Unit Plan Development 1 BRAINSTORM

Need by: Friday, March 4, 2022

Please refer to attached documents for further instruction! 

EDU 573: Instructional Methods

Daily Math Lesson Plan- Development Part I

Taya Hervey-McNutt

Dr. Hau Nguyen – Course Instructor

Strayer University

January 26, 2022

Lesson Plan-Daily Math Lesson

Teacher’s Name Professor Allen

Date of Lesson 14-02-2022

Time of Lesson 10:05 a.m.

Subject The concept is Single subjected; Observation.

Factors that can affect
what you can teach

The first factor is class size. The classroom is small, which
makes it very convenient to teach the subject. The small class
size will help increase student engagement and make them
have a higher ability to adapt to educational and intellectual
challenges that they will likely face.
The next factor is time. Over the years, it has been deduced
that the time of the day significantly impacts students’
achievement. The selected time is suitable as it matches their
scores and learning style preferences.
The other factor is space. Students will be placed at a safe
distance from one another to ensure they are in a tidy and
clean environment, which will make them more focused and
have motivation towards the lesson.

Class Demographics

There are 402 students. Their average age is six years. There
are a total of 218 girls and 184 boys. On average, the
economic status of the students in the middle.

The ability levels of the students are as follows: visual
learners, auditory learners, writing learners, and kinesthetic
learners.

The school setting is learner-centered. This is the case since
the learning institution assesses students’ needs, for instance,
allowing students to create their own meaning according to
the previous knowledge.

A brief summary of the schedule is 8:20-9:00 as arrival time,
9:25 clean up, 10:00 – 10:45 math talk, and 10:45 to 11:00,
individual/partner work, 11:15 dismissal.

The teachers’ qualities include love for their work, creativity,
flexibility, patience, sense of humor, and compassion.

Three potential
advantages to teaching
this mix of students.

In this environment, teachers mix students with mixed
abilities, which allows them to learn and accept their
differences.
A teacher will have an easy time placing the students into
discussion groups or engaging the class in the discussion
because each student has their own perspective on things.
The high-level students can assist lower-level learners by
encouraging and modeling them.

Two potential challenges
to teaching this mix of
students.

Teachers face the challenge of teaching effectively because
they will be required to know every student’s ability and
identify a suitable way of teaching them.

It is possible that teachers may feel out of touch with the
learners when they post negatively unintended outcomes.

Scope

● The time to teach
this lesson.

● Classroom
resources

● How this lesson
plan fits into either
a single-subject
curriculum or
connects as an
interdisciplinary
plan

1. The lesson will be taught at 10:05 a.m. Usually, students
tend to be better focused on learning at this time of the day.
This is normally the time when many institutions give
important learning tasks. This is also the time when many
institutions issue significant tests to their kindergarten
learners.

2. The classroom resource will be a science lab where they
will have access to scientific tools to help them during the
scientific inquiry process; this is, observing, measuring, and
recording their outcomes. Examples of the scientific tools
required are the thermometer, magnifying scale, and
measuring tape.

3. The lesson plan fits into an interdisciplinary plan. The
lesson plan combines lessons in different disciplines around
one theme. Different ideas related to a common theme are
assimilated, and they are then taught to students.

NEED BY: FRIDAY, MARCH 2, 2022

WILL PAY: $10 NOW/ $30 COMPLETE

MUST FOLLOW EXAMPLE TEMPLATE AND THE RUBRIC PLEASE!!

ALL INFORMATION IS ATTACHED HERE AND ADDITIONAL DOCUMENTS HAVE BEEN
ATTACHED AS WELL!!

WEEK 9-Unit Plan Development 1

Unit plans are used to organize and sequence content. For this assignment, you will create a
mini-unit with three lessons, including the lesson you started in the first assignment and refined
in subsequent assignments. If you need samples, refer to an example of a unit plan.

Include three lessons:

● For the first lesson, revise the lesson from the Week 3 assignment, Lesson Plan Development
Part 1, taking into account the feedback you received.

● Add two more lessons using the same format as the first lesson.
● Using the rubric and guide from the Week 3 assignment, Lesson Plan Development Part 1, make

sure to address all the parts of the rubric for lessons two and three.
● The structure of each lesson within the unit must include standards, objectives, instructional

practices and resources.
● Each lesson must also include methods for assessment, feedback, and reflection.

