MAT Unit Plan Template

**NOTE: Use this as a guide, OR use this form and DELETE all purple notes. The Unit Plan should be uploaded as ONE document.

MAT Unit Plan Template

This project has two parts. Part 1: Unit Plan. Part 2: Impact on Student Learning. This template has been based on the unit plan description and rubric = . You MUST read this linked document for details about how to fill out each of these blocks of the template.

Instructional Context (include analysis of learner development and diversity)

List the subject and grade level for which the unit was designed. Include a description of the

class make-up for each class that will be taught during this particular unit (see table below).

Describe the developmental levels of your students. You took a class called "Child and Adolescent Development" in the MAT program. What did you learn about this AGE of student that you might need to consider when planning instruction for them? Specifically reference at least Piaget and Erikson and their stages of development. Detail what this information means for your instructional planning.Hint: You learned this content in MAT 6312.

Describe the diversity of your students (reference class make-up). Speak specifically to the students in your class, their diverse needs, and what that means for your instructional planning. In your narrative, consider addressing student learning styles, ethnicity, language, exceptionalities, gender, and/or SES. Hint: You learned this content in MAT 6310.

Approximately how many students have the following exceptionalities?
[ ] visual impairment
[ ] hearing impairment
[ ] developmental disability
[ ] emotional or behavioral disability
[ ] gifted
[ ] learning disability
[ ] physical disability
[ ] ADD/ADHD
[ ] other (please specify) / With respect to the following categories, how would you describe your students?
[ ] African American/Black
[ ] American Indian
[ ] Asian
[ ] Hispanic
[ ] White, non-Hispanic
[ ] 2 or more races / With respect to the following learning modes/preferences, how would you describe your students?
[ ] visual
[ ] auditory
[ ] read/write
[ ] kinesthetic
[ ] multiple modes
[ ] other (explain)

Technology, Materials, Media

Include a list of all materials needed for the unit including reading material, media andtechnology resources, school and community resources, art or other supplies.

Divide your list into (1) all the materials students will use in working on the unit and (2) the professionalresources you used in creating and implementing the unit (Internet resources, print material in books or journals, and community/school resources).

If technology is used by the students, describe how you are using it to support student learning.

Introduction and Rationale (with Unit Essential Questions, Connections)

Write a brief informative paragraph describing the unit focus and its connection to past and future content in the class. Indicate how much time this unit will take (i.e., ten 1- hour sessions).

Describe your rationale for the unit to include:

How the unit prepares students for real-world performance tasks and includes student interest
How the content enhances learning in other disciplines and/or includes content from other disciplines
How the unit fits within the larger structure of the discipline. You must explicitly reference the national standards of your discipline (e.g., NCTE, NCTM, NSTA, etc.) You learned about these standards in MAT 5310 and in MAT 6311.

Also include here a timeline of your instruction. Consider this format:

Day of Unit / Instructional Focus and Summary of Activities (Bulleted List)
Day 1 (Monday)
Day 2 (Tuesday)

Unit Goals

List the desired learner goals for the unit. Unit goals willbe broader than objectives you write forindividual lesson plans. The unit goals must align to Common Core standards and stateframeworks (as appropriate for the content area). Consider this format.

Standard
(CCSS, NGSS, or State Framework) / Unit Goal / Essential Questions / Lesson Objective(s) / Day(s) of Instruction (e.g., Day 1, Day 7, etc.)
Standard 1
Standard 2
Standard 3
Standard 4

Pre-Assessment/Post-Assessment and Mid-Unit Formative Assessments

List how you plan to measure *each* of the Unit Goals. You will need to assess each student oneach Unit Goal through (a) a pre-unit assessment; (b) a post-unit assessment; and (c) a formativeassessment(s) collected at a mid-point of the unit’s implementation.

This one is critical to get right. Again, you need to read the supporting document for this project and the project rubric for more detail -

You need to create the pre assessment and either give it prior to day 1 or first thing on day 1. The easiest way to make this project work is to make your pre-assessment a test of some kind. It doesn’t have to be long. 10 questions will do.

You then need to give the same test again on the final day of the unit or the day immediately following the final day of the unit. It needs to be the same test. If you want to give an “expanded” version of the test from day 1, that is fine too. For example, if your day 1 test was 10 questions, then maybe your final test is 25 questions but it MUST include the original 10 questions from day 1.

The formative assessments include anything else you can use during the unit to assess and/or grade students: worksheets, labs, creative projects, writing prompts, homework, presentations, etc. It is just what naturally occurs in the context of your teaching practice. The text/table below provides some examples for how you might craft your language. This project is about analysis and alignment.

Standards / Unit Goal / Assessment(s) – formative, summative, pre/post / Rationale for Assessment Format and How You will Score It and Track Data.
Standard 1 / Goal 1 / Pre-Assessment Test given Friday before Unit begins on Monday
Post-Assessment Test given Tuesday of Week 2 of Unit. / First 3 questions of pre-/post-assessment test directly assess standard/goal 1 using open response short answer format. I chose this format because I wanted to see the students thinking and process without risking that they could “guess” the answer correctly like in a multiple choice test.
Standard 2 / Goal1 / Formative Assessment Exit Slip – Tuesday (Day 3) of instruction / The exit slip assesses Standard 2/Goal 1 by asking students to define 2 key vocabulary words and provide a visual and a sentence of their own creation. It will be worth 6 points (1 points for each definition, sentence, and visual)
Standard 3
Standard 4

Lesson Plans (see below)

Now that you have planned for your curriculum and assessment and aligned all the pieces, you can write the lesson plans. Again, you need to read the supporting document for this project and the project rubric for more detail -

The rubric for the project has very specific requirements for the lesson plans. Please reference the criteria of the rubric titled: Instruction, Lesson Plans, Assessment, and Critical Thinking.

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 1

Frameworks:
Objectives:
Essential Question(s):
Assessments:
Materials:
Teacher will… / Students will… / Differentiation…
Exploration, Explicit Instruction, Mini-lesson
Modeling & Guided Practice
Independent Practice
Extension/Assignment

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 2

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 3

Frameworks:
Objectives:
Essential Question(s):
Assessments:
Materials:
Teacher will… / Students will… / Differentiation…
Exploration, Explicit Instruction, Mini-lesson
Modeling & Guided Practice
Independent Practice
Extension/Assignment

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 4

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 5

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 6

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 7

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 8

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 9

Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) – Day 10

Lesson Plan Analysis – To go with Day 1

Respond to each question/prompt:

In what ways does this lesson stimulate higher order thinking? What parts of your lesson will challenge students to think beyond knowledge and comprehension?

Explain how the lesson’s components (instruction, modeling, practice, materials, assessment) are aligned with and support the lesson’s objectives.

How will you measure the progress/learning of EACH student during the lesson? Describe how your assessments will help you account for the progress/learning of EACH student and help you measure the effectiveness of your lesson plan.