Three-day Unit Plan

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

YOUR DETAILS BELONG HERE

I. Planning – DAY ONE

Lesson summary and focus:

In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.

FILL OUT THIS SECTION (Week One)

Classroom and student factors:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.

FILL OUT THIS SECTION BASED ON THE “CLASS PROFILE” CHART IN THE ASSIGNMENT DETAILS (Week One/Five)

National / State Learning Standards:

Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

FILL OUT THIS SECTION BASED ON THE GRADE LEVEL (1-8) AND CORRESPONDING READING “INFORMATIONAL TEXT” STRAND, CLUSTER, AND STANDARD YOU HAVE CHOSEN FROM THE AZ COLLEGE AND CAREER READY STANDARDS OR COMMON CORE STANDARDS.

***Make sure you are choosing standards from the “Reading Informational Text” section. (Week One)

Specific learning target(s) / objectives:

Specify exactly what the students will be able to do after the standards-based lesson.

FILL OUT THIS SECTION BASED ON YOUR LEARNING OBJECTIVE CREATED IN Week One.

Teaching notes:

DAYS ONE THROUGH THREE

Agenda:

Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.

BULLET POINTS ARE GREAT HERE (OPTIONAL)

Formative assessment:

Identify the process and how you will measure the progress toward mastery of learning target(s).

MATCH THE FORMATIVE ASSESSMENTS TO THE ELEMENTS OF YOUR AGENDA

(Week Two)

Academic Language:

Key vocabulary:

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Function:

INCLUDE ONE ACADEMIC LANGUAGE FUNCTION

Form:

Describe the Graphic Organizer you will use with the specific FUNCTION chosen.

Instructional Materials, Equipment and Technology:

List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

FILL THIS SECTION OUT WITH AN INFORMATIONAL TEXT CHILDREN’S BOOK FROM APPENDIX B OF THE ARIZONA COLLEGE AND CAREER READY STANDARDS:

-Make sure you also include anything else that you will need for the lesson (chart paper, projector, crayons, etc.)

Grouping:

Identify grouping strategies that will support your students’ learning needs.

II. Instruction – DAY ONE

A. Opening

Prior knowledge connection:

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Anticipatory set:

Identify how this lesson is meaningful to the students and connects to their lives.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

NAME TWO INSTRUCTIONAL STRATEGIES YOU ARE USING TO TEACH THIS LESSON

Your “I Do” instructional procedures should include:

The teaching strategy you will use to teach each step that includes modeling and formative assessment;

transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.

Script detailed, step-by-step instructions on how you will implement the instructional plan.

Use a numbered list of each step;

bold every example of modeling;

italicize every formative assessment.

(INCLUDE: Your Script and DOK Questions)

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

Please use a corresponding numbered list.

Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

Please use a corresponding numbered list.

Also include extension activities: What will students who finish early do?

I. Planning – DAY TWO

Academic Language:

Key vocabulary:

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Function:

INCLUDE ONE ACADEMIC LANGUAGE FUNCTION

Form:

Describe the Graphic Organizer you will use with the specific FUNCTION chosen.

Instructional Materials, Equipment and Technology:

List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

FILL THIS SECTION OUT WITH AN INFORMATIONAL TEXT CHILDREN’S BOOK FROM APPENDIX B OF THE ARIZONA COLLEGE AND CAREER READY STANDARDS:

-Make sure you also include anything else that you will need for the lesson (chart paper, projector, crayons, etc.)

Grouping:

Identify grouping strategies that will support your students’ learning needs.

II. Instruction – DAY TWO

A. Opening

Prior knowledge connection:

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Anticipatory set:

Identify how this lesson is meaningful to the students and connects to their lives.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

NAME TWO INSTRUCTIONAL STRATEGIES YOU ARE USING TO TEACH THIS LESSON

Your “I Do” instructional procedures should include:

The teaching strategy you will use to teach each step that includes modeling and formative assessment;

transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.

Script detailed, step-by-step instructions on how you will implement the instructional plan.

Use a numbered list of each step;

bold every example of modeling;

italicize every formative assessment.

(INCLUDE: Your Script and DOK Questions)

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

Please use a corresponding numbered list.

Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

Please use a corresponding numbered list.

Also include extension activities: What will students who finish early do?

I. Planning – DAY THREE

Academic Language:

Key vocabulary:

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Function:

INCLUDE ONE ACADEMIC LANGUAGE FUNCTION

Form:

Describe the Graphic Organizer you will use with the specific FUNCTION chosen.

Instructional Materials, Equipment and Technology:

List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

FILL THIS SECTION OUT WITH AN INFORMATIONAL TEXT CHILDREN’S BOOK FROM APPENDIX B OF THE ARIZONA COLLEGE AND CAREER READY STANDARDS:

-Make sure you also include anything else that you will need for the lesson (chart paper, projector, crayons, etc.)

Grouping:

Identify grouping strategies that will support your students’ learning needs.

II. Instruction – DAY THREE

A. Opening

Prior knowledge connection:

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Anticipatory set:

Identify how this lesson is meaningful to the students and connects to their lives.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

NAME TWO INSTRUCTIONAL STRATEGIES YOU ARE USING TO TEACH THIS LESSON

Your “I Do” instructional procedures should include:

The teaching strategy you will use to teach each step that includes modeling and formative assessment;

transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.

Script detailed, step-by-step instructions on how you will implement the instructional plan.

Use a numbered list of each step;

bold every example of modeling;

italicize every formative assessment.

(INCLUDE: Your Script and DOK Questions)

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

Please use a corresponding numbered list.

Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

Please use a corresponding numbered list.

Also include extension activities: What will students who finish early do?