[Solved] Unit Plan and Lesson Plan

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For my class – ## TCPUnitPlanEXAMPLE2.doc – ## UnitPlanSiera.doc – ## TCPLessonPlan_2022_RedesignDraft3.docx – LPSampleRevised3.docx **## TCPUnitPlanEXAMPLE2.doc** [removed] **## UnitPlanSiera.doc** | | | | — | — | | **CityU** niversity of Seattle **Teacher Certification Programs** | ### Unit Plan | | | | | — | — | | Teacher Candidate: | **Siera Purce** | | Grade/Subject:: | 4th grade Math | | | | — | | **Unit Focus** | | **Standard(s) Addressed:** Use the four operations with whole numbers to solve problems. [CCSS.MATH.CONTENT.4.OA.A.1](https://www.thecorestandards.org/Math/Content/4/OA/%22%20/l%20%22CCSS.Math.Content.4.OA.A.1) [CCSS.MATH.CONTENT.4.OA.A.3](https://www.thecorestandards.org/Math/Content/4/OA/%22%20/l%20%22CCSS.Math.Content.4.OA.A.3) ##### Make sense of problems and persevere in solving them. [CCSS.MATH.PRACTICE.MP1](https://www.thecorestandards.org/Math/Practice/%22%20/l%20%22CCSS.Math.Practice.MP1) ##### Use appropriate tools strategically. [CCSS.MATH.PRACTICE.MP5](https://www.thecorestandards.org/Math/Practice/%22%20/l%20%22CCSS.Math.Practice.MP5) | | **Common Errors/Anticipated Misconceptions/Learning Progressions** _(What are common errors that students make? What are common misunderstandings? What might you need to consider in terms of setting students up for success with future skills or content)_ _Common errors students make are working too fast, not following directions, and not showing how they get the correct answer. A common misunderstanding is that they can’t ask questions, and minor errors do not matter. As we know, missing one step in math can cause a wrong answer. To remedy these issues, I would consider helping students understand the importance of showing work and taking the time to take each step in the problem to get the correct answer._ | | | | — | | **Unit Overview** | | _Describe in a paragraph the general flow and outline of the unit._ _The general flow of this lesson will be broken down into multiple parts. We would start by understanding how problems are solved and what tools are appropriate for finding the answer. We would do this by identifying students' thoughts about how the problem should be translated to see what they already know. Also, if there are any formulas or orders of operations. We will then move on to making multiplication expressions verbally. Speaking the equation can help verbal learners. We would then move on to multiplication comparisons using drawings, blocks, and other visuals. Lastly, we would monitor and evaluate the student's proficiency and understanding of the lesson._ | | | | — | | **Learning Tasks – What will I do? What will students do?** | | _Copy and paste for each day of the unit. Five days have been created for you. Units should be 5-10 days._ **_Day 1:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 2:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 3:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 4:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 5:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** | | | | — | | **Unit Performance Assessment/Summative Assessment Plan – How will you figure out if your teaching was successful?** | | _What is your overarching summative assessment for the unit? How can you make this an authentic task?_ | PAGE _Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs._ _-Last Updated 6/24/2021_ **## TCPLessonPlan_2022_RedesignDraft3.docx** | | | | — | — | | **CityU** niversity of Seattle **Teacher Certification Programs** | ### Lesson Plan | | | | | | — | — | — | | Teacher Candidate: | | Date Taught: | | Grade/Subject: | | | | | | — | | **Lesson Focus** | | **Standard(s) Addressed:** | | **Learning Target for this Lesson:** | | **Learning Intentions and Goals for this Lesson:** | | **Essential or Driving Questions:** | | | | | | — | — | — | | **Your Students’ Strengths** _(Your students already have the knowledge and lived experience to contribute to the learning experience.)_ | | **Assessed Prior Knowledge (Strengths)** _What strategies can you use during this lesson to create space for students to access knowledge/skills related to this lesson?_ | **Strengths and Interests** _What strategies can you use to center their strengths and interests?