Unit Outline- ELED 4220
You are creating an outline of an 8-10 lesson unit that addresses both content (science, social studies, or mathematics) and at least one literacy standard (reading, writing, listening/speaking). One of these lessons should be a full long lesson plan. Your project/performance task at the end cannot start before Day 8. So if you are having students make a Weebly website you need to plan for 7 lessons before that starts on Day 8.
Standards (both Content and Literacy)
Additional Standards:
Part 1: Desired Results
Essential [t1]Understandings (at least 1 literacy and 1 content):
Part 2: Assessment Evidence
Description of Project/Performance Task:
Students will[t2]….
Rubric to Evaluate the Project/Performance Task:
Part Three: Learning Plan
Lesson Matrix[t3]:
Lesson[t4] / Essential Understanding: Content / Essential Understanding: LiteracyMultiple Intelligences[t5]:
Lesson / MI 1 / MI 2 / MI 3 / MI 4 / MI 5 / MI 6Technology Use
Describe in 2-3 paragraphs how you are leveraging technology to support teaching and learning. Make sure that you specify what technologies will be used, in which lessons technology will be used, and how technology will be used. Make sure that you include at least 3 different types of technologies. Be specific about any iPad apps, SMART board activities, etc.
Day by Day Lesson Outlines
Day 1
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 2
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 3
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 4
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 5
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 6
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 7
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 8
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 9
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Day 10
3-part objective:
Direct or indirect instruction:
Description of activities (2-3 sentences):
Differentiation for struggling readers (2 sentences):
Assessment (Summative and Formative):
Don’t forget to include 1 long lesson plan here!
[t1]These are broad goals. Focus on what students will be doing during your unit.
“Students will explain the phases and sequence of the water cycle.”
“Student will read a text and identify the key details.”
[t2]Put a description here as well as any directions that you will give students about what to include in the project.
[t3]Put an X in the column (content or literacy) that you are focusing on more intensively for each lesson.
[t4]Put lesson number and title below
[t5]Each lesson should address at least 2 multiple intelligences. Put the multiple intelligences in the top row (where MI 1, MI 2 are) and then put an X for the lessons in which they are addressed.