Unit Plan AssignmentPart I: The Big Idea

SPED 595T, Spring 2016

Student Name:

Directions: Fill in the spaces below describing your class, the standards you will be focusing on and your big ideas for the unit. I will make comments to the right of your answers and assign a point total. Go to the Unit Plan webpage link in Moodle for details on Part I and II. See Moodle for due date.

Please note: As you write in this document the boxes will expand. You have as much room as you need for each section, but keeping your descriptions simple is better.

Comments and Grades: I will make comments to the right of each box in a different color and give you a number grade based on the thoughtfulness, quality and completion of each question. The rubric is embedded on the Weebly welcome page and can be downloaded as a document.

Subject Comments Points(1)

What subject are you writing your Unit Plan for?

Language ArtsI love early literacy! 1

Grade Level(s) Comments Points(1)

What are the grade level(s) of the students in the class?Kindergarten Great age. 1

Disability Areas Comments Points(1)

What disabilities do your students have? Please include numbers of students and general information about disability types. (EG: 5 students with learning disabilities.)My classroom is an Emotionally Disturbed classroom, with five children total. The students are eligible for special education under Other Health Impairments.

OK 1

Functioning Levels Comments Points(1)

Please include a general statement about the reading, writing, comprehension and math levels of the students in your class. You can write it as a range. (EG: Reading levels range from 2nd to 5th grade levels, with the majority of the students functioning at about a third grade level.)All students are on grade level and on core curriculum. Their behaviors impede their learning.

OK 1

Standards Comments Points (2)

Please fill in the Five Essential Standards that you will focus on in your Unit Plan (Common Core State Standards)

Good general standards. 2

1.CCSS.ELA-LITERACY.W.K.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

The standard says with guidance and support from adults about exploring technology. I’m ok with the adult controlling all the technology with young children.

What do you think?2.CCSS.ELA-LITERACY.W.K.1Use a combination of drawing, dictating, and writing to compose informative/ explanatory text in which they name what they are writing about and supply some information about the text.3. CCSS.ELA-LITERACY.SL.K.1.AFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion.)4. CCSS.ELA.-LITERACY.SL.K.4Describe familiar people,places, things, and events and, with prompting and support, provide additional detail5.CCSS.ELA-LITERACY.RI.K.3With prompting and support, describe the connection between two individuals, events,

ideas or piece of information in a text.

Big Ideas Comments Points(4)

Please fill in 3 to 5 Big Ideas that you will focus on in your Unit Plan. Big Ideas can be framed as statements or questions. Think about the Big Ideas as larger more authentic reasons for learning something. (IE: What were the three most important reasons behind the founding of the 13 original colonies? Learning how to subtract numbers with decimals will keep you from getting “ripped off” at Universal City Walk. Blending sounds to make words will help you read the directions to Connect Four so your older brother doesn’t cheat; or blending sounds helps us figure out unfamiliar words while reading independently. )

These are really good big ideas. The standards have to do with important general awareness and behavior that will still be relevant for years.

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1. Knowing helpful people and places in your community.

2. It is important to be aware of who and where to go for service in case of an emergency.

3. How to hold a conversation and act appropriately in public.

4. Understanding basic technology and how it is crucial to the new world we live in.

5. Be able to clearly distinguish between community helpers and their role in the community.

Total Points for Part I 10

Unit Plan AssignmentPart II: The Project

SPED 595T, Spring 2016

Directions: Describe and explain two project ideas for your Unit Plan. Keep in mind the big ideas and standards you will be covering and assessing during the unit. Next, list all key vocabulary (general, academic or content specific) that needs to be taught. In addition to your projects and key vocabulary, consider all the content and materials you will need to teach your unit.

Go to the Unit Plan web page link in Moodle for details on Part II. See Moodle for due date.

Project Idea #1 Comments Points(7)

In one to two sentences, describe your first student project idea.