_ | **Funds of Knowledge** _What strategies can you use during this lesson to create space for students to access their funds of knowledge?_ | | | | | | | | | — | — | | **Your Students’ Needs** _(What do you know about your students’ needs and triggers that you need to support in instruction?)_ | | **Assessed Prior Knowledge (Gaps)** _What knowledge/skills related to this lesson might need scaffolding or chunking for_ _**your** students?_ | **Needs for Individuals/Groups of Students** _Consider the individuals or groups of students in_ _**your** class who might need extra support. What are those supports? (Also include 504/ELL/IEP needs)._ | | | | | | | | — | — | | **Learning Tasks** _(List the steps of what you will do from start to finish in the lesson. Depending on your own needs and strengths, your mentor teacher or field supervisor may ask you to script out what you will say for various steps or modify it in some other way.)_ **_Check off the following items as you include them in your sequence (you should use these in the rationale column, in addition to research and/or theory):_** ❑ Leveraged student assets  Antiracist teaching  Culturally sustaining teaching ~~❑ Culturally responsive teaching~~ ❑ Scaffolds for student needs ❑ Classroom Culture/Social-Emotional Learning ❑ Vocabulary/academic language supports ❑ IEP/504 Accommodations | | Activities/Tasks: | Rationale: | | | | | | | — | — | — | — | | **Assessment Strategies – How will you figure out if your teaching was successful?** | | Include at least three assessments that reflect a snapshot of your assessments through the lesson in a variety of formats (e.g., verbal, written, kinesthetic, etc.) and at a variety of cognitive levels (e.g., recall, application, etc.) Assessments can include questions you plan to ask, observations you plan to make, exit tickets, etc. These strategies should **_also_** appear in your activities/tasks above. _(please add rows for each new reflection):_ | | Objective(s)/Learning Target(s)/Intention(s) | Activity | Prompt | Accommodations | | | | | | | | | | | | | | | | | | | | | | — | — | — | — | | **Metacognitive Strategies – How will youth reflect on the process of learning?** | | Include at least two strategies for reflection that allow youth to describe the process of learning, what changed about what they know, and how this learning might relate to themselves, their communities, or future learning. Metacognitive strategies can include essential or driving questions, social-emotional prompts, opportunities for youth to rate protocols or procedures implemented, exit tickets, etc. These strategies should **_also_** appear in your activities/tasks above. _(please add rows for each new reflection):_ | | Objective(s)/Learning Target(s)/Intention(s) | Activity | Prompt | Accommodations | | | | | | | | | | | | | | | | _Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021_ **LPSampleRevised3.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lpsamplerevised3-docx-9773337) **LPSampleRevised3.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lpsamplerevised3-docx-9773337) **## TCPUnitPlanEXAMPLE2.doc** [removed] **## UnitPlanSiera.doc** | | | | — | — | | **CityU** niversity of Seattle **Teacher Certification Programs** | ### Unit Plan | | | | | — | — | | Teacher Candidate: | **Siera Purce** | | Grade/Subject:: | 4th grade Math | | | | — | | **Unit Focus** | | **Standard(s) Addressed:** Use the four operations with whole numbers to solve problems. [CCSS.MATH.CONTENT.4.OA.A.1](https://www.thecorestandards.org/Math/Content/4/OA/%22%20/l%20%22CCSS.Math.Content.4.OA.A.1) [CCSS.MATH.CONTENT.4.OA.A.3](https://www.thecorestandards.org/Math/Content/4/OA/%22%20/l%20%22CCSS.Math.Content.4.OA.A.3) ##### Make sense of problems and persevere in solving them. [CCSS.MATH.PRACTICE.MP1](https://www.thecorestandards.org/Math/Practice/%22%20/l%20%22CCSS.Math.Practice.MP1) ##### Use appropriate tools strategically. [CCSS.MATH.PRACTICE.MP5](https://www.thecorestandards.org/Math/Practice/%22%20/l%20%22CCSS.Math.Practice.MP5) | | **Common Errors/Anticipated Misconceptions/Learning Progressions** _(What are common errors that students make? What are common misunderstandings? What might you need to consider in terms of setting students up for success with future skills or content)_ _Common errors students make are working too fast, not following directions, and not