This course requires the use of Strayer Writing Standards. For assistance and information,
please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check
with your professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

● Create a unit that includes lesson plans, an evaluation strategy, and instructional resources.

WEEK 3 GUIDE- Lesson Plan Development Part 1
Overview

Brainstorming

In this assignment, you will create your first lesson. Begin by brainstorming, using any methods
such as mind mapping, lists, flowcharts, or other graphics to think about what your class and
lesson plans will involve. Use this section to inform your decisions and have a basic road map
upon which to build your class and lesson plans.

● What would you like to teach?
○ Consider subjects, activities, lesson hooks, and other items that you might want to

include in your lesson.
● Is your lesson plan part of a single subject plan or is this interdisciplinary?
● Which factors affect what you can teach: class size, available time, resources, classroom space?

Class Description

● Include a detailed demographics section.
○ Note that this piece is longer than a real classroom lesson plan because your peers need

to understand the setting and students in your class.
■ Describe the school setting and environment.
■ Describe the students’ demographics, including age, gender, socioeconomic

class, ability levels (gifted), students with disabilities, and ELL (English language
learners).

■ Include any other pertinent information about the classroom, such as unusual
schedules or other staff who are part of the classroom.

● Identify at least three potential advantages to teaching this mix of students.
● Identify at least two potential challenges to teaching this mix of students.

Scope

● Define the time necessary to teach your lesson.
○ What classroom or school resources can you use in your lesson, such as a computer lab,

science lab, Smartboard, manipulatives, space in your classroom for circle time, or
breakout groups?

● Describe how your plan fits into either a single-subject curriculum or how it connects as an
interdisciplinary plan.

Instructions

Create an extended lesson plan in which you address the following:

● Discuss the subject to be taught, including activities, lesson hooks, and other factors that impact
teaching.

● Include a detailed demographics section, addressing school setting, environment, and student
body.

● Identify at least three potential advantages and two potential challenges to teaching this mix of
students.

● Define the time necessary to teach the lesson and other classroom or school resources to be
used.

● Describe how the plan fits into a single-subject curriculum or how it connects as an
interdisciplinary plan.

This course requires the use of Strayer Writing Standards. For assistance and information,
please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check
with your professor for any additional instructions.
The specific course learning outcomes associated with this assignment are:

● Create a lesson plan that outlines objectives and the instructional and assessment strategies.

Week 7-Lesson Plan Development Part 3
Overview

Based on the lesson plan you developed in the previous assignments, create a lesson for online
delivery.

Instructions

Complete the following in your online lesson plan:

● Describe which educational theory your plan is based upon and why you believe this is the most
appropriate theory.

● Describe and justify your instructional strategies.
○ Address how you will introduce the lesson, teach the main material, wrap up the lesson,

and transition into the assessment. Indicate if your strategy changed for online delivery,
and if so, why.

○ Explain why you chose each strategy and why you think each one is effective for each
part of your lesson.

● Outline and provide three examples of how you plan to respond to the needs of different types of
learners: learning disabilities, English language learning students, and so on.

● Describe your strategy to ensure inclusion for all students in the class, such as specific questions,
analogies, or in-class activities.

● Identify remediation activities for students who need help or additional time to fully understand or
complete the lesson.

● Identify additional material or activities to keep gifted students engaged if the lesson appears too
easy for them.

● Describe the difference between your formative and summative evaluations for this lesson.

This course requires the use of Strayer Writing Standards. For assistance and information,
please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check
with your professor for any additional instructions.
The specific course learning outcomes associated with this assignment are:

● Differentiate between instructional methods employed for diverse learner groups.

EDU 573: Instructional Methods

Week 9 Assignment – Unit Plan Development I

YOUR NAME GOES HERE

Dr. Hau Nguyen – Course Instructor

Strayer University

March 7, 2022

Lesson Plan
Teacher’s Name
Date of Lesson
Time of Lesson
Subject (✓ – Check appropriate
box on the right)

Single Subject

or
Interdisciplinary Unit

Factors (Describe what factors
(class size, time, space, etc) that
can affect what you can teach)

Class Demographics (describe the
school setting/environment,
students demographics {age,
gender, socioeconomic status or
class, ability levels, etc.},
schedule, teachers’ qualities and
other traits.

List and Describe Three potential
advantages to teaching this mix of
students.

List and Describe Two potential
challenges to teaching this mix of
students.