Students will dress up as one of the community helpers discussed, and will present to the class a description of the job. The students will demonstrate an understanding of what they do, where they work, materials they use and how to distinguish this particular worker from other community helpers.

Good idea and fun. Promoting language and understanding. 7

In a narrative format, please elaborate on why you chose this project.

How does it allow your students to show that they understand the standards and big ideas of your Unit Plan?

Explain your thinking about how this will be an effective summative assessment and/or addresses the standards you have chosen.

Finally, what kind of technology would your students use to demonstrate proficiency or how might you as the teacher use technology to share students’ projects?

After instruction and discussion on community helpers, such as: firefighters, police officers, doctors, teachers, mail carriers and chefs, students will then spin a wheel, using the Spinny Wheel app, and will randomly select a community helper. The students will then go to the

clothes chest and dress up as that community helper. The students must grab the appropriate clothing and materials needed for that profession. They will then perform a short skit for the rest of the class, acting out what that community helper might say or do. The students will be recorded using an app called Veescope, which can be used as a green screen. The students will describe what type of setting or environment that community helper works in and the appropriate background will be provided. The students will then write a few sentences describing the community helper they did their presentation on. They have a choice of writing their sentences on paper with a pencil or using an assisted technology app called, SnapType. With this app the students will take a picture of a piece of paper and will type their response using the iPad. I will then print their papers from the iPad and they can be put up on display along with those who hand write their papers.

I chose this project because my students enjoy imaginative play. We have a play kitchen in the classroom and the students love to play pretend and actively engage with each other. This project has multiple means of representation, therefore, if one student is stronger in writing than being in front of the camera, I will be able to see their strengths through another means.

This project identifies the writing standard W.K.1 because students will compose an informative text based on their knowledge of community helpers. The students will be provided with a Common Core Informative Checklist, which will be used as a rubric/ assessment.

Standard SL.K.4, is identified in this project, because the students are to verbalize what they know about community helpers and provide detail on the specific tools and duties that community helper has.

The students will be exposed to technology, which is standard, W.K.6. They will use the SnapType app to produce their writing.

Technology used for this project is the Spinny Wheel app on the iPad, SnapType app, video and camera, and students will be exposed to the Veescope app. I can share the project by taking pictures of when the students are performing and post them in the classroom. I can also invite parents over to display the videos, since I have such few students in my classroom. The

Using simple apps like the Spinny Wheel can go a long way.

Taking video, recording the students, taking pictures is a great way to track progress and show parents.

Play is everything for children and we don’t promote it for long enough. This is a good “skill” to promote.

Good links to the standards. I kind of think that creating lessons or environments that are best for children first, and then relating standards second is in the end a better process.

students who write their sentences on paper can be displayed in the classroom and those who type their answers, I can print it and display it along with the others.

Project Idea #2 Comments Points(7)

In one to two sentences, describe your second student project idea.

Students will create their own community using pictures they find online and in magazines. They will then paste their communities on to large poster board along side their peers to demonstrate there are areas outside of our communities.

Simple cutting and pasting skills will be encouraged and practiced. I like the conversations that develop while students are sitting still with a project like this.

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In a narrative format, please elaborate on why you chose this project. How does it allow your students to show that they understand the standards and big ideas of your Unit Plan? Explain your thinking about how this will be an effective summative assessment and/or addresses the standards you have chosen. Finally, what kind of technology would your students use to demonstrate proficiency or how might you as the teacher use technology to share students’ projects?I chose this project because it is important for students to be aware of the resources around them. This project address the big ideas because it is an opportunity for the students to know who and where to go in their community. The students will be given a pre-made map, with roads and empty squares for the students to place their pictures. The students will have access to magazines and google. They will search up for example, a library, then place the library in one of the spaces provided on their map. They will paste different resources they have in their community, for example: schools, fire houses, hospitals, etc. The students will then present their maps to the rest of the class. They are to tell what they placed, the purpose of that place and who works at that location. The students will have an opportunity to ask each other questions or talk about a common location. Using large poster board students will work together to put their community's next to each other. We will then discuss similarities and differences we see when all of the communities are next to each other.

