STEP Standard 4 – Unit and Lesson Planning
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During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level: SPECIAL EDUCATION 6-8th (operate on 2nd grade level or lower)
Unit/Subject: Mentally add the Commutative Property of Addition up to 50
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| National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented. |
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| Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. | |||||
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | |||||
| Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit. |
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| Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? Level 1: Recall Level 2: Skill/Concepts Level 3: Strategic Thinking Level 4: Extended Thinking |
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| Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
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Presentation of Content |
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| Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners. |
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| Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) |
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Application of Content |
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| Multiple Means of Engagement
How will students explore, practice, and apply the content? |
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| Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) |
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Assessment of Content |
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| Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction. |
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| Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional resources/support) |
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Extension Activity and/or Homework |
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| Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. | |||||
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