In this course, you have already learned how social studies connects with other content areas. Being able to plan themed curriculum that allows students opportunities to engage with multiple content areas is something that effective educators do regularly.
Use the “COE 3-Day Unit Plan Template” to briefly outline three lessons. The unit plan should include social studies integrated with the content, functions, and achievements of the visual and performance arts as primary media for communication, inquiry and engagement among students. Use the graphic organizer assignment from Topic 2 to inform the unit plan’s learning objective and standards. Share your ideas with and gather additional ideas from your mentor teacher when completing your field experience hours.
Use the “Class Profile” for background information on your students in order to differentiate and meet the diverse needs of an inclusive classroom. Include instructional objectives and strategies that align to the selected social studies and the arts standards and promote learning and engagement in an inclusive classroom.
Below the unit plan, write a 250-500 word rationale explaining how you would work collaboratively with other content areas, special education and/or general education teachers on a cross-curricular social studies and arts unit for the inclusive classroom.
Support your unit plan 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.
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.
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Day 1 |
Day 2 |
Day 3 |
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National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. |
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Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. |
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Academic Language General academic vocabulary and content-specific vocabulary included in the unit. |
© 2021-2022. Grand Canyon University. All Rights Reserved.
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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. |
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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
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Day 1 |
Day 2 |
Day 3 |
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Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
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Presentation of Content |
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Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. |
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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) |
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Application of Content |
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Multiple Means of Engagement How will students explore, practice, and apply the content? |
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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) |
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Assessment of Content |
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Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. |
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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 sources/support) |
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Extension Activity and/or Homework |
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Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. |
© 2021-2022. Grand Canyon University. All Rights Reserved
© 2021-2022. Grand Canyon University. All Rights Reserved
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Class Profile
|
Student Name |
English Language Learner |
Socioeconomic Status |
Gender |
IEP/504 |
Other |
Age |
Reading Performance Level |
Math Performance Level |
Parental Involvement |
Internet Available at Home |
|
Arturo |
Yes |
Low SES |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Med |
No |
|
Bertie |
No |
Low SES |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Low |
Yes |
|
Beryl |
No |
Mid SES |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
Two years above grade level |
At grade level |
Med |
Yes |
|
Brandie |
No |
Low SES |
Female |
No |
Tier 2 RTI for Math |
Grade level |
At grade level |
One year below grade level |
Low |
No |
|
Dessie |
No |
Mid SES |
Female |
No |
Tier 2 RTI for Math |
Grade level |
Grade level |
One year below grade level |
Med |
Yes |
|
Donnie |
No |
Mid SES |
Female |
No |
Hearing Aids |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Eduardo |
Yes |
Low SES |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
|
Emma |
No |
Mid SES |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Low |
Yes |
|
Enrique |
No |
Low SES |
Male |
No |
Tier 2 RTI for Reading |
One year above grade level |
One year below grade level |
At grade level |
Low |
No |
|
Fatima |
Yes |
Low SES |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
One year above grade level |
Low |
Yes |
|
Frances |
No |
Mid SES |
Female |
No |
Diabetic |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Francesca |
No |
Low SES |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
High |
No |
|
Fredrick |
No |
Low SES |
Male |
Traumatic Brain Injury |
Tier 3 RTI for Reading and Math |
One year above grade level |
Two years below grade level |
Two years below grade level |
Very High |
No |
|
Ines |
No |
Low SES |
Female |
ASD |
Tier 2 RTI for Math |
Grade level |
One year below grade level |
One year below grade level |
Low |
No |
|
Jade |
No |
Mid SES |
Female |
No |
None |