Scope
Define the time to teach this

lesson.
Identify classroom resources

(computer lab, science lab,
manipulatives, space, circle time,
breakout groups, etc).

Describe how this lesson
plan fits into either a
single-subject curriculum or
connects as an interdisciplinary
plan.

Measurable Objectives (minimum
two)

Create the measurable
objectives for your lesson plan
and describe how they relate to
Common Core Standards or
your state’s requirements.

Evaluation Methodology for
Measuring Learning

Create the evaluation
methodology for measuring
authentic learning within your
lesson plan.

Technology Integration
Educational Theory and Rationale

Instructional Strategies and
Procedures

Lesson Introduction (Beginning/Warm Up)

Teaching the Main Lesson (Guided and
Independence Practice/Middle)

Lesson Closure (Ending

Transition into Assessments During Instruction

Responses to the Needs of
Different Types of Learners (3
Examples)

Strategies for Inclusion of All
Students

Remediation Activities for
Identified At-Risk Students
Enrichment Activities for
Identified Gifted Students
Rationales for Using Both
Formative and Summative
Assessments with Specific
Examples

Standards (Use the Common
Core)
“I Can” Objective

Length of Time of the Lesson
(30/60/90 Minutes)
Materials/Resources
Warm Up (Opening Activity)
Instructional/Delivery Strategies
Procedures (List Steps by Steps in
Numerical Order)
Integration (Technology, other
Subject Matters)
Closing
Assessments
Differentiate of the Lessons to the
Students’ Needs

Standards (Use the Common
Core)
“I Can” Objective
Length of Time of the Lesson
(30/60/90 Minutes)
Materials/Resources
Warm Up (Opening Activity)
Instructional/Delivery Strategies
Procedures (List Steps by Steps in
Numerical Order)
Integration (Technology, other
Subject Matters)
Closing
Assessments
Differentiate of the Lessons to the
Students’ Needs

Sources

PAGE

PAGE 2

This was from Week 3.

Now add three more components
below to this lesson plan.

This was from Week 5.

Week 7

Unit Plan I

Lesson 1

Week 9 Assignment

Lesson 2

DAILY STEAM Lesson Plan

EDU 573: Instructional Methods

Daily STEAM Lesson Plan- Development Part III

Taya Hervey-McNutt

Dr. Hau Nguyen – Course Instructor

Strayer University

February 20, 2022

DAILY STEAM Lesson Plan

Lesson Plan-Daily STEAM Lesson

Teacher’s Name Professor Allen

Date of Lesson 14-02-2022

Time of Lesson 10:05 a.m.

Subject The concept is Interdisciplinary Plan

Factors that can affect
what you can teach

The first factor is class size. The classroom is small, which
makes it very convenient to teach the subject. The small class
size will help increase student engagement and make them
have a higher ability to adapt to educational and intellectual
challenges that they will likely face.
The next factor is time. Over the years, it has been deduced
that the time of the day significantly impacts students’
achievement. The selected time is suitable as it matches their
scores and learning style preferences.
The other factor is space. Students will be placed at a safe
distance from one another to ensure they are in a tidy and
clean environment, which will make them more focused and
have motivation towards the lesson.

Class Demographics

There are 402 students. Their average age is six years. There
are a total of 218 girls and 184 boys. On average, the
economic status of the students in the middle.

The ability levels of the students are as follows: visual
learners, auditory learners, writing learners, and kinesthetic
learners.

The school setting is learner-centered. This is the case since
the learning institution assesses students’ needs, for instance,
allowing students to create their own meaning according to
the previous knowledge.

A brief summary of the schedule is 8:20-9:00 as arrival time,
9:25 clean up, 10:00 – 10:45 STEAM talk, and 10:45 to
11:00, individual/partner work, 11:15 dismissal.

DAILY STEAM Lesson Plan

The teachers’ qualities include love for their work, creativity,
flexibility, patience, sense of humor, and compassion.

Three potential
advantages to teaching
this mix of students.

In this environment, teachers mix students with mixed
abilities, which allows them to learn and accept their
differences.
A teacher will have an easy time placing the students into
discussion groups or engaging the class in the discussion
because each student has their own perspective on things.
The high-level students can assist lower-level learners by
encouraging and modeling them.

Two potential challenges
to teaching this mix of
students.

Teachers face the challenge of teaching effectively because
they will be required to know every student’s ability and
identify a suitable way of teaching them.

