Social Studies and the Arts Unit Plan
Social studies instruction, when properly planned and implemented, can promote responsible citizenship in elementary students. In a culturally diverse democratic society, it is important for students to make informed decisions in order to be good citizens in our interdependent world.
For this assignment, you will use the 5-Day Unit Plan Template to create a fivelesson unit designed for the students in your clinical field experience class. Identify a K8 grade level, 12 social studies standards, and at least one arts standard as the focus of your unit plan. You may adapt any previous assignments in the creation of this unit plan.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Lesson Titles, Summaries, Standards, and Objectives
15.0
Lesson titles and summaries are realistic and creative. Standards are expertly selected and objectives are proficiently aligned.
Multiple Means of Representation ACEI 2.4; CEC 2.1, 3.1, ICSI.1.K5, ICSI.1.K6, ICSI.1.K15, ICSI.2.K7, ICSI.2.K8, ICSI.2.S1; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5, COE 2.4
15.0
Expertly explains major concepts from social studies that will be included to promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
Multiple Means of Engagement ACEI 1.0; CEC 5.2, 5.3, 5.4, ICSI.5.K3, ICSI.5.S7, ICSI.5.S19, IGC.5.S25; ILA-S 5.3; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5; COE 1.4
15.0
Skillfully explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills.
Multiple Means of Expression ACEI 2.5; CEC 3.2, ICSI.5.S19; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2, COE 2.5
15.0
Substantially describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students.
Differentiation
10.0
Professionally describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners.
Resources, Materials, Equipment, and Technology
10.0
Resources selected are expertly chosen for the unit plan.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Total Percentage 100 Class Profile
Student Name
ELL/
Proficiency Level
Socioeconomic Status
Race/ Ethnicity
Native Language
Gender
IEP/
504
Other
Age
Reading Performance Level/Score*
Math Performance Level/Score*
Arturo
Yes – 4
Low
Mexican
Spanish
Male
No
Glasses
Grade level
One year below grade level/98
At grade level/151
Bertie
Yes – 5
Low
Vietnamese
Vietnamese
Female
No
None
Grade level
One year above grade level/210
At grade level/108
Beryl
No
Mid
White
English
Female
No
None
Grade level
Two years above grade level/268
At grade level/163
Brandie
Yes – 4
Low
Liberian
Liberian English
Female
No
None
Grade level
At grade level/178
One year below grade level/79
Dessie
Yes – 4
Mid
Russian
Russian
Female
No
None
Grade level
At grade level/113
One year below grade level/65
Diana
Yes – 4
Low
Mexican
Spanish
Female
No
None
Grade level
One year below grade level/79
At grade level/198
Donnie
No
Mid
African American
English
Female
Yes
Hearing Aids
Grade level
At grade level/150
At grade level/124
Eduardo
Yes – 5
Low
Puerto Riccan
Spanish
Male
No
Glasses
Grade level
One year below grade level/88
At grade level/101
Emma
No
Mid
White
English
Female
No
None
Grade level
At grade level/124
At grade level/135
Enrique
No
Low
Mexican
English
Male
ADHD
None
One year above grade level
One year below grade level/45
At grade level/163
Fatma
Yes – 5
Low
Mexican
Spanish
Female
No
Glasses
Grade level
One year below grade level/21
One year above grade level/289
Frances
No
Mid
Mexican
English
Female
No
Diabetic
Glasses
Grade level
At grade level/116
At grade level/114
Francesca
Yes – 5
Low
Mexican
Spanish
Female
No
None
Grade level
At grade level/162
At grade level/178
Fredrick
No
Low
White
English
Male
Learning Disabled
None
One year above grade level
Two years below grade level/285
Two years below grade level/15
Ines
Yes – 4
Low
Mexican
Spanish
Female
Learning Disabled
Glasses
Grade level
One year below grade level/50
One year below grade level/55
Jade
No
Mid
African American
English
Female
No
None
Grade level
At grade level/183
One year above grade level/224
Kent
No
High
White
English
Male
ADHD
Glasses
Grade level
At grade level/178
One year above grade level/208
Lolita
Yes 5
Low
Navajo
Navajo
Female
No
None
Grade level
At grade level/110
At grade level/141
Maria
No
Mid
Mexican
Spanish
Female
No
NOTE: School does not have gifted program
Grade level
At grade level/139
Two years above grade level/296
Mason
Yes – 4
Low
Vietnamese
Vietnamese
Male
Yes
High Func-tioning Autism
Grade level
At grade level/154
At grade level/138
Nick
No
Low
White
English
Male
No
None
Grade level
One year above grade level/205
At grade level/180
Noah
No
Low
African American
English
Male
No
Glasses
Grade level
At grade level/193
At grade level/177
Sharlene
No
Mid
White
English
Female
No
None
Grade level
One year above grade level/110
At grade level/125
Sophia
Yes – 5
Mid
Guatamalan
Spanish
Female
No
None
Grade level
At grade level/129
At grade level/152
Stuart
No
Mid
White
English
Male
No
Allergic to peanuts
Grade level
One year above grade level/231
At grade level/116
Terrence
No
Mid
African American
English
Male
No
None
Grade level
At grade level/189
At grade level/192
Wade
No
Mid
White
English
Male
No
Glasses
Grade level
At grade level/179
One year above grade level/223
Welington
Yes 3
Low
Cuban
Spanish
Male
Learning Disabled
Glasses
Grade level
One year below grade level/82
Two years below grade level/24
Wendell
Yes – 2
Low
Somalian Refugee
Somali
Male
No
None
Grade level
One year below grade level/51
Two years below grade level/45
Yung
Yes – 4
Low
Burmese
Burmese
Male
No
None
One year below grade level
One year below grade level/98
Two years below grade level/65
*Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99
2018. Grand Canyon University. All Rights Reserved. GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary:
Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
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.
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
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
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)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
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)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
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)
Extension Activity and/or Homework
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.
2020. Grand Canyon University. All Rights Reserved.
2019. Grand Canyon University. All Rights Reserved