This project addresses the standard W.K.6 because the students are using digital tools to create a picture to describe people, places and events.

This is a terrific project and you’ve related the standards well. Simple google searches for pictures and information about people and places in the community is good.

The oral language that is promoted is excellent.

Messy and fun with cutting and glue!

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Standard RI.K.3 allows students the opportunity to identify the difference between community helpers and their roles in the community

This project addresses standard SL.K.I.A because they will socialize with each other, by collaborating and asking questions.

The students will make connections between firefighters and fire houses, teachers and schools. They will use pictures in order to demonstrate their understanding of community helpers and the places they work.

The technology the students are using are the iPads in order to look up information. They will then print the pictures in order to paste them onto the map.

Vocabulary Comments Points(3)

List all vocabulary you would teach within your unit. This may include grade level vocabulary from your school curriculum, high frequency words, subject specific vocabulary from a science or social studies unit, or academic vocabulary students need to know (i.e. indent, summarize, simile, etc.).

Neighborhood, community, career, community helper, map, borrow, equipment, frequently,organize, workers, house, apartment, fire station, fire fighter, police station, police, teacher, school, library, librarian, mail carrier, post office, buildings, street, roads, sidewalks, family

High Frequency Words:have, is, to, play, are, where, here

Good idea to think about both unit plan words and high frequency words.

My daughters’ preschool teacher had rings of small word cards we cut out and practiced. By the end of the year, the ring had like 50 words.

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Content Comments Points(3)

List all the content, tech and non-tech items, required to teach your unit. You might want to list technology you may or may not have access to (a wish list). It is OK to dream. After completing Part III (formative and summative assessment) and Part IV (sequencing skills) you may need to amend this section. iPad, Veescope app, SpinnyWheel app, camera, video, SnapType app, dress up clothes, Good list of both tech and non-tech items. 3

Professions (job quiz app), paper for writing or typing sentences, paper for individual maps, poster for combinding communities, magazines and access to google.

Total Points for Part II 20

Unit Plan AssignmentPart III: Assessments

SPED 595T, Spring 2016

Directions: Describe and explain three formative assessments, two summative assessments and the technology you might use to assess student understanding or mastery of the Big Ideas and/or standards.

Go to the Unit Plan webpage link in Moodle for details on Part III. See Moodle for due date.

AssessmentsFormative Assessment #1 Technology Comments Points

(6)1. 1.Explain why you chose this formative assessment and the technology. How does the technology you chose make the assessment process more engaging, efficient, or effective? How will you know the assessment worked?

I chose this formative assessment because it is an opportunity for students to demonstrate their understanding of the material in a fun and engaging way. The students will have multiple ways to show what they grasped from the topic and what they may need clarification on. I chose to do Veescope because the students can make connections to real world situations. A skit is a clear effective assessment because the students will demonstrate exactly what they know. If there

Is the Veescope the Greenscreen App?

Skits are always a terrific idea for younger students. They seem to have less inhibitions than older students.

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is any confusion between job roles or clothing it will be apparent while the students perform their skits.

Formative Assessment #2 Technology Comments Points(6)

2. 2.Explain why you chose this formative assessment and the technology. How does the technology you chose make the assessment process more engaging, efficient, or effective? How will you know the assessment worked?

For those who are shy, their understanding will be shown when they write their sentences either on the iPad or paper. I will know if the assessment worked by watching their skits. The great thing about recording is I having the opportunity to review what the students said multiple times. For the writing part of the assignment, the students will be provided with a Common Core Informative Checklist, which I will use as a rubric to assess their writing.

Yes, reviewing video is a great way to assess. You don’t have to rely on memory.

How is the Common Core Checklist?

I’ve found Common Core to be challenging.

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Formative Assessment #3 Technology Comments Points(6)

3. 3.Explain why you chose this formative assessment and the technology. How does the technology you chose make the assessment process more engaging, efficient, or effective? How will you know the assessment worked?

