In this course, you have already learned how social studies connects with other content areas. Being able to plan themed curriculum that allows students opportunities to engage with multip

In this course, you have already learned how social studies connects with other content areas. Being able to plan themed curriculum that allows students opportunities to engage with multiple content areas is something that effective educators do regularly.

Use the “COE 3-Day Unit Plan Template” to briefly outline three lessons. The unit plan should include social studies integrated with the content, functions, and achievements of the visual and performance arts as primary media for communication, inquiry and engagement among students. Use the graphic organizer assignment from Topic 2 to inform the unit plan’s learning objective and standards. Share your ideas with and gather additional ideas from your mentor teacher when completing your field experience hours.

Use the “Class Profile” for background information on your students in order to differentiate and meet the diverse needs of an inclusive classroom. Include instructional objectives and strategies that align to the selected social studies and the arts standards and promote learning and engagement in an inclusive classroom.

Below the unit plan, write a 250-500 word rationale explaining how you would work collaboratively with other content areas, special education and/or general education teachers on a cross-curricular social studies and arts unit for the inclusive classroom.

Support your unit plan 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.

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 1	Day 2	Day 3
National/State Learning Standards List 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 Technology

List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge

Lesson Questions

What 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 1	Day 2	Day 3
Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners.

Multiple Means of Representation Differentiation Explain 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 Engagement How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation Explain 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 Expression Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation Explain 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)
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.

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Class Profile

Student Name	English Language Learner	Socioeconomic Status	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low SES	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low SES	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid SES	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low SES	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid SES	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Donnie	No	Mid SES	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low SES	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid SES	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low SES	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatima	Yes	Low SES	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid SES	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low SES	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low SES	Male	Traumatic Brain Injury	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low SES	Female	ASD	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid SES	Female	No	None

In this course, you have already learned how social studies connects with other content areas. Being able to plan themed curriculum that allows students opportunities to engage with multip

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