It is possible that teachers may feel out of touch with the
learners when they post negatively unintended outcomes.

Scope

● The time to teach
this lesson.

● Classroom
resources

● How this lesson
plan fits into either
a single-subject
curriculum or
connects as an
interdisciplinary
plan

1. The lesson will be taught at 10:05 a.m. Usually, students
tend to be better focused on learning at this time of the day.
This is normally the time when many institutions give
important learning tasks. This is also the time when many
institutions issue significant tests to their kindergarten
learners.

2. The classroom resource will be a science lab where they
will have access to scientific tools to help them during the
scientific inquiry process; this is, observing, measuring, and
recording their outcomes. Examples of the scientific tools
required are the thermometer, magnifying scale, and
measuring tape.

3. The lesson plan fits into an interdisciplinary plan. The
lesson plan combines lessons in different disciplines around
one theme. Different ideas related to a common theme are
assimilated, and they are then taught to students.

Measurable Objectives

Preparing students for testing. The Common Core Standards
require that students go through testing. The first way to
achieve this will be through developing games that
incorporate questions such as introducing escape rooms,

DAILY STEAM Lesson Plan

science board games, hands-on quizzes/tests, etc.
Additionally, students will learn how to develop test-taking
skills by asking them to support their ideas with examples of
information from their textbooks and through the exploration
of research.

These games will allow the teacher to test and quiz the
students in a more interactive way as opposed to just sitting at
a desk and taking a test. For example, the students are locked
into the classroom the minute class begins. They then all
have to work together in order to “get out” of class. Using the
knowledge from the materials that they have been learning,
the students have to complete a series of games or find clues
in the classroom that they have to put together, in order to
figure out and solve the big problem to get out of class.

This measures not only summatively, but formatively as well
because the teacher is also able to assess how each student
handles the situation individually, how does the student input?
Are they able to complete the final question or do they just
copy the answer? The teacher is then also capable of
measuring what students still need help and which ones are
going to be ready.

Using more interactive and hands-on learning could
potentially increase the students confidence in learning which
in return could also potentially increase their confidence in
test taking skills. This can be measured through comparing
the students’ new scores to their old ones as well as observing
their test taking behaviors.

The next objective will be aligning practices with The
Common Core Standards.

Using the TeacherStep program, students may be more
engaged when the traditional lecture format is eliminated,
allowing the teachers to give the learners more chance to
collaborate as outlined in the Common Core Standards.

DAILY STEAM Lesson Plan

Perceiving standards as opportunities. It is very hard for
teachers to teach according to the standards because they
seem limiting. However, with the help of this objective, the
teaching standards will be used as guidelines and tools to
assist them in narrowing down what they are expected to
teach. Following this, a new curriculum, instructions, and
assessment plan that meets the standards and includes
students will be introduced.

Methodology for
Measuring Learning

Studio portfolios; how students put their knowledge to work,
and their performance can tell a lot about authentic learning.

Students will develop their portfolios which will be assessed
to show clear patterns of their growth and performance.
Throughout the process of creating portfolios, their goals will
be reflected, and they will get the opportunity to participate in
some degree of self-assessment. Afterward, students will be
required to make presentations, where they will discuss their
work and validate their ideas in front of an audience. It will
also show how well the students know how to use school
facilities and tools such as sticky notes and slides. The
learners can submit copies of the slides and other materials for
review.

Finally, learners will be given memos to gather data and apply
their imagination to weave texts from various perspectives.
The memos will be created by editing them to include a
description of the memo context, and learners will write in
them and submit them when they finish.

Technology Integration

Interactive whiteboards: An interactive whiteboard is similar
to a touchscreen whiteboard that can show images and videos.
They are effective tools for engaging every student in an
interactive lesson.

Digital presentations: The teacher and students can use tools
such as Microsoft PowerPoint to develop multimedia
presentations; they can also be used to share the work of
students. The school can also encourage students to use
Google Docs to collaborate on one multimedia project even
when they are at home.

DAILY STEAM Lesson Plan

Online research: The teacher will give the students an
opportunity to carry out online research for their projects.
Here, teachers can introduce students to the Web Quest
Model, which has an unlimited number of activities for
students.

The use of technology will encourage the students to work as
a team as well as enable them to learn even when they are not
in school.

It can also enable swift and easy sharing of information,
which will help save more time for more learning in the long
run.

