Proficient Click or tap here to enter text.
Advanced Click or tap here to enter text.
Co-Teaching & Collaboration: Click or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Click or tap here to enter text.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN LITERACY 18
LITERACY UNIT: DAY 5
PRELIMINARY INFORMATION
Candidate Name: Click or tap
here to enter text.
Grade Level: 6
Candidate’s Endorsement: Click
or tap here to enter text.
Central Focus: Click or tap here to enter text.
Subject: Writing Learning Segment Theme: Click or tap here to enter
text.
Where in the learning segment
does this lesson occur?
☐Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Click or tap here to enter text.
National Standards Click or tap here to enter text.
InTASC Standards Click or tap here to enter text.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
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BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
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MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Click or tap here to enter text.
Guided Practice Click or tap here to enter text.
Independent Practice Click or tap here to enter text.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
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EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
DIFFERENTIATED UNIT PLAN LITERACY 19
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
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Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
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Summative Assessment (matches
the objective)
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ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Click or tap here to enter text.
Language Support(s) Click or tap here to enter text.
Essential Vocabulary Click or tap here to enter text.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Click or tap here to enter text.
Materials Click or tap here to enter text.
Technology Connection Click or tap here to enter text.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Matthew
Accommodation:
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Target Student:
Kate
Accommodation:
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Target Student:
Jack
Accommodation:
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Target Student:
Jamie
Accommodation:
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Target Student:
Eli
Accommodation:
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Target Student:
Rachel
Accommodation:
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Target Student:
Missy
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DIFFERENTIATED UNIT PLAN LITERACY 20
Accommodation:
Target Student:
Bryan
Accommodation:
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ELL Target Student:
Amir
Accommodation:
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Learning
Styles/Student
Engagement
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Extension Click or tap here to enter text.
UDL OR DIFFERENTIATION EXPLANATION
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 Click or tap here to enter text.
Proficient Click or tap here to enter text.
Advanced Click or tap here to enter text.
Co-Teaching & Collaboration: Click or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
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REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
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