Académique Documents
Professionnel Documents
Culture Documents
Tiffany Poritz
December 4th, 2015
UBD Unit Plan
The unit plan designed is called Bold Actions. It is a lesson plan designed for a
7th grade Language Arts classroom. The classroom is a co-taught classroom with a
mixture of special education and general education students. There are also English
Language Learners in the classroom. The span of learners include students with Autism
and students with Specific Learning Disabilities in the area of reading. The unit is
designed heavily with differentiation and use of assessments to meet the needs of its
students and accurately assess where they are.
Bold Actions incorporates close reading of texts from the Collections material in
Houghton Mifflin Harcourt curriculum, as well as their Close Reader book. students are
required to take a look at stories that include bold actions. Students analyze what a bold
action is and make connections with the texts -- forming connections with their own
experiences. Several of the texts that students read throughout the unit include a Greek
Mythology in Collections book called Flight of Icarus. Students also read Arachne in the
Close Reader.
In addition to reading a variety of different texts, students are practicing close
reading strategies. Students are also using vocabulary strategies to help with
determining the meaning of new words. Each lesson is aligned to a Common Core
State Standard, Council for Exceptional Children Standard, Wisconsin Teaching
Standard, and Advanced Graduate Education Abilities.
Standards and Alverno Abilities
The Common Core State Standards that are applicable to the unit design include
CCSS.ELA.Literacy.7.1-- students will cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text and
Unit Design
Understandings (U)
Rationale:
Prior to the start of the unit,students will be given a pre-assessment of story elements.
Students are to define the terms and place them appropriately on the plot line. The
results of the pre-assessments sets the scope and sequence of the lesson. If students
struggle with the terminology and are not familiar with the story elements -- they will
need to be reviewed and pre-taught prior to certain activities for students with difficulty
recalling information.
Students are also given a short passage to read and annotate independently to help
gage their understanding of close reading strategies. If students struggle with the
strategy -- it is necessary to model the use of annotation and providing rationales for the
students.
______________________________________________________________________
Can you define the following terms used in elements of a story?
Term
Characters
Setting
Exposition
Conflict
Rising Action
Climax
Falling Action
Resolution
Definition
PLOT LINE
10
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
11
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
12
Summative Assessment:
-n/a
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
13
Learning Activities:
Closure:
14
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Close Read Passages & aligned questions
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
15
Notes
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
16
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
17
18
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
1.
2.
3.
4.
5.
Closure:
Academic Language
Language Demands
(see Handout)
Define
Objective
Strategies
Close
Describe
19
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Close Read Passage Flight of Icarus & aligned
questions
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
20
Rubric Assessment
Standard -- CCSS.ELA.7.1
Learning Objective -- Students use close read annotations to aide in comprehension of
the story Icarus Flight.
Rationale -Students are based on their annotations from the first read of Icarus Flight. The
rubric provided is a generic Close Read rubric used for all close reading assignments.
Students are assessed by the progress they make through the use of correctly using
annotations to support comprehension of the text. Based on the first read of a Greek
Mythology -- most students would fall in the developing category and after annotating
Arachne, students should bump up to between developing and proficient.
Name: ________________________________________________________________
Proficient 4
Developing 2
Limited
Understanding
of Text
Shows basic
understanding of the
passage and/or text.
May contain some
vague assertions and
slight inaccuracies.
Shows no
understanding of
passage and/or text.
Contains mostly
vague and/or
inaccurate
statements about
passage and/or text.
Annotations
Thorough, detailed,
insightful, relevant
examples. Underlined
parts include notations
that make inferences/
draw conclusions.
Limited to no
connections or
notations. Few to no
examples and/or
examples are not
relevant.
21
comments/observations.
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
Students will identify the correct usage of grammar
and correctly answer 5 of the Language Review
questions.
Students will use close reading strategies to read The
Flight of Icarus
Students will practice using text evidence to support
their claims when answering literal questions
Essential Question(s):
22
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
23
24
Instructional
Procedures
(including specific
times)
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
Closure:
1.
2.
3.
4.
5.
Academic Language
Language Demands
(see Handout)
5 Questions (Blooms)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
25
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Close Read Passage Flight of Icarus & aligned
questions
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
26
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
Students will identify the correct usage of grammar
and correctly answer 5 of the Language Review
questions.
