Running head: UNIT PLAN
Unit Plan
Ashford University
EDU673: INSTRUCTIONAL STRATEGIES FOR DIFFERENTIATED
Unit Plan
Assignment: Creating a Unit Plan: Template Guide Introduction:
In my classroom I have 22 students within the age groups of 8-10. The class has 50/50 boy, girl
ratio. The majority of the students come from middle to low-class families, and span from Military families to families with no connection to the military. The class has four students who have IEP and or accommodations in place. I have one teacher aid in the classroom from time to time to assist with struggling kids.
Stage 1:
Content area: Math Geometry
Common Core State Standard:
Reason with shapes and their attributes. CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. (“Geometry,” .n.d, Chapter 3rd)
Measurable Unit Objective:
Resources:
- The students will identify shapes by labeling them with their proper names and shape category with (80% of accuracy)
- The students will solve the perimeter and area of shapes by using multiplication and addition with (85% of accuracy)
o http://www.corestandards.org/the-standards
o http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/
o http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf
| Activity: Students will use manipulatives to show their understanding of the shapes. Each student receives the shapes and will show the shape as called upon. And also use KWL charts for the shapes. | Formative Assessment: Students will identify shapes and label shape from a pre drawn work sheet. |
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| Activity: Students will use real life shapes to solve for perimeter such as their desk and posters, and the manipulatives of the shapes. Students will learn the purpose of solving the perimeter with examples such as fence building and solving for the outer perimeter ofa room. | Formative Assessment: Students will identify shapes and label shape from a pre drawn work sheet. Also show their level of understanding and answering the answer of what is the perimeter? | |
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| Activity: The activity for Area will be to design my dream house. This hands-on project teaches the students to think critically in designing and planning all the rooms needed in an 1800 sq. ft house. Completing the project bybuilding the structure out of cardboard. | Formative Assessment: The assessment for this activity is the finished project of the dream house. Which will include the area of each room and the perimeter of each room in planning for finishing products for the rooms. | |
In this unit plan there are many ways for students to accomplish the lesson through the activities listed along with the technology and manipulatives available for all types of learners. The activities provide multiple means of action and expression through drawing and labeling and also using the math program to support their ideas on area and perimeter and to identify their shapes. I also have shown multiple means of engagement whether it is the computer the teacher’s assistant and myself the students have ways to communicate their thoughts and express themselves in many different ways.
The students also have the ability to self-regulate themselves through the various mean available to build on their knowledge and motivation about the activity. The students have hand on time and time to use the computer with the goal in mind to reach as many different learners I have in the classroom.
6UNIT PLAN
References Common Core State Standards Initiative. (.n.d). Retrieved from
http://www.corestandards.org/Math/Content/3/G/
Cox, J. (.n.d.). Benifits of Technology in the Classroom. Retrieved from http://www.teachhub.com/benefits-technology-classroom
Puckett, K. S. (2013). DIFFERENTIATING INSTRUCTION: A PRACTICAL GUIDE. Retrieved
from https://content.ashford.edu/books/AUEDU673.13.2/sections/fm
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