The students will create their own communities using pictures from magazines and Google. I chose this assessment because students will demonstrate their understanding of what particular places are in their community. They will show how well they understand maps. For example, if they paste two buildings on top of each other it will tell me he/she does not understand the map must be realistic and it correlates with our community in real life. Students will also be given the opportunity to verbalize what they put on their map. The students will compare

Excellent idea to use lots of pictures and it sounds like it has an open ended nature. The conversations that develop from this project can be really fun and informative.

Having Kinders write in complete sentences is not always easy, but gives them a foundation. I wish my middle school students

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and contrast their maps with their classmates. I will assess their ability to verbalize what they have created. I will model what their presentations should include, such as vocabulary from the unit, complete sentences and allowing time for questions and comments from peers.This is a fun and engaging assessment because the students have the opportunity to be creative.

would write in complete sentences. They love texting language.

Summative Assessment #1 (Final Project) Technology Comments Points(6)

1. 1.Explain why you chose this summative assessment and the technology. How does the technology you chose make the assessment process more engaging, efficient, or effective? How will you know the assessment worked?

Students will pick a quality that makes some one a good citizen in our community. They will then explain why that quality is important. Using the app, Inspiration Maps students will create a circle map to demonstrate their understanding. In the middle will be the quality and the outside circles will depict why that quality is important and what it may look like. The app provides the students with pictures which they can use. The assessment is engaging because the students enjoy using the Ipad. They are able to use pictures and words to demonstrate what they have learned. It is also an opportunity to see what qualities really stood out to him or her.I will know the assessment worked if the students are able to provide qualities that reflect what was discussed in class. The students should have reasons that correlate to

Nice idea to have students think about what makes a person a good citizen.

Ipads and pictures can be a really motivating combination.

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the quality.Summative Assessment #2 Technology Comments Points

(6)2. 2.Explain why you chose this summative assessment and the technology. How does the technology you chose make the assessment process more engaging, efficient, or effective? How will you know the assessment worked?

Students will describe how to help make our school community a strong one. The students will first brainstorm using an app called SimpleMind to help develop their ideas. They will then pretend to be reporters and will be recorded stating how to improve the school. The students will discuss what will improve the school and what steps must be taken in order to achieve the goals. The technology makes the assessment engaging and effective because the students get to act out and see each other reports. It is an opportunity for me to assess their understanding, because most of my students are stronger in verbalizing than writing. I will know if the assessment worked because the students will be able to provide reasons as to how to improve the school community. This will show me they understand what a community is.

Once again, a nice idea to have students consider what makes their community strong.

Will you need to help them much with the navigation of the app?

Understanding the word Community is a tall order. Good to make students aware of this important word and idea.

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Total Points for Part III 30

Unit Plan AssignmentPart IV: Skills Section

SPED 595T, Spring 2016

Directions: Sequence your skills. List at least 10 skills, sequenced from the beginning of the unit to the end (tech and non-tech), using the UDL format. Look for at least 10 ways to integrate technology throughout the sequencing of skills and explain your reasoning.

Go to the Unit Plan webpage link in Moodle for details on Part IV. See Moodle for due date.

Skills

Directions: List the skills you will be covering throughout the unit and the technology you will be using to represent a skill, engage the students in practicing that skill, and the opportunity for student expression. Remember, all boxes need to be filled out. At least 10 boxes will have technology solutions.

Skill Technology and Non-technology Solutions Used for Each Skill

For Representation For Engagement For Expression Points(30)

Example: Writing a Simple Sentence Mimio Interactive Board with Picture from Google

Picture Displayed using LCD projector, Students Use Paper and Pencil for Practice

Students Send Complete Sentence Using Neo Share

Example: Identifying Facts and Opinions Teacher uses LCD Projector and Elmo with Think-Aloud Strategy

Students Think-Pair-Share and use Socrative to answer Fact/Opinion Questions

Students Generate own Fact/Opinion and submit using Edmodo

Example: Identifying Quadrilaterals Teacher uses Khan Academy to Show Different Quadrilaterals

Students search throughout the classroom to find real-life quadrilaterals or go to favorite website for practice.

