SPED 335, 336, or 337 Unit with Differentiated Lesson Plans

Every student in SPED 335, 336, or 337 is required to develop a teaching unit with at least three separate lessons according to the following instructions.

Choose a subject area and grade level for the unit.

Choose one or more goals from the North Carolina Standard Course of Study appropriate to the grade level and content area.

Develop a unit overview according to the attached template and directions below.

Develop at least three lesson plans to teach the goals in the unit.

Specify how the lesson can be modified to teach students with diverse needs such as low reading ability, difficulty sustaining attention, impaired vision or hearing, etc.

Goals

Teacher candidates will identify the NC Standard Course of Study or other program-approved goals addressed by the teaching unit by number and description. The latest version of the Standard Course of Study is available at http://www.dpi.state.nc.us/curriculum/.

Unit overview

The unit overview offers a summary of how the unit fits together. Teacher candidates should prepare a matrix that shows how activities and assessments relate to goals and objectives. This will take the form of a table. See the attached template.

Daily Lesson Plans

Daily lesson plans require a minimum of the following:

Objective(s) stating what students will do (or be able to do) at the end of the lesson. Why is the lesson taught? For example, “The students will identify and describe primary colors,” “The students will solve 2 step math problems using whole numbers,” or “The students will write a five paragraph persuasive essay of 250-500 words with the following parts…”

List of materials, if any, including those teacher needs and those students need. Include technology required.

Procedures to be followed. The plan should be specific enough for another teacher in the same discipline to use it without confusion.

An assessment method indicating how student progress will be determined.

Include at least one adaptation or differentiation for one or more students with diverse needs for each lesson. The differentiation should be different for different lessons.

Unit Overview Template

Unit Topic _______________________________	Duration ___________________ Name ______________________________

NCSOS Goal	*Lesson Outline	Assessment of learning	Method of Differentiation
Objective: Summary of Procedure:
Objective: Summary of Procedure:
Objective: Summary of Procedure:
Objective: Summary of Procedure:

Lesson Plan Template

Unit Goal:

Lesson Objective:

Materials:

Procedures: (What teacher does and what students do. Detailed enough so that someone else could follow plan.)

Assessment: (How to tell if students met objective)

Differentiation for Learner(s) with Diverse Needs: (specify at least one adaptation)

Rubric for Unit Plan Overview with Differentiated Lesson Plans

Above Standard (4)	At Standard (3)	Below Standard (2)	Unsatisfactory (1)
Unit Plan Overview with Differentiated Lesson Plans	Strong evidence of a cohesively developed unit with differentiated lessons. SCOS goal(s) included Three lessons are included Variety of appropriate strategies Technology is integrated in lessons Unit plan is realistic in terms of time and demonstrates a logical progression from beginning to end Clear connections between goals and assessment At least one useful adaptation for diverse learner included for each lesson	Appropriate evidence of a developed unit with differentiated lessons. SCOS goal(s) included Three lessons are included Technology is included Variety of appropriate strategies Unit plan is realistic in terms of time and demonstrates a logical progression from beginning to end Clear connections between goals and assessment At least one useful adaptation for diverse learner included for each lesson	Weak evidence of a developed unit with differentiated lessons. One or more of following may apply: Goal may not come from SCOS Fewer than three lessons are included Minimal use of technology Little variety of strategies and/or some strategies are inappropriate for students Unit plan has too much or too little time and/or some lesson plans are not in logical progression Incomplete or disjointed connections between some goals and assessment Adaptations weak, inappropriate or redundant	Little evidence of developed unit with differentiated lessons. Missing components No variety of strategies and/or most strategies are inappropriate for students Minimal or no use of technology Unit plan is unrealistic in terms of time and/or lesson plans are not in logical progression Connections between goals and assessment are missing