showing how they get the correct answer. A common misunderstanding is that they can’t ask questions, and minor errors do not matter. As we know, missing one step in math can cause a wrong answer. To remedy these issues, I would consider helping students understand the importance of showing work and taking the time to take each step in the problem to get the correct answer._ | | | | — | | **Unit Overview** | | _Describe in a paragraph the general flow and outline of the unit._ _The general flow of this lesson will be broken down into multiple parts. We would start by understanding how problems are solved and what tools are appropriate for finding the answer. We would do this by identifying students' thoughts about how the problem should be translated to see what they already know. Also, if there are any formulas or orders of operations. We will then move on to making multiplication expressions verbally. Speaking the equation can help verbal learners. We would then move on to multiplication comparisons using drawings, blocks, and other visuals. Lastly, we would monitor and evaluate the student's proficiency and understanding of the lesson._ | | | | — | | **Learning Tasks – What will I do? What will students do?** | | _Copy and paste for each day of the unit. Five days have been created for you. Units should be 5-10 days._ **_Day 1:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 2:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 3:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 4:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 5:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** | | | | — | | **Unit Performance Assessment/Summative Assessment Plan – How will you figure out if your teaching was successful?** | | _What is your overarching summative assessment for the unit? How can you make this an authentic task?_ | PAGE _Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs._ _-Last Updated 6/24/2021_ **## TCPLessonPlan_2022_RedesignDraft3.docx** | | | | — | — | | **CityU** niversity of Seattle **Teacher Certification Programs** | ### Lesson Plan | | | | | | — | — | — | | Teacher Candidate: | | Date Taught: | | Grade/Subject: | | | | | | — | | **Lesson Focus** | | **Standard(s) Addressed:** | | **Learning Target for this Lesson:** | | **Learning Intentions and Goals for this Lesson:** | | **Essential or Driving Questions:** | | | | | | — | — | — | | **Your Students’ Strengths** _(Your students already have the knowledge and lived experience to contribute to the learning experience.)_ | | **Assessed Prior Knowledge (Strengths)** _What strategies can you use during this lesson to create space for students to access knowledge/skills related to this lesson?_ | **Strengths and Interests** _What strategies can you use to center their strengths and interests?_ | **Funds of Knowledge** _What strategies can you use during this lesson to create space for students to access their funds of knowledge?_ | | | | | | | | | — | — | | **Your Students’ Needs** _(What do you know about your students’ needs and triggers that you need to support in instruction?)_ | | **Assessed Prior Knowledge (Gaps)** _What knowledge/skills related to this lesson might need scaffolding or chunking for_ _**your** students?_ | **Needs for Individuals/Groups of Students** _Consider the individuals or groups of students in_ _**your** class who might need extra support. What are those supports? (Also include 504/ELL/IEP needs)._ | | | | | | | | — | — | | **Learning Tasks** _(List the steps of what you will do from start to finish in the lesson. Depending on your own needs and strengths, your mentor teacher or field supervisor may ask you to script out what you will say for various steps or modify it in some other way.)_ **_Check off the following items as you include them in your sequence (you should use these in the rationale column, in addition to research and/or theory):_** ❑ Leveraged student assets  Antiracist teaching  Culturally sustaining teaching ~~❑ Culturally responsive teaching~~ ❑ Scaffolds for student needs ❑ Classroom Culture/Social-Emotional Learning ❑ Vocabulary/academic language supports ❑ IEP/504 Accommodations | | Activities/Tasks: | Rationale: | | | | | | | — | — | — | — | | **Assessment Strategies – How will you figure out if your teaching was successful?