Should the technology be unavailable during teaching time, it
would be monumental to have additional copies of the data
elsewhere. The backup plan would be the 3-2-1 rule; three
data copies, stored in two storage devices, and one remotely
located, i.e., inside my phone.

Instructional Strategies
and Procedures

Lesson Introduction (Beginning/Warm-Up)

Beginning with a question. Ask the class what they already
know about a topic, or ask them what they think about the
topic. One way to do this is by asking the entire class or
creating small group discussions. Questions are an effective
way of making them think.

Teaching the Main Lesson (Guided and Independent
Practice/Middle)

Here, I will pose exercises for the students to complete by
themselves. Thereafter, I as their instructor will help to guide
them and do the exercises together, step-by-step, and check
that they perform each step correctly. This practice helps
prepare learners for independent practice (AISNSW, 1).

DAILY STEAM Lesson Plan

Lesson Closure (Ending)

Using Today I Learned To (TILT), an effective way to bring
together everything learned; TILT postures will be introduced
in class so that students will get an opportunity to reflect on
what they learned during the lesson.

Transition into Assessments During Instruction

Each learner will be given intelligence, achievement,
preference, behavioral assessment, and aptitude tests. They
will help give data on the learners’ needs, strengths, interests,
and preferences. It will help have details of the learners’
functional, and academic performance.

Responses to the Needs of
Different Types of
Learners (3 Examples)

Identifying the various learning styles in the class. In this
classroom, there is a chance that some learners are focused on
the content, while others have learning disabilities. As a
teacher, I will always be aware of how I will be resenting the
curriculum. Accordingly, I will be aware of how the
information is supposed to be presented. I will ensure I spend
time getting to know them better to know their interests,
needs, and learning styles (Boender, 2).

Give them an uncommon experience. A teacher who gives an
uncommon experience to their students is rewarded by being
given back an uncommon effort, and attitude (Boender, 2). In
this regard, I can transform the class into a spy headquarters,
where the learners will participate in reviewing skills they
learned in the previous lessons. For example, lowercase and
uppercase matching.

Allow them to work at their own pace, and apply a
multisensory method. Learners understand best when they are
given the freedom to work at their own pace. I will allow the
students to build their skills at their own pace, give them
several hands-on, and multisensory activities; high-level
engagement. This approach will enable them to stay focused,

DAILY STEAM Lesson Plan

and maintain their attention on the task before them (Boender,
2).

Strategies for Inclusion of
All Students

Create a behavior management strategy. There is a possible
occurrence of disruptive classroom behaviors that can impact
the learners. Creating a behavioral management strategy will
assist, identify, and prepare the instructor for the inevitable
moment when disruptive behaviors occur (Lathan, 3).
Afterward, the plan will be given to the students, and their
parents or guardians.

Use various instructional formats. Some learners are visual,
text, and orally taught learners, while others use a
combination of them all (Lathan, 3). By using different
mediums, and materials, every student in the class will be
included.

Remediation Activities for
Identified At-Risk
Students

Giving alternatives for tutoring. There are two ways of
accomplishing this for this class: setting up a system for peer
tutoring, where struggling students get paired with those who
excel, and setting up a method where they will learn online
with the help of tools such as digital curriculum.

Stress reviewing in a new way. After instructing, teachers can
reverse the roles and ask the students to explain the criteria to
them. This can help assess the retention as well as build up
the students confidence and public speaking skills, public
being the classroom.

Assist them with study, and organization habits. Here, the
class will be taught how to use graphic organizers, effective
ways of note-taking, and learners’ not organization.

Using differentiated instruction in the class. This is among the
best remediation methods and can help minimize the learners
who require remediation.

DAILY STEAM Lesson Plan

Enrichment Activities for
Identified Gifted Students

Giving them more challenging tasks. These students can be
given extra rigorous tasks such as more complex math
equations. This will assist them to use their knowledge in
different ways, thinking more deeply to get their brains
stimulated, and developing a deeper comprehension.

Pair them with an equal partner. It is good to teach these
students social skills, but it is also good that they are given a
chance to work with someone with the same ability as theirs.
This will ensure they do not feel isolated and create
relationships to help them develop interpersonal skills on their
ability level (Hance, 4).

Provide them options in enrichment work. Giving these
learners a choice of activities will give them a sense of
ownership to assist them to maintain their focus on task
completion (Hance, 4).

