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Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal information. An effective plan takes into consideration a student’s developmental level, age, strengths, needs, learning preferences, culture, and interests. Interventions that are well planned for students and are based on these factors are far more effective than interventions that narrowly focus only on the student’s academic skill deficiencies.

In this assignment, practice developing ELA instruction that is appropriate for the students described in the “Class Profile” by designing a comprehensive ELA unit plan using the “5-Day Unit Plan Template.”

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Part 1: Unit Plan

Develop a 5-day unit plan that integrates vocabulary, reading, grammar, writing, listening and speaking, and technology, for the “Class Profile” students, choosing either the resource or self-contained learning environment. In a typical resource or self-contained learning environment the teacher would differentiate for every student. For this assignment, choose three students for whom you will differentiate the instruction. Align your unit to a 6-12 grade level ELA standard from the Arizona or another state academic content standards.

Design the unit plan to include:

  • National/State Learning Standards: Select standards that address reading, writing, speaking, and listening integration skills.
  • Multiple Means of Representation: Select strategies that allow opportunities to develop oral and written language for students with disabilities. Incorporate individual abilities, interests, learning environments, and cultural and linguistic factors in the section.
  • Multiple Means of Engagement: Select strategies to enhance language development and communication skills.
  • Multiple Means of Expression: Use technically sound formal and informal assessment.
  • Extension Activity and/or Homework: Incorporate activities that include critical thinking and problem-solving.
  • In the Differentiation rows of the unit plan template focus on the three students you selected.

Part 2: Rationale

In 250-500 words rationale at the bottom of your unit plan, explain the following:

  • How literacy skills from your lesson plan will be helpful for students in other content areas.
  • How communication and language arts strategies prepare students and provide them strategies to be successful academically and personally across multiple settings with a variety of collaborators (e.g., individuals, families, and teams).

Support your findings with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Special Education Mild to Moderate Disabilities ITL/NITL 

5.1:  Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); GCU Mission Critical 2, 3, 4, 5]

5.4:   Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]

5.5:  Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]

5.7:   Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); GCU Mission Critical 1, 2, 4]

MEd in Special Education Mild to Moderate Disabilities (Nevada)

5.1:  Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); GCU Mission Critical 2, 3, 4, 5]

5.4:   Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]

5.5:  Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]

5.7:   Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); GCU Mission Critical 1, 2, 4]

 GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Unit/Subject:

Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

Day 1Day 2Day 3Day 4Day 5
National/State Learning StandardsList specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and TechnologyList all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson QuestionsWhat questions can be posed throughout the lesson to assess all levels of student understanding?· Level 1: Recall· Level 2: Skill/Concepts· Level 3: Strategic Thinking· Level 4: Extended Thinking

Section 2: Instructional Planning

Day 1Day 2Day 3Day 4Day 5
Anticipatory SetHow will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of RepresentationDescribe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilities· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of EngagementHow will students explore, practice, and apply the content?
Multiple Means of Engagement DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilities· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of ExpressionFormative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilities· Early finishers (those who finish early and may need additional resources/support)
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

© 2021. Grand Canyon University. All Rights Reserved.

© 2019. Grand Canyon University. All Rights Reserved

Class Profile for Resource or Self-Contained Special Education

Student NameSocioeconomicStatusEthnicityGenderIEP IdentificationReadingPerformance LevelMath PerformanceLevelResource: Reading, Math, or BothInternet Availableat Home
ArturoMid SESHispanicMaleASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions.One year below grade levelAt grade levelReadingNo
BertieLow SESAsianFemaleOther health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments.One year below grade levelOne year below grade levelBothYes
DeniseMid SESWhiteFemaleEmotional disturbance severe anxiety disorder: Difficulty with initiating tasks, multi-step problems, test-taking, speaking, and social interactions.One year below grade levelOne year below grade levelBoth (Math mostly for multi-step problems)Yes
SophiaLow SESWhiteFemaleVisual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille.One year below grade levelOne year below grade levelBothNo
VictoriaMid SESAsianFemaleOther health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions.At grade levelOne year below grade levelBoth (Reading mostly for task completion and focus)Yes
WilliamLow SESWhiteMaleOther health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses.Two years below grade levelOne year below grade levelBothNo

Self-Contained Special Education (Mild to Moderate)

Student NameSocioeconomicStatusEthnicityGenderIEP IdentificationReadingPerformance LevelMath PerformanceLevelInternet Availableat Home
EduardoLow SESHispanicMaleASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions.One year below grade levelTwo years below grade levelNo
JadeMid SESAfrican AmericanFemaleLanguage processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention.Two years below grade levelTwo years below grade levelYes
KendylMid SESWhiteFemaleASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions.Two years below grade levelOne year below grade levelYes
ParkerLow SESWhiteMaleEmotional disturbance oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions. Difficulty with memory of math facts, visual memory, and visual-spatial discrimination and processing.Two years below grade levelTwo years below grade levelNo
RandyMid SESNative AmericanMaleScoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance.Two years below grade levelTwo years below grade levelYes
SheilaLow SESWhiteFemaleCerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems.One year below grade levelOne year below grade levelNo

© 2019 Grand Canyon University. All Rights Reserved

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