** | | Include at least three assessments that reflect a snapshot of your assessments through the lesson in a variety of formats (e.g., verbal, written, kinesthetic, etc.) and at a variety of cognitive levels (e.g., recall, application, etc.) Assessments can include questions you plan to ask, observations you plan to make, exit tickets, etc. These strategies should **_also_** appear in your activities/tasks above. _(please add rows for each new reflection):_ | | Objective(s)/Learning Target(s)/Intention(s) | Activity | Prompt | Accommodations | | | | | | | | | | | | | | | | | | | | | | — | — | — | — | | **Metacognitive Strategies – How will youth reflect on the process of learning?** | | Include at least two strategies for reflection that allow youth to describe the process of learning, what changed about what they know, and how this learning might relate to themselves, their communities, or future learning. Metacognitive strategies can include essential or driving questions, social-emotional prompts, opportunities for youth to rate protocols or procedures implemented, exit tickets, etc. These strategies should **_also_** appear in your activities/tasks above. _(please add rows for each new reflection):_ | | Objective(s)/Learning Target(s)/Intention(s) | Activity | Prompt | Accommodations | | | | | | | | | | | | | | | | _Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021_ **LPSampleRevised3.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lpsamplerevised3-docx-9773337) **## TCPUnitPlanEXAMPLE2.doc** [removed] **## UnitPlanSiera.doc** | | | | — | — | | **CityU** niversity of Seattle **Teacher Certification Programs** | ### Unit Plan | | | | | — | — | | Teacher Candidate: | **Siera Purce** | | Grade/Subject:: | 4th grade Math | | | | — | | **Unit Focus** | | **Standard(s) Addressed:** Use the four operations with whole numbers to solve problems. [CCSS.MATH.CONTENT.4.OA.A.1](https://www.thecorestandards.org/Math/Content/4/OA/%22%20/l%20%22CCSS.Math.Content.4.OA.A.1) [CCSS.MATH.CONTENT.4.OA.A.3](https://www.thecorestandards.org/Math/Content/4/OA/%22%20/l%20%22CCSS.Math.Content.4.OA.A.3) ##### Make sense of problems and persevere in solving them. [CCSS.MATH.PRACTICE.MP1](https://www.thecorestandards.org/Math/Practice/%22%20/l%20%22CCSS.Math.Practice.MP1) ##### Use appropriate tools strategically. [CCSS.MATH.PRACTICE.MP5](https://www.thecorestandards.org/Math/Practice/%22%20/l%20%22CCSS.Math.Practice.MP5) | | **Common Errors/Anticipated Misconceptions/Learning Progressions** _(What are common errors that students make? What are common misunderstandings? What might you need to consider in terms of setting students up for success with future skills or content)_ _Common errors students make are working too fast, not following directions, and not showing how they get the correct answer. A common misunderstanding is that they can’t ask questions, and minor errors do not matter. As we know, missing one step in math can cause a wrong answer. To remedy these issues, I would consider helping students understand the importance of showing work and taking the time to take each step in the problem to get the correct answer._ | | | | — | | **Unit Overview** | | _Describe in a paragraph the general flow and outline of the unit._ _The general flow of this lesson will be broken down into multiple parts. We would start by understanding how problems are solved and what tools are appropriate for finding the answer. We would do this by identifying students' thoughts about how the problem should be translated to see what they already know. Also, if there are any formulas or orders of operations. We will then move on to making multiplication expressions verbally. Speaking the equation can help verbal learners. We would then move on to multiplication comparisons using drawings, blocks, and other visuals. Lastly, we would monitor and evaluate the student's proficiency and understanding of the lesson._ | | | | — | | **Learning Tasks – What will I do? What will students do?** | | _Copy and paste for each day of the unit. Five days have been created for you. Units should be 5-10 days._ **_Day 1:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 2:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 3:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 4:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** **_Day 5:_** **_Learning Target:_** **_Standard(s):_** **_Activity (brief description)_** **_Formative Assessment (briefly describe)._** | | | | — | | **Unit Performance Assessment/Summative Assessment Plan – How will you figure out if your teaching was successful?