Rationales for Using Both
Formative and Summative
Assessments with Specific
Examples

In this lesson, formative assessment is used to conduct
in-progress evaluations of the learners’ comprehension, their
learning needs, and academic progress for example idea
comparisons. Formative assessments have assisted know
concepts that learners are struggling to comprehend, and the
skills that have difficulty acquiring. In order to ensure that the
students are actually learning and developing test- taking
skills, a formative assessment will be conducted on top of a
summative assessment in order to observe what behaviors the
student may display while taking the examination.

Summative assessments have been used in this class to
evaluate learners’ learning progress, and achievement at the
end of the specific instructional period, for example, final
exams, tests, and end-of-class projects. They have been useful
in offering the learners detailed, specific, and useful
information i.e. tests scores. They have also encouraged them
to focus on their strengths, and become more aware of their
learning needs, and interests.

DAILY STEAM Lesson Plan

References

1. AISNSW. (2021). Principles of instruction – Guided practice.

https://www.aisnsw.edu.au/teachers-and-staff/supporting-students/foundations-of-

2. Boender, C. (2020). Accommodating different learning styles: 3 tips to guide you. Hey,

Teach!

https://www.wgu.edu/heyteach/article/accommodating-different-learning-styles-3-tips-

3. Lathan, J. (2021, April 30). 4 proven inclusive education strategies for educators (Plus 6

helpful resources). The University of San Diego.

https://onlinedegrees.sandiego.edu/inclusive- education-strategies/

4. Hance, M. (2020, January 14). Ways to keep gifted students motivated in the classroom.

Graduate Programs for Educators. “https://www.graduateprogram.org/2020/01/ways-to-

PAGE

2

EDU 573: Instructional Methods

Week 9 Assignment – Unit Plan Development I

YOUR NAME GOES HERE

Dr. Hau Nguyen – Course Instructor

Strayer University

March 7, 2022

Lesson Plan

Standards (Use the Common Core)

“I Can” Objective

Length of Time of the Lesson (30/60/90 Minutes)

Materials/Resources

Warm Up (Opening Activity)

Instructional/Delivery Strategies

Procedures (List Steps by Steps in Numerical Order)

Integration (Technology, other Subject Matters)

Closing

Assessments

Differentiate of the Lessons to the Students’ Needs

Teacher’s Name
Date of Lesson
Time of Lesson
Subject (✓ – Check appropriate box on the right)	Single Subject or Interdisciplinary Unit
Factors (Describe what factors (class size, time, space, etc) that can affect what you can teach)
Class Demographics (describe the school setting/environment, students demographics {age, gender, socioeconomic status or class, ability levels, etc.}, schedule, teachers’ qualities and other traits.
List and Describe Three potential advantages to teaching this mix of students.
List and Describe Two potential challenges to teaching this mix of students.
Scope 1. Define the time to teach this lesson. 2. Identify classroom resources (computer lab, science lab, manipulatives, space, circle time, breakout groups, etc). 3. Describe how this lesson plan fits into either a single-subject curriculum or connects as an interdisciplinary plan.
Measurable Objectives (minimum two) · Create the measurable objectives for your lesson plan and describe how they relate to Common Core Standards or your state’s requirements.
Evaluation Methodology for Measuring Learning · Create the evaluation methodology for measuring authentic learning within your lesson plan.
Technology Integration
Educational Theory and Rationale
Instructional Strategies and Procedures	Lesson Introduction (Beginning/Warm Up) Teaching the Main Lesson (Guided and Independence Practice/Middle) Lesson Closure (Ending Transition into Assessments During Instruction
Responses to the Needs of Different Types of Learners (3 Examples)
Strategies for Inclusion of All Students
Remediation Activities for Identified At-Risk Students
Enrichment Activities for Identified Gifted Students
Rationales for Using Both Formative and Summative Assessments with Specific Examples
	Standards (Use the Common Core)
	“I Can” Objective
	Length of Time of the Lesson (30/60/90 Minutes)
	Materials/Resources
	Warm Up (Opening Activity)
	Instructional/Delivery Strategies
	Procedures (List Steps by Steps in Numerical Order)
	Integration (Technology, other Subject Matters)
	Closing
	Assessments
	Differentiate of the Lessons to the Students’ Needs

Sources

This was from Week 3.

Now add three more components

below to this lesson plan.

This was from Week 5.

Week 7

Unit Plan I

Lesson 1

Week 9 Assignment

Lesson 2