Students will use close reading strategies to help w/
comprehension
Students will practice using text evidence to support
their claims when answering literal questions
Students will use vocabulary strategies to aid in
comprehension
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
27
Formative Assessment:
-Observation & Discussion
-Completion of Language Review
-Completion of reading logs
-Completion Close Reading annotation and completion
of Plot Line (story elements)
- Exit Slip
Summative Assessment:
-n/a
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
28
29
motivational hook
where applicable)
Learning Activities:
1.
2.
3.
4.
5.
6.
Closure:
Academic Language
Language Demands
(see Handout)
Define
Objective
Strategies
Close
Describe
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
30
Materials
Smartboard Lesson
Reading Logs
Language Review
Close Read Passage Flight of Icarus & aligned
questions
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
Notes
R.L.7.1
31
(Content
Standard/Common
Core)
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
Students will identify the correct usage of grammar
and correctly answer 5 of the Language Review
questions.
Students will use close reading strategies to help w/
comprehension
Students will practice using text evidence to support
their claims when answering literal questions
Students will use vocabulary strategies to aid in
comprehension
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
32
Student
Accommodations
and/or Modifications
33
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
1.
2.
3.
4.
34
Closure:
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Brainpop video of Greek Mythology
Close Read Passage Arachne & aligned questions
List of vocabulary words
Copy of frayer models
35
Pencils
Chromebooks
Notes
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
36
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
37
Needs Represented
Student
Accommodations
and/or Modifications
38
clarify directions
A.S. SLD read tests/ quizzes aloud, check for
understanding, graphic organizers, repeat directions
back for clarification
M.O. ESL paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
M.T. ESL paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
Instructional
Procedures
(including specific
times)
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
1.
2.
3.
4.
5.
6.
7.
Closure:
Academic Language
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Describe
Strategies
Close
39
Language Demands
(see Handout)
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Brainpop video of Greek Mythology
Close Read Passage Arachne & aligned questions
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
40
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
Students will identify the correct usage of grammar
and correctly answer 5 of the Language Review
questions.
Students will use close reading strategies to help w/
comprehension
Students will practice using text evidence to support
their claims when answering literal questions
Students will use vocabulary strategies to aid in
comprehension
41
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
Student
Accommodations
42
and/or Modifications
for 90 minutes.
O.V. SLD/ ESL Provide graphic organizers,
reteach ideas, model assignments, tests and quizzes
read aloud, repeat questions back to check for
understanding. paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
J.D.V. SLD -->Verbal/Visual cues to follow along,
repeat directions back to check for understanding,
modify tests and quizzes to independent reading level,
use of graphic organizers, prompts to slow handwriting
down to increase legibility of writing.
J.J.--> Autism visual cues to promote on task
behavior, shortened assignments for over 5 sentences
in length (demonstrate understanding, allow verbal
answers, prompting to redirection, foreshadow new
events/transitions
B.P.--> Autism Visuals to stay on task, close
proximity to teacher, use of visual strategies, modify
writing process, seat next to strong peer, repeat
directions back to check for understanding
M.D. SLD break large assignments into smaller
tasks, close teacher proximity, verbal dictation of
answers, additional time to complete assignments,
check for understanding throughout instruction
P.C. SLD modify tests and quizzes to
independent reading level, guided practice in small
group setting, graphic organizers & sentence starters,
clarify directions
A.S. SLD read tests/ quizzes aloud, check for
understanding, graphic organizers, repeat directions
back for clarification
M.O. ESL paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
M.T. ESL paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
43
understanding.
Instructional
Procedures
(including specific
times)
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
1.
2.
3.
4.
5.
6.
Closure:
Academic Language
Language Demands
(see Handout)
5 Questions (Blooms)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
44
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Brainpop video of Greek Mythology
Close Read Passage Arachne & aligned questions
List of vocabulary words
Copy of frayer models
Pencils
Pixar Short film
Chromebooks
45
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
Students will identify the correct usage of grammar
and correctly answer 5 of the Language Review
questions.
