Series of Lessons or Unit Plan

Series of Lessons or Unit Plan

Throughout the course, we have discovered some best practices and instructional strategies to implement in our teaching. For the final assignment, you will develop a series of lessons (also known as a unit plan) using at least 5 of the 10 strategies listed below. To be clear, you are not turning in one single lesson plan, but a series of lessons that cover a unit. The number of lessons will be dependent upon many factors: the grade level you teach and the targeted skills, for example. If you have questions on how many lessons you need to create to cover the unit plan, reach out to your instructor for additional assistance.

· Cooperative learning (Strategy 1)

· Using cues, questions, and advance organizers (Strategies 2-4)

· Nonlinguistic representation (Strategy 5)

· Summarizing, note taking, and homework practice (Strategies 6-8)

· Identifying similarities and differences (Strategy 9)

· Generating and testing hypotheses (Strategy 10)

In addition to your lesson plans, make sure to develop formative and summative assessments that would measure your learner objectives. Develop your objectives from the state standards that you chose in Week 1.

You may use the Lesson Plan Template and repeat the template as much as you need to complete your unit plan. Although you may choose an alternative lesson plan format, make sure each lesson includes the following categories:

· Lesson title and grade level

· Standards alignment

· Lesson objectives (no more than five)

· Learning strategy(ies)

· Lesson activities

· Assessments (Formative and Summative)

· Required materials and resources

At the end of the lesson plan series or on a separate page, reflect on your unit plan as a whole (300- to 400- words). Adhering to APA guidelines, refer to your text and 1-3 outside resources for this assignment. Be sure to cite your sources. Use the following questions to guide your reflection:

· Did my objectives align with the state standards I chose?

· How did I identify the declarative and procedural knowledge found within the standards and intentionally plan for both in my lessons?

· How did I ensure that my lessons addressed all learners through the types of questions asked, activities presented, and student groupings?

· How did I determine my students’ prior knowledge when planning my lessons?

· Did I provide adequate time for students to practice the skills they are learning?

· Did my assessments (formative and summative) give me information regarding how well my students learned the goal and objectives stated?