Students create math-trail or scavenger hunt for quadrilaterals throughout the school.

1. Writing a sentence

Good skill to get them ready for first grade.

Teacher uses Elmo to model components of a sentence

Students use the Clicker Sentences app to guide him/her in the appropriate way to out together a

Students use doodle app to demonstrate their knowledge of writing a complete sentence.

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sentence Students have option to use stylist or finger for more support

2. Depict informative/ explanatory text

Chatterpix is great fun. This will promote oral language skills and a lot of laughs.

Teacher use key note to give students understanding of community helpers, job titles, job description and how to identify him or her

Students will watch video about community helpers and their jobs

Students will demonstrate understing through the app chatterpix. Students will select an image online,for example, a community helper, and will then speak inot the app explaining how that worker benefits the community

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3. Follow social skills rules

Love the puppets and stuffed animals.

Teacher uses puppets to model appropriate social skills and behaviors in various scenarios

Students use stuffed animals to act out and play with what appropriate behaviors would look like when given a specific scenario

Students will dress up and work together to act out appropriate behaviors in certain settings

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4. Describe familiar people

Great to get kids up and out of the room.

Students and teahers will walk around campus identifying students, teachers, custodians and administrators

Students will play a job quiz game on the iPad to get familiar with differnt jobs people have

Students will be provided with props and asked to dressed up and act out the specific job they are given

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5. Describe a connection between indivisulas, people and events

Good use of manipulatives. Comparing and contrasting and organizing using the Venn diagram is really good for the brain.

Using ELMO, teacher will demonstrate similarities and differences between firefighters and police officers, using a venn diagram

With support, students will find pictures online of what a fire fighter might use and a police officer and will use a venn diagram app to separate the tools

Students will be given pictures of tools a firefighter might use and tools a police officer might use, and will be asked to separate the pictures using an enlarged venn diagram

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6.Vocabulary development

Students love pictionary. Sometimes I’ll use an online art site to play.

Teacher will introduce vocabulary words to the students along with their meaning. Teacher will then draw a picture to represent the vocabulary word and explain to the students why he/she drew that picture

Students will then play the game memory matching the words to the pictures. For example, the word map with a picture of a map.

The class will play a fun game of pictuionary to demonstrate the vocabulary words. Students will work in groups to assist one another in drawing. Students will also be given the option to use images from the internet

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7. Knowing the community Teacher will discuss ways to help out in the community

Students will create a bubble map using the app inspiration maps.

Using a project based learning approach, sudents will implement

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I like the poster project. Authentic and purposeful.

They will come up with their own ideas as to how they can contribute to their school community

their plan to contribute to the school. For example, making posters remind students to pick up trash

8. Creating a community Teacher will first create a bubble map to discuss what belongs in a community

Students will use legos or blocks to build their on community. They will dictate to an adult what they created and what everything represents

Students will use poster paper to draw and label their own community. Students will also have the option to use pictures from the internet

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9. What to do in case of an emergency

The interviewing is a great way to promote oral language, use of vocabulary and assess understanding of an important situation.

Teacher will show a video on safety and what to do in the case of an emergency

Students will use plicker cards to answer questions on safety. For example which side of your hand do you use to touch a door if there might be a fire. Teacher will display answer choices and students will use plicker cards to answer

Students will interview one another asking questinos about what to do in an emergency. Adults will record students and share videos with the class to hear all thoughts

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10. The importance of community helpers

Nice way to wrap up the skills section.

Teacher will explain all that community helpers do and how they are important to the community

Students will use a sequence map to describe how the community would be if there were no community helpers to clean, put out fires, teach, etc.

Students will write their own stiry about a community without community helpers and all that occurs or does not occur

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Total for Part IV 30