Students will use close reading strategies to help w/
comprehension
Students will practice using text evidence to support
their claims when answering literal questions
Students will use vocabulary strategies to aid in
comprehension
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
46
Formative Assessment:
-Observation & Discussion
-Completion of Language Review
-Completion of reading logs
-Completion Close Reading annotation and completion
of Plot Line (story elements)
- Exit Slip
Summative Assessment:
-n/a
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
47
48
motivational hook
where applicable)
Learning Activities:
Closure:
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
49
Materials
Smartboard Lesson
Reading Logs
Language Review
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
Vocabulary Review
Posters
Markers
Crayons
Colored Pencils
Notes
50
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
51
Performance Tasks)
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
52
events/transitions
B.P.--> Autism Visuals to stay on task, close
proximity to teacher, use of visual strategies, modify
writing process, seat next to strong peer, repeat
directions back to check for understanding
M.D. SLD break large assignments into smaller
tasks, close teacher proximity, verbal dictation of
answers, additional time to complete assignments,
check for understanding throughout instruction
P.C. SLD modify tests and quizzes to
independent reading level, guided practice in small
group setting, graphic organizers & sentence starters,
clarify directions
A.S. SLD read tests/ quizzes aloud, check for
understanding, graphic organizers, repeat directions
back for clarification
M.O. ESL paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
M.T. ESL paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
Instructional
Procedures
(including specific
times)
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
1.
2.
3.
4.
53
Closure:
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Greek Myth Close Read Passages & aligned
questions
Vocabulary Shuffle words and definitions (critical
54
vocabulary)
Performance task Bold Actions Directions & Rubric
Chromebooks
Markers, Colored Pencils, Scissors, Glue, Poster
board
Notes
Formative Assessment
Standard -- CCSS.ELA.7.1 & CCSS.ELA.7.2
Learning objective: Students are able to show comprehension of the Greek story The
Flight of Icarus. Students demonstrate their mastery of the story by identifying elements
of a story, vocabulary, and using text evidence to support their claims in the short
response section.
Rationale:
Through this formative assessment, students are able to identify elements in the story.
Students also identify critical vocabulary from the reading. In addition to identify
elements of a story and vocabulary -- students are asked to respond to short response
about theme; which is one of the focuses throughout the lesson.
Alternative Assessment: An alternative paper and pencil formative assessment that
can be conducted for students would to fill in a graphic organizer (plot line) for the story.
(See graphic organizer from pre-assessment). Students would be assessed on the
same vocabulary words but would be provided with some of the definitions and words to
accommodate student needs. The assessment would also be given in the form of a
kahoot. (www.kahoot.it) for students that are more visual and technology oriented.
55
______________________________________________________________________
Name:
Class:
Date:
Comprehension
Read each of the following questions. Then choose the letter of the best answer.
____ 1. Why did Daedalus make wings for himself and his son?
A. Teach his son to fly.
B. Be more like the gods.
C. Escape from the island of Crete.
____ 2. Why did Daedalus have fearful thoughts while watching Icarus fly?
A. He thought that Icarus would be too afraid.
B. He thought that the winds would be too strong.
C. He thought that Icarus would be too bold and careless.
____ 3. Why did Icarus fly higher and higher into the sky?
A. He wanted to impress the shepherds and plowmen.
B. He did not know how to control his wings.
C. He was obeying his fathers instructions.
____ 4. Daedalus first knew that his fears had come true when
A. He saw feathers floating from the sky.
B. He heard Icarus cry out to him.
C. He felt the heat of the sun.
____ 5. When Daedalus arrived safely in Sicily he
A. Buried his son.
B. Built a temple.
C. Made another pair of wings.
56
____ 6. Daedalus could not follow Icarus into the sky because
A. He was too heavy.
B. He was too cautious.
C. He was too slow.
Vocabulary
Choose the answer that best explains the meaning of each underlined word. Use the
sentence from the text to help you with defining the vocabulary word.
____ 7. A moderate amount of something is ________.
Sentence from text: Keep at a moderate height, for if you fly too low, the fog and spray
will clog your wings, and if you fly too high, the heat will melt the wax (p. 32 lines 4445).
A. Very generous.
B. Just enough.
C. Too little.
____ 8. What does prowess mean?
Sentence from text: As they flew across the land to test their prowess before setting
out across the dark wild sea . . . (p. 32 line 56).
A. Strength
B. Arrogance
C. Intelligence
____ 9. Something that is done in a frantic way is done
Sentence from text: He was bewitched by a sense of freedom and beat his wings
frantically so that they would carry him higher and higher to heaven itself (p. 33 lines
69-70).
