Introduction 

• A   brief description of your current (or fictional classroom) 

• Grade   Level & Content Area 

• Total number of students – ability levels,   gender, students with special needs, English language learners (ELLs) 

• Other   relevant information (such as socioeconomic status, family background,   recurring behavior issues, etc.) 

Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to   learn, conceptually, at the unit’s conclusion. (For the purpose of this   class, consider a unit to be three days) 

• What   is the content area? (e.g.: math, science, social studies, English…) 

• Common   Core State Standard: The state’s   required standard of mastery 

• Measurable   Unit Objective: What you want the   students to master at the end of the unit 

1. The students will (measurable verb) by (activity)   with (___% of accuracy) 

2. The   students will (measurable verb) by (activity) with (___% of accuracy) 

Online Resources: o http://www.corestandards.org/the-standards  

o http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/  o http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf  

Stage 2: The second stage outlines evidence of Learning including   pre-assessments, formative assessments, and a summative assessment 

• Pre-assessment:   explain how you will measure student’s level of readiness and preexisting   knowledge specific to the content chosen. Include how you will take into   account student strengths, interests, and learning needs 

• Formative   Assessment: Explain how you will   use formative assessments to drive differentiated instruction throughout the   unit specific to the content you’ve chosen. Be sure to include how these   assessments address UDL principals. 

• Summative Assessment: Design a summative   assessment that will measure the student’s level of unit mastery. You must   include how this assessment addresses UDL principals, DI theory, and takes   into account your diverse student population. 

Stage 3: The final stage of the unit plan involves developing the activities and experiences. 

Unit Goal: The final   demonstration of mastery driven by the CCSS.  

Day   1: Learning Objective 

At the conclusion of this lesson, students will (measurable action verb)   by (activity) with ____% accuracy. 

Activity: A brief description the   activity students will complete to master the lesson objective that   incorporates differentiation and UDL techniques. 

Formative Assessment: How   will the lesson objective be assessed? (e.g.: worksheet, journal, project, etc…) 

Technology 

How will this technology tool be incorporated and how does it address differentiated instruction with   supporting evidence from at least one scholarly citation, how it will be used   to aid instruction, and how it is an example of universal design. 

What   self-regulation strategies have been built into the lesson, how they are   reinforced, and differentiated depending on the student’s level of need. 

Day   2: Learning Objective 

At the conclusion of this lesson, students will (measurable action verb)   by (activity) with ____% accuracy. 

Activity: A brief   description the activity students will complete to master the lesson   objective that incorporates differentiation and UDL techniques. 

Formative Assessment: How   will the lesson objective be assessed? (e.g.: worksheet, journal, project, etc…) 

Technology 

How will this technology tool be incorporated and how does it address differentiated instruction with   supporting evidence from at least one scholarly citation, how it will be used   to aid instruction, and how it is an example of universal design. 

What self-regulation   strategies have been built into the lesson, how they are reinforced, and   differentiated depending on the student’s level of need. 

Day   3: Learning Objective 

At the conclusion of this lesson, students will (measurable action verb)   by (activity) with ____% accuracy. 

Activity: A brief   description the activity students will complete to master the lesson   objective that incorporates differentiation and UDL techniques. 

Formative Assessment: How   will the lesson objective be assessed? (e.g.: worksheet, journal, project, etc…) 

Technology 

How will this technology tool be incorporated and how does it address differentiated instruction with   supporting evidence from at least one scholarly citation, how it will be used   to aid instruction, and how it is an example of universal design. 

What self-regulation strategies have been built into the lesson, how they are reinforced, and differentiated depending on the student’s level of need.