Social Studies and the Arts Unit Plan Social studies instruction, when properly planned and implemented, can promote responsible citizenship in eleme

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

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Social Studies and the Arts Unit Plan Social studies instruction, when properly planned and implemented, can promote responsible citizenship in eleme
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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

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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