** | | _What is your overarching summative assessment for the unit? How can you make this an authentic task?_ | PAGE _Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs._ _-Last Updated 6/24/2021_ **## TCPLessonPlan_2022_RedesignDraft3.docx** | | | | — | — | | **CityU** niversity of Seattle **Teacher Certification Programs** | ### Lesson Plan | | | | | | — | — | — | | Teacher Candidate: | | Date Taught: | | Grade/Subject: | | | | | | — | | **Lesson Focus** | | **Standard(s) Addressed:** | | **Learning Target for this Lesson:** | | **Learning Intentions and Goals for this Lesson:** | | **Essential or Driving Questions:** | | | | | | — | — | — | | **Your Students’ Strengths** _(Your students already have the knowledge and lived experience to contribute to the learning experience.)_ | | **Assessed Prior Knowledge (Strengths)** _What strategies can you use during this lesson to create space for students to access knowledge/skills related to this lesson?_ | **Strengths and Interests** _What strategies can you use to center their strengths and interests?_ | **Funds of Knowledge** _What strategies can you use during this lesson to create space for students to access their funds of knowledge?_ | | | | | | | | | — | — | | **Your Students’ Needs** _(What do you know about your students’ needs and triggers that you need to support in instruction?)_ | | **Assessed Prior Knowledge (Gaps)** _What knowledge/skills related to this lesson might need scaffolding or chunking for_ _**your** students?_ | **Needs for Individuals/Groups of Students** _Consider the individuals or groups of students in_ _**your** class who might need extra support. What are those supports? (Also include 504/ELL/IEP needs)._ | | | | | | | | — | — | | **Learning Tasks** _(List the steps of what you will do from start to finish in the lesson. Depending on your own needs and strengths, your mentor teacher or field supervisor may ask you to script out what you will say for various steps or modify it in some other way.)_ **_Check off the following items as you include them in your sequence (you should use these in the rationale column, in addition to research and/or theory):_** ❑ Leveraged student assets  Antiracist teaching  Culturally sustaining teaching ~~❑ Culturally responsive teaching~~ ❑ Scaffolds for student needs ❑ Classroom Culture/Social-Emotional Learning ❑ Vocabulary/academic language supports ❑ IEP/504 Accommodations | | Activities/Tasks: | Rationale: | | | | | | | — | — | — | — | | **Assessment Strategies – How will you figure out if your teaching was successful?** | | Include at least three assessments that reflect a snapshot of your assessments through the lesson in a variety of formats (e.g., verbal, written, kinesthetic, etc.) and at a variety of cognitive levels (e.g., recall, application, etc.) Assessments can include questions you plan to ask, observations you plan to make, exit tickets, etc. These strategies should **_also_** appear in your activities/tasks above. _(please add rows for each new reflection):_ | | Objective(s)/Learning Target(s)/Intention(s) | Activity | Prompt | Accommodations | | | | | | | | | | | | | | | | | | | | | | — | — | — | — | | **Metacognitive Strategies – How will youth reflect on the process of learning?** | | Include at least two strategies for reflection that allow youth to describe the process of learning, what changed about what they know, and how this learning might relate to themselves, their communities, or future learning. Metacognitive strategies can include essential or driving questions, social-emotional prompts, opportunities for youth to rate protocols or procedures implemented, exit tickets, etc. These strategies should **_also_** appear in your activities/tasks above. _(please add rows for each new reflection):_ | | Objective(s)/Learning Target(s)/Intention(s) | Activity | Prompt | Accommodations | | | | | | | | | | | | | | | | _Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021_ **LPSampleRevised3.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lpsamplerevised3-docx-9773337) – 1 – 2 – 3 – 4

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