A. Calmly.
B. Deliberately.
C. Quickly
____ 10. A sign that a person is experiencing anxiety might be
Sentence from text: Daedalus, crazed by anxiety, called back to him, Icarus! Icarus,
my son, where are you?( p. 33 lines 80-81).
A. An angry frown.
B. Sweaty palms.
57
C. A relaxed smile
Short Answer
Written Response
Answer the following questions based on your knowledge of the myth.
11. Using what you learned in class about theme. What is one theme from Flight of the
Icarus? What text evidence supports your idea? (Remember to use A.C.E. in writing
your response).
58
Vocabulary Word
Definition_______________________
1. _________ Moderate
A. Bothered
2. _________ Disturbed
3. _________ Pier
4. _________ Swell
D. Quickly
5. _________ Frantic
Navigation
Strive
Submerge
Prowess
Persevered
Short Response
Directions -Select one word from below and use it correctly in a sentence.
Porthole
Posthumously
Controversy
Deck
Terminal
Sentence:
______________________________________________________________________
______________________________________________________________________
59
Verb
Adjective
Adverb
Pronoun
Preposition
60
Deck
Porthole
Submerge
Navigation
Pier
Terminal
Disturbed
Qualifications
Posthumously
Pantheon
Preserved
Controversy
Cognitive
Moderate
Prowess
Frantic
Anxiety
Obscure
Indignantly
Obstinacy
Strive
Descendants
61
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
62
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
63
- Exit Slip
Summative Assessment:
-Completion of performance task / end of unit task
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
64
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
Closure:
1.
2.
3.
4.
5.
6.
7.
65
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
5 Questions (Blooms)
Curriculum (APA)
e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Greek Myth Close Read Passages & aligned
questions
Vocabulary Shuffle words and definitions (critical
vocabulary)
Performance task Bold Actions Directions & Rubric
Chromebooks
Markers, Colored Pencils, Scissors, Glue, Poster
66
board
Notes
Performance Task
Standard -- CCSS.ELA.7.1 & CCSS.ELA.
Learning Objective -- Students will demonstrate their understanding of one of the two
texts read during the unit. Students will identify theme and elements of a short story.
Rationale -- Students are given the opportunity to show their understanding of the two
stories read in the unit. Students can create a poster or other visual display to show the
basic elements of the story. In addition to creating a visual -- students will label and
identify the theme.
____________________________________________________________________________
__
Directions
1. Create a poster or other visual display that shows the basic elements of story from the story you've
chosen.
2. This means you'll need to:
1. Identify the six points of the well-built plot for the story--find a short passage from the text to represent
each of the points
2. Describe/show the setting
3. Clearly state one of the storys themes (lesson or message)
67
3.
1.
2.
3.
1.
o
o
o
Grading Rubric
Advanced (4)
Proficient (3)
Developing (2)
Limited (1)
Illustrations
Content
Conventions
Final Grade:
Portfolio Assessment
Using a portfolio assessment would allow the teacher to collect samples from the
students throughout the unit. In addition to collecting work, the portfolio would allow
students to do self assessments. The student would select the work that best
represents the student's mastery or proficiency of the outline standard. The portfolio
would include one item from each assessment and would demonstrate growth. Students
would reflect on their work and set goals for the next unit to help guide their learning
.
68
69
students are exposed to the materials they will be assessed on over the whole length of
the unit -- they will have a higher success rate. Students that are English as a Second
Language Learner benefit from the visuals because the English vocabulary is
secondary to them.
Self Assessment
Overall, I believe this assignment confirmed my knowledge of of unit design. I am
a second year teacher at a school district that utilized the Understanding by Design
approach and using the backwards design. I have exposure with creating unit lessons.
Before designing this unit -- I firmly believe in have the learning goals in mind and
knowing how the students will show what they know. it has been my experience that it is
very easy to stray from the learning goal and create activities that may not align
appropriately.
Throughout the design of this unit -- I kept reflecting on how I can further
differentiate instruction and provide my students with more accommodations (where
needed). On the flip side, I recognize that sometimes I provide my students with too
many accommodations and foster learned helplessness at times. I need to remember
that rigor is good for my students. I am not helping my students by coddling them.
Therefore, I think it is important for me to analyze the appropriate
accommodations for students and to hold them to the same standards as the other
70
students in the classroom. It is acceptable for students to use a different path to learn
from as long as the outcome is the same and the students can demonstrate their
understanding of the concepts.